Students will understand the concept of “Nursing” as a science and as a person–centered care process aimed at maintaining, promoting and restoring health. They will also be able to provide the knowledge necessary to contribute to the psychosocial approach and education of patients as a biopsychosocial being. Upon successful completion of the laboratory course, the student will be able to apply communication skills, in the information gathering process such as collecting and accurately recording nursing history data, and plan care according to the Nursing Process. They will also practice taking and documenting vital signs on the chart.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Respect for difference and multiculturalism.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory

• Introduction to Nursing Science: definitions-aims of nursing. Nursing in health and disease. Factors affecting health. Promoting wellbeing in health and illness.
• Levels of primary, secondary and tertiary prevention. A holistic approach to health.
• Basic human needs: individual, family, community. Individual defense mechanisms.
• Communication process, types of communication, influencing factors.
• Communication in Nursing Process, factors that promote effective communication. Development of therapeutic skills and communication techniques.
• Physical examination, vital signs. Practice.
• Study and documentation of vital signs chart. Practice.
• Nursing Process: stages of Nursing Process, documentation, characteristics of Nursing Process.
• Nursing assessment, methods of data collection (observation, interview, nursing history).
• Nursing Diagnosis: Statement, Validation and Hierarchical Ordering of Nursing Diagnoses.
• Recording of Nursing Care Plan. Student practice.
• Review course.

Laboratory

• Communication. Types of communication and scenarios. Establishing a therapeutic relationship and therapeutic environment.
• Communication and nursing process. Development of therapeutic communication skills and techniques-avoiding barriers. Practice.
• Nursing Process. Stages, characteristics, documentation, recording, exercises with concrete examples (NANDA and NOC nursing diagnoses).
• Physical examination. Taking and recording Vital Signs, thermometric chart, student practice.
• Principles of asepsis, antisepsis, sterilization. Hand hygiene, Sterile gloves.
• Methods of administering medicines, instructions abbreviations, filling in the medicine card.
• Review course.
• Lab Evaluation.

The aim of the module is to familiarize students with the fundamental concepts of human body anatomy, specifically the composition, shape, size, morphology and position of tissues and organs, as well as the topographical and functional interaction between them. Students can combine the knowledge provided and apply it to the live human being (healthy and ill).

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory

• Human cell structure.
• Tissues of the human body.
• Epithelial tissue.
• Marrow tissue.
• Muscle tissue.
• Nervous tissue.
• Organs and systems of the human body. Introduction.
• Respiratory system.
• Circulatory system.
• Gastrointestinal system.
• Urinary system.
• Genital system.

Laboratory

• Students practice with models, charts and illustrations, using modern presentation technics to understand the morphology, position and interaction between the organs and systems taught in the theoretical part.

The aim of the module is for the students to acquire knowledge of the normal function of human body and its systems and to familiarize them with the physiological mechanisms at the cellular and tissue level.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory
Composition and normal function of human body cells and the individual systems of the human body systems are described. More specifically:

• Human cell.
• Fluids interaction.
• Hematopoietic tissue – Physiology.
• Blood circulation – Physiology.
• Respiratory system – Physiology.
• Urinary system – Acid-base balance.

Laboratory

• Students practice with models, charts and illustrations, using modern presentation media to understand the physiology of the human body systems taught in the theoretical part.

The aim of the module is to enable students to understand the principles of biology and the basic biological mechanisms as well as the fundamental principles of molecular biology.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Working in an interdisciplinary environment.
• Respect for the natural environment.
• Production of free, creative and inductive thinking.

• Introduction to Life Sciences: The way all organisms share certain properties. Cells: the fundamental units of life. The way organisms interact with their ecosystems. Species organization into groups. Evolution through natural selection.
• Life chemistry: Chemical composition of living matter. Carbon and the molecular diversity of life. Structure and function of large biological molecules.
• The cell: The fundamental unit of life. Description of the cell. Introduction to metabolism. Cellular communication. The cell cycle.
• Energy and Life: Energy flow through an ecosystem.
• Cellular respiration: Aerobic respiration, Anaerobic respiration, Fermentation.
• Chromosomes and Heredity: Sexual or Genetic Reproduction, Inbreeding or asexual reproduction, Number and structure of chromosomes, Mesophase, Mitosis, Cytokinesis, Karyotype, Reduction, Independent gene transfer, Random insemination,  Non-segregation, Basic principles of Mendelian genetics, Punnett’s square, Multigene inheritance, Linked genes, Genetic recombination, Phylogenetic inheritance, Cloning, Nuclear transplantation, Stem cells
• DNA: The life molecule, DNA replication and repair. From gene to protein, Genetic information flow, Genetic code, Regulation of Gene Expression, Mutations and Metalaxigens, Point mutations,  Reading frame shift mutations, Proto-tumor genes, Oncogenes, Growth factors, Tumor suppressor genes, Cancer.
• Biotechnology. Genetic Engineering, Gene Cloning, DNA Synthesis, Transgenic Animals and Cultures, Genetically Engineered Foods, PCR Technique, Short Sequential Repeats STR, STR Analysis, Human Genome Project, Gene Therapy.
• Biodiversity – Microscopic organisms. Biogenesis, Territories, Prokaryotes, Ancient, Useful & Harmful Bacteria, Plasmids, Intermingling in eukaryotic cells, Protists, Structure of viruses, Bacteriophage lytic and lysogenic cycle, Collection of viruses, Structure, life cycle and anti-HIV drugs, Prions, Viroids.
• Biodiversity – Fungi and plants. Fungi as decomposers, Fungal collection, Fungal reproduction.
• Systems of the human body. The body stands in a structural hierarchy, Different types of tissues in the human body, Homeostatic mechanisms, Negative – Positive feedback, Food intake and processing – balanced and unbalanced diet, Respiratory, Circulatory, Immune, Endocrine, Nervous, Urinary, Reproductive system.

The aim of the module is to enable students to understand the principles and basic concepts of Microbiology. They should know the biology of microorganisms, immunology of infections, bacterial and viral pathogens, fungi and parasites of medical importance, as well as the infection diagnosis, treatment and control.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Working in an international environment.
• Working in an interdisciplinary environment.
• Production of new research ideas.
• Project planning and management.
• Respect for difference and multiculturalism.
• Production of free, creative and inductive thinking.

• Microbiology and Medicine. Microorganisms & infection, Hygiene, treatment and prevention of infections, sources & transmission of infections.
• Structure & Morphology of Microorganisms. Prokaryotic & Eukaryotic cells, Anatomy of bacterial cell, Nature & Composition of viruses.
• Classification, Identification and Standardisation of Microorganisms. Classification, Methods of Classification, Classification in Clinical Practice, Identification of Microorganisms, Methods of Indirect Identification, Standardization of Bacteria.
• Bacterial growth, physiology and death of bacteria.
• Antimicrobial Medicines. Antibacterial, Antifungal, Antiviral, Antiparasitic drugs, Sensitivity testing.
• Microbial Genetics. Structure of Genetic material & Regulation of bacterial cell, Mutation, Genetic transport, Plasmids, Genetic map, Genetic basis of antibiotic resistance, Applications of Molecular Genetics.
• Virus-cell interactions. Cytolytic or Cytotoxic growth cycle, Non Cytolytic productive cycle, Atypical (Non productive) cycle, Latent phase, Transformation.
• Immunology principles: Antigens & their identification. General properties of antigens, Antigenic specificity, Immunoglobulins, Antigen Identification, Major histocompatibility complex.
• Physical & Acquired Immunity. The Immune System, Natural, Acquired, Chemical & Cellular Immunity, Immunodeficiency, Hypersensitivity, Autoimmunity.
• Immunity & Viral Infections. The Response to Viral Infections, Immunopathology, Vaccines.
• Parasitic Infections: Pathogenesis & Immunity.
• Immunity to bacterial infections.
• Infections by Pathogenic Bacteria.
• Viruses and Infections.
• Pathogenic Fungi – Parasitic infections.

The aim of the module is to enable students to understand the basic methodological issues related to applied research within the biomedical sciences field. Students are taught descriptive and inferential statistics, statistical measurements and techniques, research methodology and basic sample techniques and organizing field research in biomedical studies. Finally, they are taught how to present the research results through tables and charts.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory

• Study design. Sample and population, sampling error, data collection, types of sampling and study design.
• Data collection and analysis. Data file format, data import, analysis, file management (Excel, SPSS), results management.
• Descriptive Statistical Analysis – Descriptive measures: Positional or Central tendency measures (Mean, Median, Mode. Percentiles, Quartiles), Measures of variance (Range, Variance, Standard deviation-Std., Standard error-S.E. OF-mean, Coefficient of variation, Interquartile Range-IQR, Skewness, Kurtosis), Measures of dispersion (Range, Variance, Standard deviation, Standard error-S.E. ofmean, Coefficient of variation, Interquartile range-IQR, Skewness, Kurtosis).
• Creating and editing of graphs. (Histogram, BarChart, Boxplot, Piechart, Scatterplot).
• Test of Normality – Graphical methods (Normal curve on Histogram, P-Pplots, Q-Qplots, Boxplot), Statistical tests (Kolmogorov-Smirnov, Shapiro-Wilk).
• Case control. Null hypotheses, degrees of freedom.
• Statistical analysis using Crosstabs. Chi-square test as a test of independence – Contingency coefficient (Phi & Cramer’s V).
• Use of the chi-square test for testing homogeneity (One sample Chi-Square test).
• Correlation analysis: parametric correlation of quantitative variables (Pearson’s r), Non-parametric correlation of quantitative & qualitative variables (Spearman’s rho, Kendall’stau-b).
• Statistical tests for comparison of means (t-test) – Comparison of a mean value against a predetermined numerical value (One sample t-test) – Comparison of means of two independent samples (Independent samples t-test) – Examination of differences between two means of correlated values – Paired samples (Paired Samples t-test).
• One-way analysis of variance (ANOVA).
• Two-factor analysis of variance (Two way ANOVA).
• Non-parametric Statistical tests for data comparison – Comparison for one sample (Wilcoxonsigned-rank) – Tests of two independent samples (Mann-WhitneyU, WilcoxonW) – Tests of two correlated samples (Sign, WilcoxonSigned-rank, McNemar) – Differences between several independent groups (Kruskal-Wallis H, Jonckheere-Terpstra).
• Analysis of Covariance (ANCOVA).
• Cronbach’s alpha reliability test.
• Exploratory Analysis – Principal Component Analysis (PCA).
• Linear Regression Analysis. Hierarchical Regression Analysis.
• Multivariate Analysis of Variance (MANOVA).

Laboratory

• Using a statistical program (SPSS, PSPP), the tests taught in the theory of the course are applied to health sciences data.

The aim of the module is to raise students’ awareness of health as a multifactorial phenomenon, as well as of illness through its psychosocial dimensions. Teaching of various chronic diseases will be carried out through psychological theories that explain behavioral patterns and link mental states to the functions of body physiology, with particular emphasis on the influence of stress on the development of psychosomatic diseases.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.

• Basic principles and knowledge of Psychology.
• Introduction to health psychology: Holistic approach of health-Biopsychosocial model of health.
• Personality and psychological theories (psychodynamic, behavioral, cognitive, humanistic, and systemic approach). Critical review of theoretical approaches and therapeutic interventions for children/adolescents and adults.
• Psychosomatic illness and stress. Psychological reactions of the patient.
• Management of pain as a biopsychosocial approach.
• Communication between patients and health professionals in the hospital: Adherence to medical-nursing guidelines.
• Chronic diseases and psychological interventions (diabetes mellitus, rheumatoid arthritis, cardiovascular problems, etc.).
• Patients with cancer: Quality of life during at all stages of the disease.
• Loss – Grief and Mourning.
• Ηealth professionals grief: empowerment and self-care.

The aim of the module is to teach students the basic principles of human anatomy, namely the composition, shape, size, morphology and position of tissues and organs, as well as their topographical and functional relationship. This is intended to reinforce and improve the knowledge provided so that the student can extend and integrate the knowledge of anatomy with the living healthy and ill human being. Anatomy is the cornerstone upon which all education in medical science is based.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory

• Nervous system.
• Sensory organs.
• Endocrine glands.
• Endothylial system.
• Anatomic terms in relation to their functional meaning.

Laboratory

• Students practice on models, tables and images, using modern presentation technics to understand the morphology, position and interaction between the organs and systems taught in the theoretical part.

The aim of the module is to teach students the normal function at the cellular level of specialized cells (muscular, neural, and heart cells), as well as the coordinated function of human organs and systems.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Physiology of neural and muscular cell.
• Physiology of heart muscle.
• The nervous system (central and peripheral).
• Digestive system – Nutrition- metabolism.
• Endocrine glands (thyroid, parathyroid, pancreas, adrenals, reproduction).

The aim of the module is to familiarize students with the basic principles of nursing care for the treatment of patients with pathological and surgical health problems.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory

• General information on hospitals. Hospital: purpose and function of a modern hospital, Types of hospitals, inpatient unit, wards, outpatient clinics. Patients’ physical environment.
• Patient admission to the hospital.
• Inpatient unit, organization, ward, equipment.
• Infection control. Principles of asepsis – antisepsis and sterilization.
• Hospital acquired infections and criteria for their recording. Mission of hospital infection committee. Centre for Disease Control and Prevention (CDC). Preventive, therapeutic, supportive measures – pressure sores. Key positions of bedridden patients – Prevention of bedsores.
• Treatment of bedsores.
• Nursing Process in surgical patients: pre and post operative care.
• Postoperative complications of circulatory, digestive, respiratory and urinary system.
• Surgical trauma:  General principles of wound healing – prevention of infections.

Laboratory

• Structure of a hospital ward (equipment). Making a simple bed, student training.
• Bed making with a patient in a lateral position, student training.
• Surgical bed making, pre- and post- operative nursing care, student training.
• Surgical instruments, preparation of sterile instrument pack, student training.
• Sterile gloves and handling of sterile items, student training.
• Pressure sores: prevention, care, student training.
• Surgical wound care, student training.
• Administration of medications through rectal root, student training.
• Personal hygiene, bed bath, care of the oral cavity, student training.
• Methods of administering medicines, abbreviation of instructions, filling in medicine cards, student training.

The aim of this module is to highlight the scope of community nursing as well as the role and interventions of the community nurse. In particular, students should understand the concept of prevention and health promotion and acquire the knowledge necessary to inform and educate families or groups in the community.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Production of new research ideas.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory

• Introduction, definitions (health, community)-scope and characteristics of public and community health nursing.
• Health trends in the western world and social changes affecting community health.
• Nursing theories underlying community nursing.
• Health promotion and risk reduction – Use of epidemiology in disease control and prevention.
• Concepts in family health risk-Significant family health risks and nursing interventions.
• Assessment of social groups needs in the community (nursing care of children and adolescents, elderly, other vulnerable populations).
• Environmental health.
• Violence in the community (child and elder abuse).
• Access to secondary/tertiary care (structures, decentralization).
• Nursing interventions in the community, co-operation with other health care professionals- Community health sectors.

Laboratory

• Visits/clinical placement to Primary Health Care Services.

The aim of this module is to provide nursing students with knowledge about diseases of various systems of the human body. Students will become familiar with the basic pathogenic mechanisms of diseases causation and modes of transmission, current methods of diagnosis, direct and indirect complications of diseases, their therapeutic approach and the required preventive and protective measures.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Introductory concepts and definitions.
• Clasical methods of clinical approach, such as inspection, percussion, auscultation, palpation. Diagnosis and differential diagnosis. Modern laboratory methods, such as ultrasound, CT and MRI, gamma scan and PET scan.
• Haematopoietic diseases: anaemias, leukaemias, lymphomas.
• Diseases of the digestive system: peptic ulcer, gastro-oesophageal reflux disease, pancreatitis, biliary diseases, hepatitis, liver cirrhosis.
• Respiratory diseases: bronchial asthma, chronic respiratory lung disease community pneumonia.
• Infectious diseases: mode of transmission, prophylaxis and diagnostic approach and treatment of the main infectious diseases prevalent in the Greek population.
• Most common types of neoplasms.

The aim of the module is to understand the basic principles of safe and effective drug administration for the most common diseases in a clinical setting. Students will become familiar with the actions, effects, side effects and interactions of drugs with other drugs. The student will have the ability to recognize side effects depending on the clinical condition of the patients.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Introductory concepts and definitions. Use of medicines. The role of nurses in drug administration. Nurses and pharmaceutical services.
• Drug effect mechanisms on human body. Factors affecting the degree of safety and efficacy of drugs. Drug interactions.
• Drug administration routes. Side-effects. Development of new medicines.
• Drugs affecting the Central Nervous System. General anaesthesia, local anaesthetics and resuscitation. Epilepsy and Parkinson’s disease. Antipsychotics, anxiolytics and hypnotics. Antidepressants and dementia. Drug dependence.
• Endocrine system. Hypothalamic and pituitary axis. Hormones and metabolism: thyroid, parathyroid glands, calcitonin, insulin, diabetes mellitus, adrenal glands, hormones and reproduction.
• Drugs affecting the Circulatory System. Drugs treating angina. Drugs for heart failure.  Antihypertensive drugs.  Drugs used in Cardiovascular Arrhythmias. Drugs acting on Blood Coagulation. Drugs for Dyslipidemia. Practice, dose calculation.
• Drugs affecting the digestive system. Emetics and antiemetics, (Practice, dose calculation.
• Analgesia with narcotic substances
• Anti-inflammatory drugs and local hormones.
• Antibiotics (mode of action – β-lactam antibiotics – Aminoglycosides – Quinolones – Tetracyclines – Antibiotics against anaerobic microorganisms). Practice, dose calculation
• Antifungals, antivirals
• Drugs affecting the respiratory system. Practice, dose calculation.
• Drugs used in the treatment of neoplasms. Chemotherapeutic drugs

Theory
The aim of the module is to provide students with the appropriate knowledge about medical problems of the haematopoietic tissue, digestive and respiratory systems and the problems of patients with diabetes mellitus. Upon successful completion of the theory module, the student will be able to conduct a comprehensive nursing assessment of the patient utilizing sources of information from the patient and the patient’s environment. The student will also be able to identify the problems of the pathological patient, formulate nursing diagnoses, deliver nursing care goals, and evaluate nursing care outcomes.

Laboratory
Upon successful completion of the laboratory module, the student will be capable of providing nursing care to patients hospitalized in pathological and surgical units.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory

• Obtaining a nursing history of a pathological patient.
• Nursing process: assessment of the patient’s problems, formulation of nursing diagnoses, nursing interventions, evaluation of interventions.
• Clinical manifestations, interventions, nursing diagnoses & interventions, assessment of nursing care outcomes to the following:
  • Upper digestive tract disorders.
  • Lower digestive tract disorders.
  • Gallbladder and pancreas diseases.
  • Liver diseases.
  • Disorders of the upper respiratory system.
  • Lower respiratory tract disorders.
  • Diabetes mellitus.
  • Endocrine gland disorders.

Laboratory

• Medications/Drugs (definition): general principles of drug administration, administration routes, dosages.
• Subcutaneous, endodermal injections. Student practice.
• Drug preparation. Aspirating techniques from ampoule, intramuscular drug administration. Student practice.
• Dose calculation of drugs, drug dissolution, aspiration from vial. Student practice.
• Blood collection. Student practice.
• Administration of intravenous solutions (types, specifics, flow calculation). Student practice.
• Venipuncture, connection to intravenous solution. Student practice.
• Oxygen therapy (types of oxygen administration devices).
• Review course.
• Clinical placement in medical wards.

Theory
The aim of the module is to enable students to apply the nursing process to surgical patients, to assess the needs of surgical patients based on the knowledge they have acquired and to plan and provide quality nursing care.  Particular emphasis is given to the process of nursing diagnosis, nursing interventions and their evaluation based on current literature in the context of evidence-based nursing practice. Upon successful completion of the theory module, the student will be able to conduct a comprehensive nursing assessment of the patient utilizing sources of information from the patient and the patient’s environment. The student will also be able to identify the problems of the surgical patient, formulate nursing diagnoses, specify nursing care goals, and evaluate nursing care outcomes.

Laboratory
Upon successful completion of the laboratory module, the student will be capable of providing nursing care to patients hospitalized in surgical wards and units.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional Criticism and self-criticism.and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory

• Introduction to surgical nursing: perioperative stages, classification of surgical operations, post-operative complications.
• Introduction to surgical nursing: students practice on applying nursing care in a patient undergoing surgery.
• Clinical manifestations, interventions, nursing diagnoses & interventions, assessment of nursing care outcomes to the following:
  • Upper digestive tract disorders.
  • Lower digestive tract disorders.
  • Gall bladder and pancreas diseases.
  • Liver diseases.
  • Disorders of the upper respiratory system.
  • Lower respiratory tract disorders.
  • Endocrine gland disorders.
  • Water and electrolyte disorders.
  • Burn disease.

Laboratory

• Medications/drugs (definition): general principles of drug administration, administration routes, dosages.
• Subcutaneous, endodermal injections. Student practice.
• Drug preparation. Aspirating techniques from ampoule, intramuscular drug administration. Student practice.
• Dose calculation of drugs, drug dissolution, aspiration from vial. Student practice (two courses).
• Blood collection. Student practice.
• Administration of intravenous solutions (types, specifics, flow calculation). Student practice.
• Venipuncture, connection to intravenous solution. Student practice (two courses).
• Oxygen therapy (types of oxygen administration devices).
• Review course.
• Clinical placement in surgical wards.

The aim of this module is to provide nursing students with knowledge about diseases of various systems of the human body. Students will become familiar with the basic pathogenic mechanisms of diseases causation and modes of transmission, current methods of diagnosis, direct and indirect complications of diseases, their therapeutic approach and the required preventive and protective measures.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Introductory concepts and definitions.
• Clasical methods of clinical approach, such as inspection, percussion, auscultation, palpation. Diagnosis and differential diagnosis. Modern laboratory methods, such as ultrasound, CT and MRI, gamma scan and PET scan.
• Haematopoietic diseases: anaemias, leukaemias, lymphomas.
• Diseases of the digestive system: peptic ulcer, gastro-oesophageal reflux disease, pancreatitis, biliary diseases, hepatitis, liver cirrhosis.
• Respiratory diseases: bronchial asthma, chronic respiratory lung disease community pneumonia.
• Infectious diseases: mode of transmission, prophylaxis and diagnostic approach and treatment of the main infectious diseases prevalent in the Greek population.
• Most common types of neoplasms.

The aim of the module is to provide students with the necessary knowledge for the recognition of the semiotics of organ-specific surgical conditions, their surgical treatment and the provision of appropriate nursing care. Upon successful completion of the theory the student will be able to identify surgical conditions and how healthcare professionals approach patients for diagnosis and provision of nursing care.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Pre-operative preparation and assessment of patient – complicating factors and comorbidities.
• Anaesthesiology elements.
• Post-operative care, general post-operative complications, prevention & treatment.
• Surgical diseases: types of surgery, breast diseases – stomach diseases – duodenal diseases.
• Vein thrombosis, pulmonary embolism, thromboprophylaxis.
• Shock – types – treatment.
• Colon and rectal diseases.
• Pancreas and gall bladder diseases.
• Acute abdomen – acute appendicitis – peritonitis – ileum.
• Cardiac surgery.
• Burns – chest injuries.

The aim of the module is to help students understand the social characteristics of illness, the experience of illness, the dynamics of relationships within the healthcare system, and the limitations and prospects of professional care. Developing critical thinking skills through the study of this discipline can enhance nurses’ self-awareness to provide contemporary and non-discriminatory person-centered care. Thus, the nursing profession, which presupposes privacy, confidentiality and close interpersonal relationship with patients, is also approached from a sociological perspective, which supports and accepts the influence of social dynamics in its practice.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Working in an international environment.
• Working in an interdisciplinary environment.
• Generating new research ideas.
• Project planning and management.
• Respect for difference and multiculturalism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Introduction to Health Sociology. Distinctions of Health Sociology. Sociology of illness – health services – the therapeutic relationship – quality of life – bioethics.
• Sociology of illness. Health and illness. Basic conceptual approaches. Perceptions, attitudes and behaviors towards health.
• Sociology of illness (continued). Inequalities and differences in health. Income inequalities and life expectancy. Inequalities in the health status of the population. Inequalities in the supply and use of health services. Injustice and stressful life events. Stress and illness. Health care seeking.
• Sociology of health services. Health services in society. Hospital – “business”: dilemmas. Leadership and management.
• Sociology of health services (continued). Communication and quality of health care. Medical records and health care records.
• Sociology of the therapeutic relationship. Social roles in the therapeutic relationship between doctor and patient. Similarly, in the relationship between nurse and patient.
• Sociology of quality of life. Health and quality of life. Social indicators of quality of life. Inconsistency of assessments between subjective and objective dimensions of quality of life. Limitations of quality of life assessments.
• Quality of life in patients with cancer, HIV, heart problems, Alzheimer’s disease, renal problems.
• Sociology of bioethics and deontology. Basic principles of bioethics. Informed consent. Ability to perceive information. Decision making. Concealment of truth. Trust and medical confidentiality.
• Sociology of bioethics (continued). Euthanasia and assisted suicide, experimental medical research, palliative care, therapeutic futility.
• Sociology of bioethics (continued). Organ transplantations. Assisted reproduction. Cloning.
• Sociology of bioethics (continued).Conflict of interest. Dilemmas of resources allocation and therapeutic effectiveness.

The aim of this module is to help students understand the concept of theory, the importance of nursing theories in clinical practice and the extent to which information obtained from theories can be used in nursing research and administration. Through tutorial exercises, students will have the opportunity to apply the knowledge gained from the theories with clinical practice examples.

Upon successful completion of the theory, the student will be able to state the key points of nursing theories, name the basic principles of each nursing theory, and identify the main characteristics of the theories.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Introductory concepts of nursing theories. Their usefulness in nursing.
• The importance of theory in nursing – The development of theory in nursing. Stages of development of theory in nursing.
• Nightgale’s theory -Theories of nursing based on human needs.
• Orem’s theory of the self-care deficit.
• Abdelah’s theory -Patient-centered approaches to nursing.
• Henderson’s theory. The principles and practice of nursing.
• Β. Newman’s theory. Newman’s systems model.
• Rogers’ theory. The science of Unitary Human Beings (SUHB).
• Roy’s adaptation model .
• King’s systemic framework and theory of goal attainment.
• Watson: Watson’s philosophy and theory of transpersonal caring.
• Leininger: The cultural care theory of diversity and universality.

The aim of the module is to raise students’ awareness of the nature of the therapeutic relationship and the importance of effective communication between patients and health professionals, as well as to acquire the necessary knowledge and skills that will contribute to the effective approach and support of patients and their families in the various phases of illness.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Theoretical models of communication: Definitions, concepts and basic principles.
• The usefulness of counseling to health professionals.
• Theories of nursing and counseling psychology. Nursing roles: Counseling in health prevention/promotion and disease control.
• Active listening skills for effective nurse-patient communication.
• Patient approach: the first encounter, key elements of professional appearance and behavior.
• Communication skills to understand the patient’s subjective experience.
• Specialized counseling and communication issues:
  • intercultural specificities of patients,
  • communication with different age groups,
  • managing ‘difficult’ emotions and reactions of patients and relatives,
  • outreach to families seeking organ donation.
• The theory of Transactional Analysis and its usefulness in communicating with colleagues, patients, etc.
• Communicating unpleasant news to the patient and family.
• The “care” of the health care professional. Burnout, supervision and support.

The aim of the module is for students to understand the work of the hospital’s blood donation services and to become familiar with the laboratory tests and newer techniques used in the blood donation departments. Students will understand the concept of blood donation (blood donation, volunteering), the department and its standard laboratory procedures (blood collection). They will also gain knowledge about blood transfusion, its processing and the preparation of derivatives (concentrated red blood cells, leucocytes, plasma, platelets), preservation and conservation of blood and its derivatives. Upon successful completion of the theory, students will be familiar with blood group systems, as well as their antigens and antibodies, and will understand the direct and indirect complications of blood transfusions and hemolytic disease of the newborn. In addition, they will enhance their knowledge of transfusion-transmitted diseases (mode of transmission, control, prevention) and emerging (due to climatic and other changes) diseases that in the near future may threaten the safety of transfused blood and its derivatives (West Nile virus, malaria, etc.). Finally, they will be introduced to the concept of blood vigilance.

• Putting knowledge into practice.
• Working independently.
• Team work.
• Working in an interdisciplinary environment.
• Decision-making.
• Adapting to new situations.
• Criticism and self-criticism.
• Promoting free, creative and deductive thinking.
• Generating new research ideas.
• Respect for difference and multiculturalism.

• General principles of blood donation, organisation of blood donation (premises – equipment – staffing).
• Blood – blood components (blood elements, plasma).
• Immunohaematology – blood groups (erythrocyte membrane – antigens).
• ABO -Rhesus system – other antigenic systems (e.g. Kell).
• Direct and indirect Coombs test, crossmatch test (blood application form, samples, blood groups and bag selection), HLA histocompatibility.
• Selecting donors, attracting and retaining volunteer donors. (donor selection, pre-donation laboratory testing, donor history, donor exclusion (permanent, temporary), donor categories (volunteer, relative, autologous), ways to attract and retain volunteer donors).
• Collection of blood for donation. Technique of blood collection. Venipuncture. Reactions and immediate actions. Actions before, during and after blood collection, antisepsis, marking of bags, accompanying tubes, handling of bags before, during and after blood collection, mobile blood collection teams, complications of blood collection (local, generalised), prevention and management of immediate side effects. Blood removal (therapeutic or not).
• Production and preservation of blood factors (whole blood, concentrated red blood cells, plasma, platelets, preservation).
• Indications, adverse effects of transfusion, transfusion-transmitted diseases, autologοus transfusion.
• Blood diseases.

The aim of the module is to provide students with the appropriate theoretical knowledge about the pathological problems of the cardiovascular, urinary and musculoskeletal systems, as well as the sensory organs. After successful completion of the theory module, students will be able to assess the health status of patients with pathological problems of the above systems, to learn the function of each system separately and in combination with the other systems and to evaluate the problems that arise.

Upon successful completion of the laboratory module, students will have acquired the necessary knowledge and skills to be able to provide nursing care to patients hospitalized in pathology and surgical departments.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory:

• Introduction to pathological nursing II (anatomy, physiology).
• Cardiovascular system: Coronary disease, heart arrhythmias, cardiac arrest, microbial endocarditis, pericarditis, cognitive heart failure, acute pulmonary oedema, cardiogenic shock, diseases of heart valves. Vascular events, aorta diseases, peripheral vascular diseases, arteriosclerosis and atherosclerosis, obstructive thromboangiitis, thrombophlebitis and venous thrombosis, varicose veins and hypertension.
• Urinary system: renal failure (acute & chronic), acute pyelonephritis, glumerolonephritis, nephotic syndrome, andronephrosis, urolithiasis, renal tumors, prostate hypertrophy, Ca prostate.
• Musculoskeletal system: Plaster bandage conservative treatment and tractions. Fracture, intervertebral disc herniation, neoplasms, acute haematogenous osteomyelitis, osteoarthritis of the hip, gout, osteoporosis, Paget’s disease, rheumatoid arthritis.
• Sensory organs: Visual, hearing and speech disorders. Eye diseases, such as blepharitis, crythe, chalazion, conjunctivitis, refractive errors and blindness.  Ear diseases, such as otitis (acute & chronic) external and middle ear, Meniere’s disease, labyrinthitis, deafness & deafblindness.  Nasal diseases, such as rhinitis, rhinitis, dodecanthias and sinusitis.  Throat diseases, such as pharyngitis, tonsillitis, adenoid gland hypertrophy.  Laryngeal diseases, such as laryngeal edema.

Laboratory:

• Placement of a nasogastric tube.
• Treating bedsores.
• Wound care.
• Bladder catheterisation in males and females (with one and two nurses).
• Collection of aseptic urine, bladder irrigation (open and closed).
• Renal Replacement Therapies: dialysis and its variants, peritoneal dialysis.
• Electrocardiogram (ECG) ( performing & identifying basic abnormalities).
• Paracentesis for therapeutic and/or diagnostic purposes (thoracic, lumbar, abdominal, osteomyelitis): materials, preparation, patient care after paracentesis.
• Stoma care (colostomy, ureterostomy, gastrostomy, ileostomy).
• Review course.
• Clinical placement.

Upon successful completion of the theory module, the student will acquire the necessary knowledge about the basic principles of surgical nursing. They will also be able to apply nursing interventions (pre-operative and post-operative interventions) using the nursing process and creating corresponding nursing plans. In addition, students will be able to evaluate the results of nursing interventions and how to assess them by resolving problems arising from the postoperative patient course.

Upon successful completion of the laboratory module, students will have acquired the necessary knowledge and skills to be able to provide nursing care to patients hospitalized in pathology and surgical departments.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory:

• Introduction to surgical nursing II (anatomy and physiology).
• Pre and post-operative care (patient assessment, aim of nursing care, planning of nursing interventions, recognition, management of postoperative complications and evaluation) in the following systems:
• Cardiovascular system: cardiac surgery (extracorporeal circulation), heart transplantation, varicose veins, thrombophlebitis and vein thrombosis.
• Urinary system: Acute and chronic kidney disease (peritoneal dialysis, hemodialysis), kidney transplantation, prostate hypertrophy, Ca prostate and urolithiasis.
• Musculoskeletal system: Fractures, hip/knee arthroplasty, amputations.
• Sensory organs (vision, hearing and speech): Eye diseases – cataracts, corneal transplantation, strabismus, glaucoma and eye tumors. Diseases of the ear and tympanoplasty, nose, throat, tonsils and adenoids diseases. Laryngeal diseases, Ca larynx and laryngectomy (total or partial).

Laboratory:

• Placement of a nasogastric tube.
• Treating bedsores.
• Wound care.
• Bladder catheterisation in males & females (with one and two nurses).
• Collection of aseptic urine, bladder irrigation (open and closed).
• Renal Function Replacement Therapies: dialysis and its variants, peritoneal dialysis.
• Electrocardiogram (ECG) ( performing & identifying basic abnormalities).
• Paracentesis for therapeutic and/or diagnostic purposes (thoracic, lumbar, abdominal, osteomyelitis): materials, preparation, patient care after paracentesis.
• Stoma care (colostomy, ureterostomy, gastrostomy, ileostomy).
• Review course.
• Clinical placement.

The aim of the module is to familiarize students with the concept of epidemiology and its practical application in healthcare facilities. In addition, they will gain knowledge on how to design an epidemiological survey and the use of tools for measuring and evaluating epidemiological data.

Upon successful completion of the theoretical module, the student will be able to grasp the importance of characteristics, persons, place and time on the incidence of disease and the differences between various types of epidemiological studies (descriptive retrospective, prospective interventions). Students will also develop skills in designing, organizing and conducting epidemiological studies and will be able to make decisions about the most appropriate choice of epidemiological research and understand the contribution of epidemiology to clinical and public health.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Introductory concepts of Epidemiology, Definitions. Historical review. Aims and use of epidemiology. Etiology and classification in Epidemiology.
• Epidemiological index. Epidemic, group disease, spectrum of disease. Epidemic outbreaks.
• Outline of epidemiological research. Testing of etiological hypotheses. Applications related to disease etiology. Interpretation of results of etiological investigations.
• Indicators of morbidity (incidence-prevalence). Applications of incidence data. Mortality indicators. Comparison between indicators.
• Descriptive Epidemiology. Characteristics of person, place, time. Synchronous or prevalence surveys, methods and validity of synchronous surveys. Systematic error in epidemiological research and techniques for its reduction.
• Patient-witness studies (retrospective studies). Characteristics. Advantages and Disadvantages. Stratified analysis. Interpretation of findings. Ecological studies.
• Cohort studies. Characteristics. Advantages and disadvantages. Fractal correlations. Interpretation of findings.
• Intervention studies (Experimental studies). Methods in clinical trials. Ethical considerations.
• Pre-symptomatic screening. Tests, mass screening programs and their evaluation. Epidemiological consideration of preventive interventions. Epidemiological methods and Health Services. The application of epidemiology in the evaluation of health services.
• Epidemiology of Infectious Diseases. Epidemiologically important infectious diseases in the community. Epidemiology of Inpatient Infections.
• Environmental Epidemiology. Health effects associated with environmental factors.
• Epidemiology and Clinical Nursing. Evaluation of Therapeutic Measures.
• Evidence-based nursing based on epidemiology.

The aim of the module is to train nursing students to be able to deal with emergency and life-threatening situations.

Upon successful completion of the theoretical module, the student will be able to assess the victim’s condition and, depending on the safety of the environment, provide the victim with the necessary first aid.

The training is carried out using models. Students are familiarized with basic and specialized CPR protocols, the use of the automatic defibrillator and the management of the multi-trauma patient.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• What is first aid – Chain of life.
• Rescuer and scene safety.
• Airway obstruction – Ventilation.
• Basic adult cardiopulmonary resuscitation (ERC Guidelines) – Use of an automatic defibrillator (ERC Guidelines).
• Basic CPR for infants and children (ERC Guidelines).
• Advanced adult cardiopulmonary resuscitation (ERC Guidelines).
• Arrhythmias after resuscitation.
• Triage, Patient transfer.
• Rescue Extrication.
• Immobilization of the injured (adult – child).
• Circulatory collapse, allergy, anaphylaxis.
• Animal insect droppings.
• Burns – Electric shock.
• Drowning.
• Heatstroke – Hypothermia, Frostbites.

The aim of the module is to enable students to manage medical and nursing informatics applications through up to date computer systems. Upon successful completion of the theory course the student will be capable of using modern computer systems for nursing applications.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

Theory:

• Introductory Computer Science concepts. Characteristics of central computer processors of main and secondary memory of peripheral devices. Windows operating system, Operation (desktop, control panel, folder management, searching, creating, moving, copying, deleting, decompressing files or folders). Printing, Backup, Maintenance and Performance.
• Introduction to Bioinformatics. The history of bioinformatics and the computational biology. The interdisciplinary nature of bioinformatics. Current situation in the world and Greece.
• Use of computers in biomedicine. Terminology.
• Information Systems in Health.
• Bioinformatics Applications. Electronic Health Record, Electronic Medical Patient Record, Patient Record Archive, Hospital Information Systems.
• Medical Imaging Systems, Special Applications, Internet in Health Care.
• Telemedicine, Tele-health and Tele-education in Health, Telemedicine Applications, Mobile Health and Applications, Virtual Reality & Health.
• Biological Databases. Primary and Secondary databases, Integrated systems for retrieving information from databases.
• The future of informatics applications in Biomedicine.
• Clinical Decision Support Systems (CDSS) in Medicine, Clinical decision making process, Problem solving through CDSS, Examples of CDSS systems in practice.
• Biomedical Signals. Definitions, Unidimensional biomedical signals, Biomedical Imaging, Higher dimensional signals.

Laboratory:

• Use of Windows operating system. Basic operation, Keyboard shortcuts.
• Introduction to Word. Basic Word functions, Text editing – formatting functions, page layout, preview and printing, WORD functions. Graphics, tables, templates. Exercises with different types of documents (scientific paper, thesis etc).
• Introduction – Basic functions of EXCEL. Formatting worksheets, data entry – data processing, creating formulas, introduction to functions. Functions of EXCEL Graphs, printing and page layout, data lists and data analysis (scatter plot with trend line, descriptive statistics, correlation, regression).
• Introduction – Basic functions of POWERPOINT. Adding slides and content, other techniques to enhance a presentation, managing slides, formatting a presentation, adding effects, timing, recording, sharing, viewing a presentation. Creating a 15-slide presentation (conference presentation, thesis examination). Using as an example, a project retrieved from a web search.
• Computer networks. Internet. Web browsing. E-mail.
• Web browsing. Searching medical literature and scientific articles in Google Scholar and PubMed. Impact factor control.

The aim of the module is to provide students with the knowledge to recognise the semiotics of the multi-injured patient, as well as musculoskeletal injuries, surgical conditions of the urinary tract and central nervous system, in order to provide appropriate nursing care.

Upon successful completion of the theoretical module, the student will be able to identify and assess injuries, fractures, urinary tract surgical conditions, neurosurgical conditions and how the healthcare professional approaches patients for diagnosis and nursing care.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Injuries to the musculoskeletal system – skeletal injuries. Complications of bone fractures – treatment.
• Central Nervous System (CNS) injuries – epidural – subdural cerebral hematoma – cerebral edema. Spinal injuries. Glasgow coma scale.
• Surgical urinary tract diseases – general local symptoms – urinary physiology – nephrolithiasis – kidney and prostate diseases.
• Treatment of multi-injured patients: Priorities and treatment – chest – abdominal – skeletal injuries. Nursing care.

The aim of the module is for the student to understand the structure and function of the respiratory system and the fundamental principles of recognition, evaluation and treatment of respiratory diseases. The student will also become familiar with the nursing responsibilities involved in carrying out diagnostic tests, invasive or non-invasive therapeutic approaches in the pre-operative and post-operative period in patients undergoing surgery and the necessity of solving problems arising in clinical practice with the help of modern research and scientific studies.

Upon successful completion of the course, the student will be able to recognize the etiological factors associated with respiratory disorders, apply the appropriate techniques for the evaluation of the respiratory system and recognize the main signs and symptoms of respiratory diseases. They will also be able to apply the basic principles of nursing care for each condition, make an informed decision about the most appropriate rehabilitation therapy, implement comprehensive post-operative treatment programs for patients who have undergone thoracic surgery, and provide information on long-term measures to prevent respiratory problems working both individually and as part of a multidisciplinary team.

• Applying knowledge in practice.
• Adapting to new situations.
• Production of free, creative and inductive thinking.
• Decision-making.
• Working independently.
• Team work.
• Working in an international environment.
• Production of new research ideas.

• Elements of anatomy and physiology of the respiratory system.
• Normal respiratory function and disorders of respiratory function.
• The clinical examination of the respiratory system. Main clinical symptoms and signs of bronchopulmonary diseases.
• Common problems of respiratory patient care (effective airway clearance, ineffective breathing patterns, risk of infection, changes in nutrition and hydration, fatigue).
• Respiratory failure (types of respiratory failure, adult respiratory distress syndrome, etc.).
• Care of patients with pulmonary vascular disorders/pulmonary circulation diseases (pulmonary hypertension, pulmonary cardiomyopathy, pulmonary embolism, pathophysiological reaction to pulmonary embolism – cardiovascular and respiratory system manifestations, etc.)
• Care of patients with disorders of the upper respiratory system (common cold, rhinitis, sinusitis, pharyngitis, tonsillitis, etc.).
• Care of patients with lower respiratory tract disorders (acute bronchitis, bronchiolitis, bronchopneumonia, pulmonary abscess, infectious lung diseases (lobar pneumonia, viral and bacterial pneumonia, nosocomial disease, pneumonia in immunosuppressed patients, aspiration pneumonia), etc.).
• Care of patients with pleural diseases (pleurisy, pleural effusion, empyema, chylothorax, pneumothorax, etc.).
• Care of patients with lung tumors.
• Care of patients with chronic obstructive lung diseases (chronic bronchitis, pulmonary emphysema, bronchiectasis, obstructive bronchiolitis, cystic fibrosis, etc.).
• Care of patients with granulomatous lung diseases (pulmonary tuberculosis, sarcoidosis, etc.).
• Care of patients with occupational lung diseases (pneumoconiosis, inhalation of chemicals, etc.).
• Care of patients with congenital anomalies and diseases of the lungs and thoracic skeleton. Chest injuries.

The module aims at enabling students to acquire the appropriate theoretical knowledge about the pathogenesis of infections, the specific ways of recording and monitoring hospital-acquired infections, as well as their prevention measures.

Upon successful completion of the theory module, students will be able to understand the concept of health and disease in relation to infections associated to pathological and surgical problems in hospital settings, and to apply this knowledge in the planning and delivery of nursing care as well as the evaluation of the results.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Introductory concepts and definitions in nosocomial infections. Their usefulness in nursing.
• Epidemiology of nosocomial infections – Infection control program.
• Tools for the control of hospital acquired infections – Recording of them.
• Sterilisation-disinfection-antisepsis policy.
• Hand hygiene -Description of hand washing technique –Preparations used.
• Urinary tract infections.
• Hospital-acquired pneumonia.
• Infections from endovascular devices -Frequency-definition of catheter-related infections -Description of pathogenesis.
• Infections from endovascular devices used for short and long duration, infections from fully implantable endovascular devices.
• Infections in patients with cancer.
• Hospital-acquired infections in ICUs.

The aim of the module is to enable students to develop their scientific language skills in English in order to meet their communicative and academic needs in a nursing work environment. Terminology is not isolated from its linguistic or extra-linguistic environment and is always presented as embedded in it. The examination of grammatical and syntactic phenomena is not carried out in isolation but always in relation to texts of specialized terminology.

Upon successful completion of the theoretical module, students will be able to understand the foreign-language literature in their field of expertise, identify a specialized scientific and technological text and acquire a general idea of the content, despite the existence of unfamiliar vocabulary and terminology.

They will also have the skills to translate into a foreign language written and/or spoken information obtained through written and/or spoken language (articles, interviews, debates, conferences, seminars, etc.), to deduce the main idea of the subject of a scientific or literary text, while summarizing its content. In addition, they will be able to express written and/or oral opinions on a topic in their area of expertise based on the information provided.

Adapting to new situations.
Decision-making.
Working independently.
Team work.
Project planning and management.
Respect for difference and multiculturalism.
Showing social, professional and ethical responsibility and sensitivity to gender issues.
Criticism and self-criticism.
Working in an interdisciplinary environment.
Production of free, creative and inductive thinking.

The module involves the teaching of advanced nursing and medical terminology along with discussion of health, nursing & medical related topics and authentic dialogues.

The aim of the module is to help students understand the concept of “Transcultural/Intercultural Nursing” as a science and to develop methods of reaching people through intercultural care. Students will also develop skills in order to gain knowledge specific to local ethnic minorities and formulate perceptions towards the application of Basic Nursing Care to different cultural groups.

Upon successful completion of the theoretical module, students will be able to apply skills that can be used in the process of gathering information for the education of the target population, as well as in the management and treatment of acute and chronic health problems in the transcultural/intercultural environment. They will also be able to plan care using the nursing process method in order to understand the concept and content of transcultural/intercultural nursing and to realize the role of the nurse. In addition, they will be in a position to analyze nursing care provided in the transcultural/ intercultural environment in the context of primary, secondary and tertiary prevention and to assess the hygiene and safety of the physical and social transcultural/intercultural environment. In addition, they will be familiar with the concepts of culture, health, illness and their interaction in different cultures and will be knowledgeable to report on cultural factors related to mental illness, interventions in transcultural/intercultural nursing and factors affecting the provision of care to different population groups. Finally, they will be able to identify the parameters of quality of transcultural/intercultural care in age groups.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Respect for difference and multiculturalism.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• History – Objectives, responsibilities – Definitions of intercultural nursing.
• The concepts of civilization, culture, health and illness.
• Theory and models of intercultural nursing and health.
• Culture, experience and cultural sensitivity of health professionals.
• Factors influencing the delivery of care in different cultures nationally and globally.
• The transcultural/intercultural dimension of quality of care.
• The health of migrants, the provision of health and welfare services.
• Transcultural/Intercultural knowledge, sensitivity and competence in child care.
• Transcultural/Intercultural mental health nursing.
• Human rights, guaranteeing and protecting the right to health.
• Ethical dilemmas and future trends in school nursing.

Students will acquire the necessary knowledge and skills in order to be able to evaluate paediatric patients’ needs, to state and prioritize nursing diagnosis, to plan a nursing care plan, to apply nursing interventions and to evaluate outcomes. Students are going to learn and provide nursing care plans for paediatric patients (newborn to adolescent) with various health problems using the nursing process. In addition, students are going to acquire basic knowledge regarding obstetric nursing, such as pre-conception tests, conception, pregnancy, physiology and pathology of pregnancy, partum and complications. Assessment and management of pregnant women, women in labour and during the postpartum period are included in the syllabus.

In the lab students are going to acquire knowledge and skills necessary to care for children and newborns.

• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.

Theory:

• Child physical assessment and development.
• Child/adolescent during hospitalization.
• Basic principles of paediatric nursing history based on its physical examination.
• Maternity Nursing – conception, pregnancy, pre-pregnancy tests, delivery, post-partum period.
• Assessment of the newborn – Health problems in newborns.
• Problems of the Respiratory Tract in children.
• Problems of the Urinary System in children.
• Blood diseases in children.
• Problems of the Neurological System in children.
• Children surgery – pre-operative and post-operative care, assessment, complications, interventions.
• Children with chronic disease (asthma, diabetes mellitus, malignancies, chronic kidney disease etc).
• Psychosocial problems in children/adolescents (autism, dyslexia, schizophrenia, boulimia, depression).
• Ethical dilemmas in children nursing – decision making.

Laboratory:

• Drug administration – general principles.
• Drug administration: oral, rectum, inhalers, eye and ear drops.
• Drug administration – dosages, intramuscular injection.
• Parenteral drug administration – solutions, intravenous cannulation.
• Vital signs (arterial blood pressure, pulse, respirations, temperature), fever and its management.
• Collecting specimens (urine culture, blood culture, faeces culture, pharyngeal and nasal specimen, trauma drainage specimen, sputum specimen, collection of 24h urine).
• CPR and Heimlich maneuver.
• Delivery, assessment and care of the newborn, diagnostic tests, baby wash, caring for the umbilical cord.
• Premature babies, incubator, caring for incubated babies, oxygen and light therapy, exchange transfusion.
• Breast-feeding (preparation, position), artificial feeding, Levin catheterization.

Students will acquire the necessary knowledge and skills in order to be able to provide holistic nursing care to patients with cancer. Students will be able to understand the pathogenesis of cancer and the ways of cancer metastasis, treatment modalities and side-effects of the therapies. Furthermore, the course will prepare students to effective manage the needs of cancer patients, to prioritize them and to be able to assess their problems and the outcomes of nursing care provided.

• Adapting to new situations.
• Decision-making.
• Working independently.
• Team work.
• Project planning and management.
• Respect for difference and multiculturalism.
• Showing social, professional and ethical responsibility and sensitivity to gender issues.
• Criticism and self-criticism.
• Working in an interdisciplinary environment.
• Production of free, creative and inductive thinking.

• Pathophysiology of cancer.
• Cancer epidemiology.
• Primary, secondary and tertiary prevention of cancer. Nurses in primary and secondary prevention.
• Surgical therapy – nursing care plan of patients with cancer.
• Chemotherapy – preparation and administration of chemotherapeutic agents.
• Chemotherapy side effects. Nursing care plan of patients on chemotherapy.
• Radiotherapy – side effects. Nursing care nursing care plan of patients on radiotherapy.
• Targeted therapies – side effects. Nursing care plan of patients on targeted therapies.
• Immunotherapy – side effects. Nursing care plan of patients on immunotherapies.
• Hormonal therapy – side effects. Nursing care plan of patients on hormonal therapies.
• Psychosocial care – stress, depression, family environment, social support.

Σκοπός του μαθήματος είναι να φέρει τους φοιτητές σε επαφή με την έρευνα, ώστε να είναι σε θέση να διαβάζουν, ερμηνεύουν και αξιολογούν τα ερευνητικά δεδομένα καθώς και τις μεθόδους έρευνας, ώστε να μπορούν να τις εφαρμόζουν  στη νοσηλευτική πρακτική, να αναγνωρίζουν νοσηλευτικά προβλήματα για έρευνα να συμμετέχουν σε ερευνητικές μελέτες και να σχεδιάζουν μελέτες.

Μετά την επιτυχή ολοκλήρωση του μαθήματος, ο φοιτητής θα είναι σε θέση να:

• αναγνωρίζουν τη σπουδαιότητα της χρήσης των σύγχρονων ερευνητικών δεδομένων στην επίλυση των διαφόρων προβλημάτων,
• αναγνωρίζουν και να διατυπώνουν ερευνητικά ερωτήματα και υποθέσεις,
• σχεδιάζουν, οργανώνουν και να υλοποιούν μόνοι τους ή/και ομαδικά μια μελέτη,
• μελετούν κριτικά επιστημονικές εργασίες,
• εκπονούν ερευνητικό πρωτόκολλο βασισμένο σε ενδείξεις, ως βάση για κάθε σχέδιο μεθοδολογίας της έρευνας στη νοσηλευτική επιστήμη.

• Χρησιμοποίηση της έρευνας ως εργαλείου, που θα κατευθύνει τη νοσηλευτική πρακτική.
• Αναβάθμιση και τεκμηρίωση της  νοσηλευτικής πρακτικής μέσα από την έρευνα.
• Προαγωγή ελεύθερης, δημιουργικής και επαγωγικής σκέψης.
• Εργασία σε διεπιστημονικό περιβάλλον.
• Αυτόνομη ή/και ομαδική εργασία.
• Εργασία σε διεθνές και διαπολιτισμικό περιβάλλον.
• Ικανότητα επιλογής κατόπιν κριτικής σκέψης των κατάλληλων ερευνητικών μεθόδων.
• Προαγωγή  νέων  ερευνητικών  ιδεών.

Sorry, this entry is only available in Ελληνικά.

Ο σκοπός του μαθήματος είναι οι φοιτητές  να αποκτήσουν γνώσεις που αφορούν την υγεία του παιδιού και της οικογένειας.

Μετά την επιτυχή ολοκλήρωση της Θεωρίας του μαθήματος ο/η  φοιτητής/τρια θα είναι σε θέση:

• Να αναγνωρίζει τις παιδιατρικές παθήσεις και τον τρόπο που ο επαγγελματίας υγείας προσεγγίζει τα παιδιά με σκοπό τη διάγνωση και νοσηλευτική τους φροντίδα.
• Να γνωρίζει την ανάπτυξη του παιδιού από την νεογνική έως και την εφηβική ηλικία.
• Να γνωρίζει τις αρχές της κλινικής εξέτασης και διάγνωσης.
• Να γνωρίζει τις μεθόδους της θεραπευτικής αντιμετώπισης σε παθολογικές παιδιατρικές καταστάσεις.

• Προσαρμογή σε νέες καταστάσεις.
• Λήψη αποφάσεων.
• Αυτόνομη εργασία.
• Ομαδική εργασία.
• Σχεδιασμός και διαχείριση έργων.
• Σεβασμός στη διαφορετικότητα και στην πολυπολιτισμικότητα.
• Επίδειξη κοινωνικής, επαγγελματικής και ηθικής υπευθυνότητας και ευαισθησίας σε θέματα φύλου.
• Άσκηση κριτικής και αυτοκριτικής.
• Εργασία σε διεπιστημονικό περιβάλλον.
• Προαγωγή της ελεύθερης, δημιουργικής και επαγωγικής σκέψης.

Sorry, this entry is only available in Ελληνικά.

Ο σκοπός του μαθήματος είναι να παρέχει στους φοιτητές της Νοσηλευτικής τις απαραίτητες γνώσεις ώστε να είναι σε θέση να εφαρμόσουν το νοσηλευτικό ιστορικό και τις οδηγίες φυσικής-κλινικής εξέτασης.

Μετά την επιτυχή ολοκλήρωση της Θεωρίας του μαθήματος ο/η  φοιτητής/τρια θα είναι σε θέση:

• να πραγματοποιήσουν κλινική εξέταση όλων των  συστημάτων.

• Προσαρμογή σε νέες καταστάσεις.
• Λήψη αποφάσεων.
• Αυτόνομη εργασία.
• Ομαδική εργασία.
• Σχεδιασμός και διαχείριση έργων.
• Σεβασμός στη διαφορετικότητα και στην πολυπολιτισμικότητα.
• Επίδειξη κοινωνικής, επαγγελματικής και ηθικής υπευθυνότητας και ευαισθησίας σε θέματα φύλου.
• Άσκηση κριτικής και αυτοκριτικής.
• Εργασία σε διεπιστημονικό περιβάλλον.
• Προαγωγή της ελεύθερης, δημιουργικής και επαγωγικής σκέψης.

Sorry, this entry is only available in Ελληνικά.

Σκοπός του μαθήματος είναι να αποκτήσουν  οι φοιτητές τις απαραίτητες γνώσεις για την παροχή ολιστικής και εξατομικευμένης νοσηλευτικής φροντίδας σε χρονίως πάσχοντες, λαμβάνοντας υπόψη τις ποικίλες παθοφυσιολογικές και ψυχοκοινωνικές παραμέτρους που χαρακτηρίζουν τα χρόνια νοσήματα.

Μετά την επιτυχή ολοκλήρωση της Θεωρίας του μαθήματος ο/η  φοιτητής/τρια θα είναι σε θέση:

• Να επιδεικνύει τις κατάλληλες γνώσεις και δεξιότητες για τη νοσηλευτική φροντίδα και αποκατάσταση χρονίως πασχόντων.
• Να σχεδιάσει κατάλληλο πλάνο νοσηλευτικής φροντίδας και αποκατάστασης για χρόνιους πάσχοντες.
• Να τεκμηριώνει την παρεχόμενη φροντίδα.

• Προσαρμογή σε νέες καταστάσεις και φροντίδα αποκατάστασης ασθενών εκτός νοσοκομείου.
• Λήψη αποφάσεων για την επιλογή κατάλληλου σχεδίου φροντίδας και αποκατάστασης ασθενών με συγκεκριμένο χρόνιο νόσημα.
• Αυτόνομη εργασία στο πλαίσιο της  αποκατάστασης χρονίως πασχόντων.
• Ομαδική εργασία στο πλαίσιο της ομάδας φροντίδας και αποκατάστασης χρονίως πασχόντων.
• Σχεδιασμός και διαχείριση έργων που αφορούν την αποκατάσταση χρόνιων ασθενών.
• Σεβασμός στη διαφορετικότητα και στην πολυπολιτισμικότητα κατά τη φροντίδα και αποκατάσταση χρόνιων ασθενών εντός και εκτός νοσηλευτικού ιδρύματος.
• Επίδειξη κοινωνικής, επαγγελματικής και ηθικής υπευθυνότητας και ευαισθησίας σε θέματα φύλου κατά τη φροντίδα και αποκατάσταση χρόνιων ασθενών.
• Άσκηση κριτικής και αυτοκριτικής κατά τη φροντίδα και αποκατάσταση χρόνιων ασθενών.
• Εργασία σε διεπιστημονικό περιβάλλον στο πλαίσιο της ομάδας φροντίδας και αποκατάστασης.
• Προαγωγή της ελεύθερης, δημιουργικής και επαγωγικής σκέψης.

Sorry, this entry is only available in Ελληνικά.