Corso di Laurea in Tecniche della Prevenzione nell'Ambiente e nei Luoghi di Lavoro - SNT/4

The professional internship is a training strategy that provides the student with an experienced professional and in specific health contexts in order to learn the skills required by the professional role. Learning takes place through practical experimentation, the integration of theoretical-disciplinary knowledge with professional operational practice; its purpose is to develop professional skills, professional identity and belonging and also represents a pre-socialization to the world of work.

The main activity of students is learning, therefore they must be able to do and try activities selected according to their educational value.

Internship teaching and learning strategies should be based on the following pedagogical principles:

• shifting the historical emphasis on training to a model of learning from experience;
• empowerment of the student by applying the principles of adult learning;
• transparency of the evaluation process;
• personalization of internship experiences;
• respect for the student's right to privacy, tutors and supervisors confidentially manage information on the development of the student's performance that is used for training purposes.

The internship experience allows the student to face unique and complex situations that are insoluble through theoretical approaches alone; it therefore offers not only the possibility of learning to do, but the possibility of thinking about doing for a real learning from experience.

Learning by experience presupposes the following conditions:

• immersion in a work context;
• observation and reflection on the activities carried out by experienced professionals;
• possibility of experimenting in core professional skills with progressive assumption of responsibility;
• Tutorial supervision of the expert through learning feedback.

The internship is part of the training process between theory and practice. An apprenticeship model subordinate to theory is overcome and formal theoretical knowledge, integrating with the practical knowledge of the experts, is transformed into competence.

The internship learning process is divided into the following phases which are characteristic of a spiral process (continuous return to the previous phase in case of need):

• theoretical prerequisites;
• tutorial sessions that prepare the student for the experience, from exercises and simulations;
• direct experience with sessions of reflection and re-elaboration of the experience and constant feedback.

The training project must be documented and presented to the subjects involved. It must contain information about the alternation of theory with the internship, the educational objectives, expected standards, evaluation methods, pedagogical and tutoring model principles which inspire the internship project.

The professional internship is a training strategy that provides the student with an experienced professional and in specific health contexts in order to learn the skills required by the professional role. Learning takes place through practical experimentation, the integration of theoretical-disciplinary knowledge with professional operational practice; its purpose is to develop professional skills, professional identity and belonging and also represents a pre-socialization to the world of work.

The main activity of students is learning, therefore they must be able to do and try activities selected according to their educational value.

Internship teaching and learning strategies should be based on the following pedagogical principles:

• shifting the historical emphasis on training to a model of learning from experience;
• empowerment of the student by applying the principles of adult learning;
• transparency of the evaluation process;
• personalization of internship experiences;
• respect for the student's right to privacy, tutors and supervisors confidentially manage information on the development of the student's performance that is used for training purposes.

The internship experience allows the student to face unique and complex situations that are insoluble through theoretical approaches alone; it therefore offers not only the possibility of learning to do, but the possibility of thinking about doing for a real learning from experience.

Learning by experience presupposes the following conditions:

• immersion in a work context;
• observation and reflection on the activities carried out by experienced professionals;
• possibility of experimenting in core professional skills with progressive assumption of responsibility;
• Tutorial supervision of the expert through learning feedback.

The internship is part of the training process between theory and practice. An apprenticeship model subordinate to theory is overcome and formal theoretical knowledge, integrating with the practical knowledge of the experts, is transformed into competence.

The internship learning process is divided into the following phases which are characteristic of a spiral process (continuous return to the previous phase in case of need):

• theoretical prerequisites;
• tutorial sessions that prepare the student for the experience, from exercises and simulations;
• direct experience with sessions of reflection and re-elaboration of the experience and constant feedback.

The training project must be documented and presented to the subjects involved. It must contain information about the alternation of theory with the internship, the educational objectives, expected standards, evaluation methods, pedagogical and tutoring model principles which inspire the internship project.

The professional internship is a training strategy that provides the student with an experienced professional and in specific health contexts in order to learn the skills required by the professional role. Learning takes place through practical experimentation, the integration of theoretical-disciplinary knowledge with professional operational practice; its purpose is to develop professional skills, professional identity and belonging and also represents a pre-socialization to the world of work.

The main activity of students is learning, therefore they must be able to do and try activities selected according to their educational value.

Internship teaching and learning strategies should be based on the following pedagogical principles:

• shifting the historical emphasis on training to a model of learning from experience;
• empowerment of the student by applying the principles of adult learning;
• transparency of the evaluation process;
• personalization of internship experiences;
• respect for the student's right to privacy, tutors and supervisors confidentially manage information on the development of the student's performance that is used for training purposes.

The internship experience allows the student to face unique and complex situations that are insoluble through theoretical approaches alone; it therefore offers not only the possibility of learning to do, but the possibility of thinking about doing for a real learning from experience.

Learning by experience presupposes the following conditions:

• immersion in a work context;
• observation and reflection on the activities carried out by experienced professionals;
• possibility of experimenting in core professional skills with progressive assumption of responsibility;
• Tutorial supervision of the expert through learning feedback.

The internship is part of the training process between theory and practice. An apprenticeship model subordinate to theory is overcome and formal theoretical knowledge, integrating with the practical knowledge of the experts, is transformed into competence.

The internship learning process is divided into the following phases which are characteristic of a spiral process (continuous return to the previous phase in case of need):

• theoretical prerequisites;
• tutorial sessions that prepare the student for the experience, from exercises and simulations;
• direct experience with sessions of reflection and re-elaboration of the experience and constant feedback.

The training project must be documented and presented to the subjects involved. It must contain information about the alternation of theory with the internship, the educational objectives, expected standards, evaluation methods, pedagogical and tutoring model principles which inspire the internship project.

The professional internship is a training strategy that provides the student with an experienced professional and in specific health contexts in order to learn the skills required by the professional role. Learning takes place through practical experimentation, the integration of theoretical-disciplinary knowledge with professional operational practice; its purpose is to develop professional skills, professional identity and belonging and also represents a pre-socialization to the world of work.

The main activity of students is learning, therefore they must be able to do and try activities selected according to their educational value.

Internship teaching and learning strategies should be based on the following pedagogical principles:

• shifting the historical emphasis on training to a model of learning from experience;
• empowerment of the student by applying the principles of adult learning;
• transparency of the evaluation process;
• personalization of internship experiences;
• respect for the student's right to privacy, tutors and supervisors confidentially manage information on the development of the student's performance that is used for training purposes.

The internship experience allows the student to face unique and complex situations that are insoluble through theoretical approaches alone; it therefore offers not only the possibility of learning to do, but the possibility of thinking about doing for a real learning from experience.

Learning by experience presupposes the following conditions:

• immersion in a work context;
• observation and reflection on the activities carried out by experienced professionals;
• possibility of experimenting in core professional skills with progressive assumption of responsibility;
• Tutorial supervision of the expert through learning feedback.

The internship is part of the training process between theory and practice. An apprenticeship model subordinate to theory is overcome and formal theoretical knowledge, integrating with the practical knowledge of the experts, is transformed into competence.

The internship learning process is divided into the following phases which are characteristic of a spiral process (continuous return to the previous phase in case of need):

• theoretical prerequisites;
• tutorial sessions that prepare the student for the experience, from exercises and simulations;
• direct experience with sessions of reflection and re-elaboration of the experience and constant feedback.

The training project must be documented and presented to the subjects involved. It must contain information about the alternation of theory with the internship, the educational objectives, expected standards, evaluation methods, pedagogical and tutoring model principles which inspire the internship project.

The professional internship is a training strategy that provides the student with an experienced professional and in specific health contexts in order to learn the skills required by the professional role. Learning takes place through practical experimentation, the integration of theoretical-disciplinary knowledge with professional operational practice; its purpose is to develop professional skills, professional identity and belonging and also represents a pre-socialization to the world of work.

The main activity of students is learning, therefore they must be able to do and try activities selected according to their educational value.

Internship teaching and learning strategies should be based on the following pedagogical principles:

• shifting the historical emphasis on training to a model of learning from experience;
• empowerment of the student by applying the principles of adult learning;
• transparency of the evaluation process;
• personalization of internship experiences;
• respect for the student's right to privacy, tutors and supervisors confidentially manage information on the development of the student's performance that is used for training purposes.

The internship experience allows the student to face unique and complex situations that are insoluble through theoretical approaches alone; it therefore offers not only the possibility of learning to do, but the possibility of thinking about doing for a real learning from experience.

Learning by experience presupposes the following conditions:

• immersion in a work context;
• observation and reflection on the activities carried out by experienced professionals;
• possibility of experimenting in core professional skills with progressive assumption of responsibility;
• Tutorial supervision of the expert through learning feedback.

The internship is part of the training process between theory and practice. An apprenticeship model subordinate to theory is overcome and formal theoretical knowledge, integrating with the practical knowledge of the experts, is transformed into competence.

The internship learning process is divided into the following phases which are characteristic of a spiral process (continuous return to the previous phase in case of need):

• theoretical prerequisites;
• tutorial sessions that prepare the student for the experience, from exercises and simulations;
• direct experience with sessions of reflection and re-elaboration of the experience and constant feedback.

The training project must be documented and presented to the subjects involved. It must contain information about the alternation of theory with the internship, the educational objectives, expected standards, evaluation methods, pedagogical and tutoring model principles which inspire the internship project.