ID:
503693
Duration (hours):
16
CFU:
2
SSD:
SCIENZE INFERMIERISTICHE GENERALI, CLINICHE E PEDIATRICHE
Year:
2025
Overview
Date/time interval
Secondo Semestre (23/03/2026 - 05/06/2026)
Syllabus
Course Objectives
The course aims to present the assumptions, methods and techniques of qualitative research to be used in the nursing/obstetric context both as a research methodology for cognitive purposes and as a peculiar teaching-learning strategy.
The course will be divided into two parts:
the first aimed at an in-depth study of the theoretical backgrounds, philosophical assumptions and methodologies of qualitative research with particular reference to phenomenology and hermeneutics and specific applications in research conducted in the nursing-obstetric field;
the second aimed at knowing the methodology and styles of conducting qualitative interviews (focus groups) and training students in the analysis of phenomenological qualitative studies that use focus groups and in the construction of research studies with focus groups.
To this end, attending students will participate in different group exercises that will constitute a moment of guided learning.
The course will be divided into two parts:
the first aimed at an in-depth study of the theoretical backgrounds, philosophical assumptions and methodologies of qualitative research with particular reference to phenomenology and hermeneutics and specific applications in research conducted in the nursing-obstetric field;
the second aimed at knowing the methodology and styles of conducting qualitative interviews (focus groups) and training students in the analysis of phenomenological qualitative studies that use focus groups and in the construction of research studies with focus groups.
To this end, attending students will participate in different group exercises that will constitute a moment of guided learning.
Course Prerequisites
Basic basic knowledge that differentiates qualitative research from quantitative research applied to nursing care
Teaching Methods
Exercises related to:
-analysis and guided discussion of qualitative research
-individual and group work aimed at understanding the researcher's mental positions in phenomenological and hermeneutic phenomenological research
-guided activity starting from reading an excerpt from a focus group
- guided analyzes relating to focus group designs in phenomenological research for the understanding of the fundamental methodological criteria: definition of the context and description of the problem or situation, formulation of the research question, construction of the stimuli, of the initial cognitive question and outline of the guiding questions , identification of the criteria for inclusion of the subjects in the study, types of sampling to be used, explanations regarding the use of a qualitative approach intended as the best method to explore the phenomenon.
-guided activity linked to the analysis of the manifest and latent qualitative content of a text
-slides and film recordings prepared by the teacher
-analysis and guided discussion of qualitative research
-individual and group work aimed at understanding the researcher's mental positions in phenomenological and hermeneutic phenomenological research
-guided activity starting from reading an excerpt from a focus group
- guided analyzes relating to focus group designs in phenomenological research for the understanding of the fundamental methodological criteria: definition of the context and description of the problem or situation, formulation of the research question, construction of the stimuli, of the initial cognitive question and outline of the guiding questions , identification of the criteria for inclusion of the subjects in the study, types of sampling to be used, explanations regarding the use of a qualitative approach intended as the best method to explore the phenomenon.
-guided activity linked to the analysis of the manifest and latent qualitative content of a text
-slides and film recordings prepared by the teacher
Assessment Methods
the evaluation is centered on the ability to
-analyze and criticize on the basis of theoretical, scientific, methodological foundations different hermeneutic phenomenological research designs with focus groups conducting surveys related to the following fields
phenomenon object of study, context analysis, definition of the problem-situation and the research question, construction of stimuli, primary cognitive question and guiding questions, sampling, qualitative content analysis methodologies, implications for nursing-midwifery care, organization, training, research
Send fifteen days before the appeal by email
-analyze and criticize on the basis of theoretical, scientific, methodological foundations different hermeneutic phenomenological research designs with focus groups conducting surveys related to the following fields
phenomenon object of study, context analysis, definition of the problem-situation and the research question, construction of stimuli, primary cognitive question and guiding questions, sampling, qualitative content analysis methodologies, implications for nursing-midwifery care, organization, training, research
Send fifteen days before the appeal by email
Texts
MODULE 1
Greenhalgh T. An open letter to The BMJ editors on qualitative research. BMJ 2016;352:i563
Heath I, Montori VM. Responding to the crisis of care. BMJ. 2023 Feb 24;380:p464. doi: 10.1136/bmj.p464. PMID: 36828555
Mortari L Zannini L La ricerca qualitativa in ambito sanitario Carocci 2017 Introduzione p 11- 42Obbligatorio
Mortari, L. (2015). Reflectivity in Research Practice: An Overview of Different Perspectives. International Journal of Qualitative Methods, 14(5). Obbligatorio
Mortari, L., & Saiani, L. (2013). Alcune riflessioni sulla ricerca qualitativa. Intervista di Luisa Saiani a Luigina Mortari. Assistenza Infermieristica E Ricerca, 32, 175-177. Obbligatorio
Morse, J.M. (2006) ‘Insight, inference, evidence, and verification: creating a legitimate discipline: keynote address for the II congreso iberoamericano de investigación cualitativa en salud Madrid 22– 25 de Junio de 2005’, International Journal of Qualitative Methods, 5(1), pp. 93–100.obbligatorio Morse JM. What is the domain of qualitative health research? Qual Health Res. 2007 Jul;17(6):715-
7 obbligatorio
Morse JM. Introducing the first Global Congress for Qualitative Health Research: What are we? What will we do--and why? Qual Health Res. 2012 Feb;22(2):147-56. doi: 10.1177/1049732311422707. Epub 2011 Sep 20. PMID: 21934031. Obbligatorio
Morse, J. (2020). The Changing Face of Qualitative Inquiry. International Journal of Qualitative Methods, 19. Lettura obbligatoria paragrafo abstract e due paragrafi successivi The Push Factors of change —What Are We Doing Well?
Sasso L.,Bagnasco A., Ghirotto L La ricerca qualitativa. Una risorsa per i professionisti della salute,Edra 2015 testo di base obbligatorio riferirsi nello stesso testo a cap 2pag 29-46 e cap 3 63- 98 Obbligatori
Studi oggetto di analisi ed attività di gruppo
Olausson S, Lindahl B, Ekebergh M. A phenomenological study of experiences of being cared for in a critical care setting: the meanings of the patient room as a place of care. Intensive Crit Care Nurs. 2013 Aug;29(4):234-43. doi: 10.1016/j.iccn.2013.02.002. Epub 2013 May 31. PMID: 23727137.lettura obbligatoria
Plank, A.; Mazzoni, V.; Cavada, L. Becoming a caregiver: New family carers’ experience during the transition from hospital to home. J. Clin. Nurs. 2012, 21, 2072–2082 lettura obbligatoria Rasmussen, D. M., and Elverdam, B. (2007). Cancer survivors’ experience of time-time disruption and time appropriation. J. Adv. Nurs. 57, 614–622. doi: 10.1111/j.1365-2648.2006.04133.x lettura obbligatoria
Zegelin A. 'Tied down'- the process of becoming bedridden through gradual local confinement. J Clin Nurs. 2008 Sep;17(17):2294-301 lettura obbligatoria
MODULE 2
Benner P. L’eccellenza nella pratica clinica dell’infermiere. L’apprendimento basato sull’esperienza McGraw_Hill 2003 Obbligatorio, riferirsi in particolare ai cap 1-2-3 ed agli stralci narrativi analizzati .Per
conoscere l’approccio interpretativo alla identificazione e descrizione della conoscenza clinica è fondamentale lo studio del cap 3
Mortari L Zannini L La ricerca qualitativa in ambito sanitario Carocci 2017capitolo 2 il metodo fenomenologico Mortari L Obbligatorio,
Mortari L., Saiani L., Gesti e pensieri di cura. Milano: Mc Graw Hill, 2013 obbligatorio riferirsi in particolare al cap 3 La voce dei pratici :indagine empirica sul caring ed al paragrafo 3.3.oggetto di esercitazione
Mortari ,L(2007) Cultura della ricerca e pedagogia .Roma Carocci cap 6 Essere in ricerca.La postura del ricercatore..L’autocomprensione epistemica da pag 221 a pag 231 Obbligatorio
Tufford, L., & Newman, P.A. (2012). Bracketing in Qualitative Research. Qualitative Social Work, 11, 80 - 96.obbligatorio riferirsi in specifico ai paragrafi Definitions conceptual framework e Methods of Bracketing
PS chi è interessato ad approfondimenti sul metodo fenomenologico empirico e sulla Grounded Theory può chiedere indicazioni alla docente
MODULE 3
Corrao S,(2000),Il focus group ,Franco Angeli,Milano obbligatori cap 1 da pag 11 -25-cap 3 da pag 41-74 cap 4 da pag 75 -95
Kahn R.LLa dinamica dell’intervista Marsilio editori 1968(.obbligatorio Tecniche di probing pag 265-299 )
Kallio, H., Pietilä, A.-M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. Journal of Advanced
Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031 obbligatorio
Krueger R.A (2015),Focus Group: A Practical Guide for Applied Research. Sage Publishing
Studi utilizzati per esercitazioni in aula
Bonetti L, Bagnasco A, Aleo G, Sasso L. 'The transit of the food trolley'- malnutrition in older people and nurses' perception of the problem. Scand J Caring Sci. 2013 Jun;27(2):440-8. doi: 10.1111/j.1471-6712.2012.01043.x. Epub 2012 Jul 30. PMID: 22846143.vedere abstract
Bragadottir GH, Halldorsdottir BS, Ingadottir TS, Jonsdottir H. Patients and families realising their future with chronic obstructive pulmonary disease-A qualitative study. J Clin Nurs. 2018 Jan;27(1- 2):57-64. doi: 10.1111/jocn.13843. Epub 2017 Aug 8. PMID: 28382766. vedere abstract
van Eijk-Hustings, Judy Ammerlaan, Hanneke Voorneveld-Nieuwenhuis, Bertha Maat, Conny Veldhuizen, Han Repping-Wuts,
Patients' needs and expectations with regard to rheumatology nursing care: results of multicentre focus group interviews,
Annals of the Rheumatic Diseases,Vol 72, Issue 6,2013,Pages 831-835,ISSN 0003-4967, vedere abstract
Monterosso L, Taylor K, Platt V, Lobb E, Musiello T, Bulsara C, Stratton K, Joske D, Krishnasamy
M. Living With Multiple Myeloma: A Focus Group Study of Unmet Needs and Preferences for
Survivorship Care. J Patient Exp. 2018 Mar;5(1):6-15. doi: 10.1177/2374373517715011. Epub
2017 Jul 26. PMID: 29582005;Table 1. Guiding Questions for Myeloma FocusGroups.
See MTA, Chee S, Rajaram R, Kowitlawakul Y, Liaw SY. Missed nursing care in patient
education: A qualitative study of different levels of nurses' perspectives. J Nurs Manag. 2020
Nov;28(8):1960-1967. doi: 10.1111/jonm.12983. Epub 2020 Mar 31. PMID: 32096316.
abstract
MODULE 4
Cypress BS. Rigor or Reliability and Validity in Qualitative Research: Perspectives, Strategies, Reconceptualization, and Recommendations. Dimens Crit Care Nurs. 2017 Jul/Aug;36(4):253-263. doi: 10.1097/DCC.0000000000000253. PMID: 28570380.
Graneheim, U.H., Lundman, B., 2004. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ. Today 24 (2), 105–112. Obbligatorio
Kahlke, R. M. (2014). Generic Qualitative Approaches: Pitfalls and Benefits of Methodological Mixology. International Journal of Qualitative Methods, 13(1), 37–52. https://doi.org/10.1177/160940691401300119 obbligatorio
Morse JM. Critical Analysis of Strategies for Determining Rigor in Qualitative Inquiry. Qualitative Health Research. 2015;25(9):1212-1222. doi:10.1177/1049732315588501 l
Morse, J. (2020). The Changing Face of Qualitative Inquiry. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920909938 Lettura obbligatoria
Mortari L.,Cercare il rigore metodologico per una ricerca pedagogica scientificamentefondata,Education Sciences&Society 2010 p.143-156 vol 1 fasc 1 obbligatorioSaunders B, Sim J, Kingstone T, Baker S, Waterfield J, Bartlam B, Burroughs H, Jinks C. Saturation in qualitative research: exploring its conceptualization and operationalization. Qual Quant. 2018;52(4):1893-1907. doi: 10.1007/s11135-017-0574-8. Epub 2017 Sep 14. PMID: 29937585; PMCID: PMC5993836.obbligatorio
Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007 Dec;19(6):349- 57.doi: 10.1093/intqhc/mzm042. Epub 2007 Sep 14. PMID: 17872937.
Greenhalgh T. An open letter to The BMJ editors on qualitative research. BMJ 2016;352:i563
Heath I, Montori VM. Responding to the crisis of care. BMJ. 2023 Feb 24;380:p464. doi: 10.1136/bmj.p464. PMID: 36828555
Mortari L Zannini L La ricerca qualitativa in ambito sanitario Carocci 2017 Introduzione p 11- 42Obbligatorio
Mortari, L. (2015). Reflectivity in Research Practice: An Overview of Different Perspectives. International Journal of Qualitative Methods, 14(5). Obbligatorio
Mortari, L., & Saiani, L. (2013). Alcune riflessioni sulla ricerca qualitativa. Intervista di Luisa Saiani a Luigina Mortari. Assistenza Infermieristica E Ricerca, 32, 175-177. Obbligatorio
Morse, J.M. (2006) ‘Insight, inference, evidence, and verification: creating a legitimate discipline: keynote address for the II congreso iberoamericano de investigación cualitativa en salud Madrid 22– 25 de Junio de 2005’, International Journal of Qualitative Methods, 5(1), pp. 93–100.obbligatorio Morse JM. What is the domain of qualitative health research? Qual Health Res. 2007 Jul;17(6):715-
7 obbligatorio
Morse JM. Introducing the first Global Congress for Qualitative Health Research: What are we? What will we do--and why? Qual Health Res. 2012 Feb;22(2):147-56. doi: 10.1177/1049732311422707. Epub 2011 Sep 20. PMID: 21934031. Obbligatorio
Morse, J. (2020). The Changing Face of Qualitative Inquiry. International Journal of Qualitative Methods, 19. Lettura obbligatoria paragrafo abstract e due paragrafi successivi The Push Factors of change —What Are We Doing Well?
Sasso L.,Bagnasco A., Ghirotto L La ricerca qualitativa. Una risorsa per i professionisti della salute,Edra 2015 testo di base obbligatorio riferirsi nello stesso testo a cap 2pag 29-46 e cap 3 63- 98 Obbligatori
Studi oggetto di analisi ed attività di gruppo
Olausson S, Lindahl B, Ekebergh M. A phenomenological study of experiences of being cared for in a critical care setting: the meanings of the patient room as a place of care. Intensive Crit Care Nurs. 2013 Aug;29(4):234-43. doi: 10.1016/j.iccn.2013.02.002. Epub 2013 May 31. PMID: 23727137.lettura obbligatoria
Plank, A.; Mazzoni, V.; Cavada, L. Becoming a caregiver: New family carers’ experience during the transition from hospital to home. J. Clin. Nurs. 2012, 21, 2072–2082 lettura obbligatoria Rasmussen, D. M., and Elverdam, B. (2007). Cancer survivors’ experience of time-time disruption and time appropriation. J. Adv. Nurs. 57, 614–622. doi: 10.1111/j.1365-2648.2006.04133.x lettura obbligatoria
Zegelin A. 'Tied down'- the process of becoming bedridden through gradual local confinement. J Clin Nurs. 2008 Sep;17(17):2294-301 lettura obbligatoria
MODULE 2
Benner P. L’eccellenza nella pratica clinica dell’infermiere. L’apprendimento basato sull’esperienza McGraw_Hill 2003 Obbligatorio, riferirsi in particolare ai cap 1-2-3 ed agli stralci narrativi analizzati .Per
conoscere l’approccio interpretativo alla identificazione e descrizione della conoscenza clinica è fondamentale lo studio del cap 3
Mortari L Zannini L La ricerca qualitativa in ambito sanitario Carocci 2017capitolo 2 il metodo fenomenologico Mortari L Obbligatorio,
Mortari L., Saiani L., Gesti e pensieri di cura. Milano: Mc Graw Hill, 2013 obbligatorio riferirsi in particolare al cap 3 La voce dei pratici :indagine empirica sul caring ed al paragrafo 3.3.oggetto di esercitazione
Mortari ,L(2007) Cultura della ricerca e pedagogia .Roma Carocci cap 6 Essere in ricerca.La postura del ricercatore..L’autocomprensione epistemica da pag 221 a pag 231 Obbligatorio
Tufford, L., & Newman, P.A. (2012). Bracketing in Qualitative Research. Qualitative Social Work, 11, 80 - 96.obbligatorio riferirsi in specifico ai paragrafi Definitions conceptual framework e Methods of Bracketing
PS chi è interessato ad approfondimenti sul metodo fenomenologico empirico e sulla Grounded Theory può chiedere indicazioni alla docente
MODULE 3
Corrao S,(2000),Il focus group ,Franco Angeli,Milano obbligatori cap 1 da pag 11 -25-cap 3 da pag 41-74 cap 4 da pag 75 -95
Kahn R.LLa dinamica dell’intervista Marsilio editori 1968(.obbligatorio Tecniche di probing pag 265-299 )
Kallio, H., Pietilä, A.-M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. Journal of Advanced
Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031 obbligatorio
Krueger R.A (2015),Focus Group: A Practical Guide for Applied Research. Sage Publishing
Studi utilizzati per esercitazioni in aula
Bonetti L, Bagnasco A, Aleo G, Sasso L. 'The transit of the food trolley'- malnutrition in older people and nurses' perception of the problem. Scand J Caring Sci. 2013 Jun;27(2):440-8. doi: 10.1111/j.1471-6712.2012.01043.x. Epub 2012 Jul 30. PMID: 22846143.vedere abstract
Bragadottir GH, Halldorsdottir BS, Ingadottir TS, Jonsdottir H. Patients and families realising their future with chronic obstructive pulmonary disease-A qualitative study. J Clin Nurs. 2018 Jan;27(1- 2):57-64. doi: 10.1111/jocn.13843. Epub 2017 Aug 8. PMID: 28382766. vedere abstract
van Eijk-Hustings, Judy Ammerlaan, Hanneke Voorneveld-Nieuwenhuis, Bertha Maat, Conny Veldhuizen, Han Repping-Wuts,
Patients' needs and expectations with regard to rheumatology nursing care: results of multicentre focus group interviews,
Annals of the Rheumatic Diseases,Vol 72, Issue 6,2013,Pages 831-835,ISSN 0003-4967, vedere abstract
Monterosso L, Taylor K, Platt V, Lobb E, Musiello T, Bulsara C, Stratton K, Joske D, Krishnasamy
M. Living With Multiple Myeloma: A Focus Group Study of Unmet Needs and Preferences for
Survivorship Care. J Patient Exp. 2018 Mar;5(1):6-15. doi: 10.1177/2374373517715011. Epub
2017 Jul 26. PMID: 29582005;Table 1. Guiding Questions for Myeloma FocusGroups.
See MTA, Chee S, Rajaram R, Kowitlawakul Y, Liaw SY. Missed nursing care in patient
education: A qualitative study of different levels of nurses' perspectives. J Nurs Manag. 2020
Nov;28(8):1960-1967. doi: 10.1111/jonm.12983. Epub 2020 Mar 31. PMID: 32096316.
abstract
MODULE 4
Cypress BS. Rigor or Reliability and Validity in Qualitative Research: Perspectives, Strategies, Reconceptualization, and Recommendations. Dimens Crit Care Nurs. 2017 Jul/Aug;36(4):253-263. doi: 10.1097/DCC.0000000000000253. PMID: 28570380.
Graneheim, U.H., Lundman, B., 2004. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ. Today 24 (2), 105–112. Obbligatorio
Kahlke, R. M. (2014). Generic Qualitative Approaches: Pitfalls and Benefits of Methodological Mixology. International Journal of Qualitative Methods, 13(1), 37–52. https://doi.org/10.1177/160940691401300119 obbligatorio
Morse JM. Critical Analysis of Strategies for Determining Rigor in Qualitative Inquiry. Qualitative Health Research. 2015;25(9):1212-1222. doi:10.1177/1049732315588501 l
Morse, J. (2020). The Changing Face of Qualitative Inquiry. International Journal of Qualitative Methods, 19. https://doi.org/10.1177/1609406920909938 Lettura obbligatoria
Mortari L.,Cercare il rigore metodologico per una ricerca pedagogica scientificamentefondata,Education Sciences&Society 2010 p.143-156 vol 1 fasc 1 obbligatorioSaunders B, Sim J, Kingstone T, Baker S, Waterfield J, Bartlam B, Burroughs H, Jinks C. Saturation in qualitative research: exploring its conceptualization and operationalization. Qual Quant. 2018;52(4):1893-1907. doi: 10.1007/s11135-017-0574-8. Epub 2017 Sep 14. PMID: 29937585; PMCID: PMC5993836.obbligatorio
Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007 Dec;19(6):349- 57.doi: 10.1093/intqhc/mzm042. Epub 2007 Sep 14. PMID: 17872937.
Contents
MODULE 1 TOPICS
Introductory questions: qualitative research in the healthcare sector and the magnificent case of nursing
Nature of the cognitive process, reflection, attention and intuition crucial practices in the field of qualitative research
General architecture of the qualitative research process: focusing on the research theme, the generative question and coherently connecting epistemologies, philosophical bases, methodologies and methods.
MODULE 2 TOPICS
-Orienting oneself among the declinations of the methodology of phenomenological research and with the most recent epistemological reflections on the subject of description-interpretation, discovering the grounded theory in the healthcare sector.
-Methodological issues. Being faithful to the phenomenon, deactivating cognitive filters and measuring oneself with the exercise of epochè in descriptive empirical phenomenological research
The interpretative approach of hermeneutic phenomenology: applications of the topics covered in health research
Module 3 TOPICS
-The use of the focus group as a specific method within phenomenological research. PART ONE
Key steps in designing the focus group: designing the focus group, building the cognitive questions: primary question and discussion track, interview guide, non-directive probing techniques
Module 4 TOPICS
The use of the focus group as a specific method within phenomenological research. PART TWO
Key steps in designing a focus group: the role of the moderator and non-directive probing techniques, setting, sampling, hints on the construction of empirical documentation, immersion-drowning in data and mixed methods
Data analysis methods and their coherence with the research design: hints on the Graneheim and Lundman approach
Scientific rigor in qualitative research with particular reference to empirical phenomenological descriptive research and the verification process to guarantee reliability and validity Preparation for the exam with the supervision of the teacher
Introductory questions: qualitative research in the healthcare sector and the magnificent case of nursing
Nature of the cognitive process, reflection, attention and intuition crucial practices in the field of qualitative research
General architecture of the qualitative research process: focusing on the research theme, the generative question and coherently connecting epistemologies, philosophical bases, methodologies and methods.
MODULE 2 TOPICS
-Orienting oneself among the declinations of the methodology of phenomenological research and with the most recent epistemological reflections on the subject of description-interpretation, discovering the grounded theory in the healthcare sector.
-Methodological issues. Being faithful to the phenomenon, deactivating cognitive filters and measuring oneself with the exercise of epochè in descriptive empirical phenomenological research
The interpretative approach of hermeneutic phenomenology: applications of the topics covered in health research
Module 3 TOPICS
-The use of the focus group as a specific method within phenomenological research. PART ONE
Key steps in designing the focus group: designing the focus group, building the cognitive questions: primary question and discussion track, interview guide, non-directive probing techniques
Module 4 TOPICS
The use of the focus group as a specific method within phenomenological research. PART TWO
Key steps in designing a focus group: the role of the moderator and non-directive probing techniques, setting, sampling, hints on the construction of empirical documentation, immersion-drowning in data and mixed methods
Data analysis methods and their coherence with the research design: hints on the Graneheim and Lundman approach
Scientific rigor in qualitative research with particular reference to empirical phenomenological descriptive research and the verification process to guarantee reliability and validity Preparation for the exam with the supervision of the teacher
Course Language
Italian
More information
The attendance of the lessons is fundamental to better understand the didactic strategies and the aim of the course
Degrees
Degrees
NURSING AND MIDWIFERY SCIENCES
Master’s Degree
2 years
No Results Found
People
People
Teaching staff
No Results Found