OVERVIEW

The Course provides an overview of the main psychological dimensions involved in educational processes in the healthcare context.

AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

The purpose of the course is to provide students with knowledge and skills in reading the psychological processes involved in health education, with particular attention both to the determinants involved in the construction of the patient's health and to the intervention patterns.

At the end of the course, students must be able to:
- Identify the main determinants of health
- Identify the main characteristics of the helping relationship
- Plan health education and wellbeing promotion interventions

TEACHING METHODS

The course is divided into a theoretical part based on lectures and in moments of exchange between the participants through exercises.

Students with SLD, disability or other special educational needs certification are strongly encouraged to contact the teachers at the beginning of the course to agree on teaching methods which, according to the teaching objectives, will take into account disabilities with individual teaching methods and compensatory instruments.

SYLLABUS/CONTENT

The contents of the course are as follows:

• Determinants of Health
• The Bio-Psycho-Social Model
• Helping relationship
• Health education: the relationship between patient and professional
• Strategies, context and intervention patterns in health education
• Patient Education
• Compliance and Patient Satisfaction
• Health promotion..

RECOMMENDED READING/BIBLIOGRAPHY

Recommended reading:

• Bertini, M. (2012) Psicologia della salute, Cortina, Milano.
• Braibanti P., Strappa V., Zunino A. (2009) Psicologia sociale e promozione della salute, Franco Angeli, Milano.
• Commissione Europea (2002) L'apprendimento lungo tutto l'arco della vita: un diritto per tutti, Ufficio delle pubblicazioni ufficiali delle Comunità europee, Lussemburgo.
• Demetrio, D. (2003) Manuale di educazione degli adulti, Laterza, Bari.

• Knowles M., Holton E.F., Swanson R.A. (2008) Quando l'adulto impara. Andragogia e sviluppo della persona, Franco Angeli, Milano.
• Mariani A.M., Canterini M. (a cura di) (2002) Educazione adulta: manuale per una formazione permanente, Unicopli, Milano.
• Mason, L. (2006) Psicologia dell’apprendimento e dell’istruzione, Il Mulino, Bologna.

Other books can be indicated by the teacher during the course or proposed by the students.

Students will also be able to use the materials provided by the teacher during the lessons.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

As indicated in the 2022/2023 academic calendar

Class schedule

PSYCHOLOGY OF EDUCATION

EXAMS

EXAM DESCRIPTION

The exam includes a  knowledge assessment through a written test based both on the readings and the topics covered during the course.

Exam dates will be published on Aulaweb.
The exams of the integrated courses are held in the Genoese university in a single moment and the Examination Commissions, chaired by the Coordinators of the integrated courses or by their delegates, must be composed in accordance with the provisions of Article 29 c.5 and c. 6 of the University Didactic Regulations.
As per the Degree Course's Didactic Regulations, exams can only be taken in the periods dedicated to this and called exam sessions. The moments of verification usually cannot coincide with the periods in which the training activities take place

ASSESSMENT METHODS

The exam allows to verify the achievement of the expected learning outcomes by assessing the ability to properly present the theoretical knowledge acquired by the course.

The evaluation is based on criteria of relevance and completeness of the contents in relation to the explored topics.

Students with SLD or other regularly certified special educational needs will be allowed to choose with the teacher whether to perform the test in writing or oral modality, by contacting the teacher at least 10 days before the exam. They can also take advantage of a 30% additional time.

FURTHER INFORMATION