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Riassunto – Il presente contributo propone una riflessione sul ruolo-chiave dei docenti nella creazione di condizioni favorevoli a un processo di apprendimento inclusivo ed efficace in modo da adempiere al mandato di realizzare effettivamente una scuola democratica. Tra le competenze professionali oggetto di formazione continua è necessario inserire la costruzione di un clima di apprendimento favorevole all’alunno/a tramite l’applicazione di diverse strategie funzionali agli apprendimenti, come l’architettura collaborativa, esplorativa o metacognitiva, pensate all’interno o trasversalmente alle discipline, che possono proporre esperienze rilevanti come la proposta di compiti di tipo concettuale, complessi, e/o pratico-complessi e che gradualmente spostino la progettazione dagli obiettivi centrati sulle conoscenze verso quelle abilità semplici e complesse che possono concorrere allo sviluppo delle competenze in modo efficace ed inclusivo., Annali online della Didattica e della Formazione Docente, V. 15 N. 25 (supplemento) (2023): Ricerca educativa e formazione degli insegnanti

Stefano Cianetti,1 Paola Anderini,1 Stefano Pagano,1 Paolo Eusebi,2 Massimiliano Orso,2 Rosario Salvato,3 Guido Lombardo1 1Surgical and Biomedical Sciences, Unit of Pediatric Dentistry, University of Perugia, Perugia, Italy; 2Health Planning Service, Department of Epidemiology, Regional Health Authority of Umbria, Perugia, Italy; 3Department of Philosophy, Social and Human Sciences and Education, University of Perugia, Perugia, ItalyCorrespondence: Guido LombardoDentistry School, University of Perugia, Piazza L. Severi 1, Perugia 06132, ItalyTel +39 0755853514Email guido.lombardo@unipg.itPurpose: Critical care units, such as heart failure units, house inpatients with a compromised general health status that requires rigorous prevention of further complications. Oral health infections that gain access through the bloodstream or airway might represent such potential complications (eg, endocarditis pneumonia). Avoiding these critical occurrences requires that adequate oral health care be provided by nursing personnel. Here we assessed the knowledge of oral health care practices by nurses working in three Italian heart failure units in Umbria, Italy.Design: This was a cross-sectional study.Methods: Forty-four nurses were interviewed using a six-item modified Adams’ questionnaire on the topic of oral health care. A multidisciplinary panel of experts established the criteria for answer correctness based on the most relevant dentistry literature evidence and judged each reply. The expected percentage of correctly replying nurses was 75%, and significant differences from this expected probability were calculated with one-sided binomial probability tests. Cronbach’s α method was used to establish the questionnaire’s internal consistency (reliability).Results: For five out of six questionnaire items, the percentage of nurses who correctly answered was significantly lower than the expected value of probability. Lack of knowledge was found for usefulness of checking the patients’ mouths (p=0.003), the most relevant lesions affecting the mouth (p=0.0001), the tools/solutions for cleaning the mouth and dentures (p= 0.0416), and drugs that affect the mouth and their side effects (p< 0.0001).Conclusion: In this study, few nurses working in heart failure units showed both an adequate willingness to check inpatients and a good knowledge of oral health care (significantly lower than the expected 75%). Further studies that use validated questionnaires and include more participants should be conducted to confirm and elaborate on our preliminary data.Keywords: nursing education, heart failure, oral health care