The admission calls for the University of Parma Master’s Programmes in Healthcare for the 2026/2027 Academic Year are now officially open. A new edition of these advanced educational programmes is now underway, offering healthcare professionals the opportunity to develop specialised, organisational, managerial, and research competencies in response to the evolving challenges of contemporary health and social care systems.
The educational offer reaffirms the commitment of the Master’s Programmes in Healthcare to providing high-quality postgraduate education that integrates teaching, research, clinical placements, and interaction with professionals from both national and international settings. These programmes are designed to support healthcare professionals in developing the competencies required to address the increasing complexity of healthcare, with a strong focus on innovation, leadership, multidisciplinary collaboration, and evidence-based practice.
Applications for admission to most Master’s programmes may be submitted from 12:00 p.m. on 29 June 2026 until 12:00 p.m. on 29 January 2027.
For the Advanced Training Course in Infection Control Link Nurse, applications will follow two separate editions:
Edition 1: from 12:00 p.m. on 10 July 2026 until 12:00 p.m. on 22 September 2026;
Edition 2: from 12:00 p.m. on 1 December 2026 until 12:00 p.m. on 26 February 2027.
Enrolment will begin from February 2027, according to the specific timetable of each programme. Some Master’s programmes also include a selection process based on interviews and/or academic qualifications, as detailed in the respective admission calls.
The educational offer includes programmes covering several strategic areas of healthcare professions, including Critical Care Nursing, Family and Community Nursing, Case Care Management, Infection Prevention and Control Management, Palliative Care and Pain Management, Leadership and Coordination of Infection Prevention Services, and Qualitative Research for Healthcare Professions.
The Master’s Programmes in Healthcare continue to serve as a benchmark for postgraduate education for healthcare professionals, providing an academic environment focused on innovation, internationalisation, and the development of advanced competencies, with the aim of preparing professionals capable of actively contributing to the evolution of health and social care systems.
Full details regarding admission requirements, selection procedures, application deadlines, and study plans are available in the individual admission calls published on the University of Parma Master’s Programmes in Healthcare website.
Investing in education means investing in the future of healthcare professions. For the 2026/2027 Academic Year, the Master’s Programmes in Healthcare renew their commitment to delivering educational pathways that combine scientific excellence, practical experience, and an international perspective, preparing professionals ready to lead change across health and social care systems.
Health and social care systems are undergoing a profound transformation, driven by evolving health needs, technological innovation, population ageing, and increasing organisational complexity. In this context, healthcare professionals are called not only to deliver high-quality care but also to play an increasingly strategic role as drivers of change and innovation within healthcare organisations. Being an agent of change means actively contributing to the continuous improvement of clinical and organisational processes by proposing new solutions, promoting evidence-based practice, and supporting the development of care models that are increasingly effective, safe, and person-centred. Nurses and other healthcare professionals play a pivotal role in enabling health and social care systems to respond to emerging challenges, thanks to their direct understanding of patients’ needs and the realities of clinical practice.
Innovation is not limited to the introduction of new technologies; it also encompasses the redesign of organisational processes, the improvement of communication among professionals, the optimisation of care pathways, and the promotion of a culture focused on quality and patient safety. Every healthcare professional can contribute to change through their daily practice by developing observation skills, critical thinking, and the ability to propose innovative solutions. To fulfil this role, it is essential to develop competencies that extend beyond technical and scientific expertise. Leadership, critical thinking, change management, the ability to work effectively within multidisciplinary teams, and the application of scientific evidence are now indispensable tools for leading improvement processes and fostering innovation within healthcare organisations. Equally important is the ability to engage colleagues, patients, and caregivers, promoting a culture of collaboration and active participation.
Within the Master’s Programmes in Healthcare at the University of Parma, advanced education is designed to prepare professionals who are not only capable of adapting to change but also of leading it. Through an educational pathway that integrates clinical, organisational, managerial, and research competencies, students develop the knowledge and skills required to promote innovation, drive continuous improvement, and contribute to the growth and development of healthcare organisations.
In the field of health and social care professions, characterised by the increasing complexity of health needs and the continuous evolution of organisational models, building collaborative networks has become a strategic element for professional growth and the advancement of healthcare systems. Professional networking is not simply about expanding one’s network of contacts; it is about creating relationships based on the sharing of skills, experiences, and knowledge, fostering continuous dialogue among professionals, academic institutions, healthcare organisations, and national and international stakeholders.
Within the Master’s Programmes in Healthcare at the University of Parma, networking represents a fundamental component of the educational experience. Teaching activities, seminars, project work, clinical placements, scientific events, and collaborations with professionals from different disciplinary and geographical backgrounds provide students with numerous opportunities to exchange ideas and build professional relationships that extend well beyond the completion of their studies. In this way, education becomes a space where diverse experiences come together, and dialogue promotes both individual and collective growth.
The creation of professional networks is also a powerful driver of innovation. The exchange of different competencies stimulates new ideas, facilitates the dissemination of best practices, and promotes the development of collaborative projects, contributing to improvements in the quality of care and the organisation of healthcare services. Through collaboration among professionals from different disciplines and contexts, it becomes possible to address the complexity of health needs more effectively, developing innovative solutions that are increasingly person-centred.
Professional networking also plays a key role in the advancement of research. Collaboration between universities, healthcare organisations, and professionals supports the development of multicentre studies, the sharing of scientific evidence, and the creation of research pathways capable of generating knowledge that advances clinical, organisational, and educational practice. In this sense, professional networks provide a fertile environment for scientific growth and the dissemination of innovation.
In an increasingly interconnected world, the value of professional networking goes beyond building individual relationships. It means contributing to the growth of a professional community that shares experiences, generates innovation, and works together to shape the future of health and social care professions.
In the world of health and social care professions, learning does not take place exclusively through theoretical study or practical experience; it also develops through continuous interaction with more experienced professionals. In this context, mentorship represents a valuable tool for fostering professional growth, skills development, and the formation of the professional identity of future healthcare professionals.
Mentorship is based on a relationship of support and guidance between an experienced professional and a student or practitioner who is developing their professional pathway. It is not simply about transferring technical knowledge, but also about sharing experiences, values, approaches to professional practice, and strategies for addressing the challenges that characterise contemporary care settings. Within health and social care systems, which are becoming increasingly complex and are continuously shaped by organisational and technological changes, the presence of experienced role models plays an important role in facilitating professional integration, supporting learning, and promoting a culture of collaboration. Through interaction with experienced professionals, early-career practitioners have the opportunity to develop greater awareness of their role, gain confidence in decision-making, and strengthen the critical thinking skills required to manage complex situations.
Mentorship also plays a fundamental role in leadership development. Observing and engaging with professionals in positions of responsibility helps individuals understand how to lead teams, manage professional relationships, promote change, and contribute to improving the quality of care. Leadership in healthcare professions is not expressed solely through managerial roles; it is also reflected in the ability to positively influence care processes, support colleagues, and promote evidence-based practice.
Another important benefit of mentorship relates to professional well-being. The opportunity to engage with an experienced mentor can help reduce the sense of isolation that sometimes accompanies the early stages of a professional career, encouraging dialogue, mutual support, and the sharing of strategies for addressing everyday challenges. This process contributes to strengthening motivation, professional satisfaction, and a sense of belonging within the professional community.
Within the Master’s Programmes in Healthcare at the University of Parma, the value of interaction among professionals, faculty members, tutors, and students represents one of the core elements of the educational experience. Through teaching activities, project work, clinical placements, and opportunities for sharing experiences, a culture of collaborative learning is promoted, in which dialogue among individuals with different competencies and experiences becomes a resource for the growth of all participants.
Investing in mentorship means investing in the future of health and social care professions. Supporting the transfer of knowledge, the development of new generations of professionals, and the growth of leadership contributes to building healthcare systems that are increasingly competent, collaborative, and focused on the quality of care, generating tangible benefits for professionals, organisations, and the people they serve.
The international clinical placement experience involving Nursing students from Rwanda represents much more than a study programme abroad. Through the collaboration between Between INES-Ruhengeri University, the Catholic University of Rwanda and the University of Parma, the students are benefiting from an important opportunity for professional, personal, and intercultural growth, engaging with new models of care, clinical settings, and social contexts. The testimonies collected highlight how the value of this experience extends beyond technical learning, contributing to the development of essential transversal skills for future healthcare professionals.
Students emphasised that the placement is providing learning opportunities not only related to clinical practice but also to adaptability, problem-solving, and multidisciplinary teamwork. Engaging with patients, healthcare professionals, and different care settings represents an important opportunity to strengthen clinical reasoning and better understand the value of collaboration within care pathways. They also highlighted the importance of international exchange between students and health and social care professionals. In an increasingly interconnected world, the opportunity to learn about different healthcare systems and share professional experiences is essential for broadening perspectives and developing the competencies needed to address global health challenges.
The international experience has also been particularly meaningful from a personal growth perspective. Arriving in a new country and adapting to a different language, environment, and culture initially presented challenges, which gradually became opportunities to develop autonomy, adaptability, and openness to new realities. It is a journey that has encouraged students to step outside their comfort zones and gain greater confidence in their own abilities.
Attention was also drawn to the future impact of the knowledge and skills acquired during the placement. The competencies developed in Italy can be transferred and applied upon returning to Rwanda, contributing to improvements in the quality and safety of care within their professional contexts. For these students, the experience is fostering the development of communication skills, professional competencies, and critical thinking. Daily interaction with people from different cultural and linguistic backgrounds, combined with the opportunity to observe advanced technologies and procedures, provides valuable stimulus for professional growth and the ability to manage complex situations.
Finally, the students described how their time in Italy is contributing to both their professional and personal development. Living in an international environment has enabled them to discover new perspectives, become more independent, and appreciate the value of cultural diversity within healthcare systems. This is particularly relevant in a profession that requires strong relational skills, inclusivity, and a person-centred approach to care.
“Students’ testimonies confirm that international mobility programmes represent an important educational opportunity for future healthcare professionals. The exchange between cultures, healthcare systems, and organisational models promotes the development of advanced professional competencies, as well as the relational and intercultural skills that are increasingly required in contemporary health and social care settings” stated Antonio Bonacaro, Associate Professor of Nursing Science and President of the Master’s Programmes in Healthcare.
The experience of the Rwandan students in Parma fully reflects the international vision promoted by the University of Parma, contributing to the development of educational pathways based on dialogue, collaboration, and knowledge sharing. It highlights the awareness that health and care are global challenges that require competence, openness, and the ability to work together beyond geographical and cultural boundaries.
THE VIDEO TESTIMONIES OF THE STUDENTS FROM RWANDA ARE AVAILABLE ON THE FOLLOWING CHANNEL.
“On this special day for the nursing profession, it is both an honour and a pleasure to be awarded the title of Fellow of the Florence Nightingale Foundation, which I accept with gratitude and a deep sense of responsibility. I dedicate it to my colleagues, to the students present here, and to those students who are virtually participating in these celebrations through us. May it serve as a source of inspiration and renewed spirit of service for our communities, wherever they may be” With these words, Prof. Antonio Bonacaro, Associate Professor of Nursing Science and President of the Master’s Programmes in Healthcare at the University of Parma, accompanied the participation of the University delegation in the Florence Nightingale Commemoration Service 2026, held on 12 May at Westminster Abbey in London on the occasion of International Nurses Day.
Alongside the awarding of the Florence Nightingale Foundation Fellowship to Prof. Bonacaro, the experience also represented an important educational and personal opportunity for Educational Tutor Dr. Massimo Guasconi, Nursing students Nicole Tirotta, Maria Scattaglia, Elisa Murtas, Mariagrazia Mancini, Vera Araya Abrha, Zaida Zanetti, and newly qualified nurses Paolo Lopena and Alessia Currò, who took part in the study day and the international commemorative ceremony. The testimonies and quotations included in this article are drawn from their reflections and experiences during the event, highlighting the human, professional, and symbolic value of an experience perceived as a profound moment of belonging to the nursing profession and to the international community of care.
“Entering Westminster Abbey on such a meaningful occasion for nurses was deeply emotional. Walking through a place where history merges with the very roots of our profession, thinking about Florence Nightingale’s legacy, gave me a profound sense of belonging. It made me realise that our daily work in wards or community settings is not an isolated act, but part of a historical and global thread connecting millions of professionals. It was pride, responsibility, and emotion”. Another student described her entrance into the Abbey in these words: “Crossing the threshold of Westminster Abbey was breathtaking. I could feel the weight of history and, at the same time, immense pride. Walking through those aisles, knowing I was there to celebrate Florence Nightingale alongside colleagues from all over the world, made me feel part of something monumental. It was not only the celebration of a historical figure, but a solemn recognition of the value nurses bring to society every single day”.
Among the most significant moments of the day was the Lamp Procession, the historic symbol of the nursing profession. “Without a doubt, the Procession of the Lamp. Seeing the lamp — symbol of light, hope, and nursing knowledge — passed from hand to hand among professionals until it was placed on the altar was an incredibly emotional moment. In that almost sacred silence, I clearly felt the passing of the torch within our profession: a commitment to care handed down from generation to generation”.
Other students highlighted the value of the international exchange experienced during the study day: “The interaction with students and professionals from other countries gave me a great sense of openness. It was interesting to discover the differences in healthcare systems, educational pathways, and work organisation, while at the same time realising that empathy, responsibility, and attention to the person remain universal values everywhere in the world”. The experience also strengthened awareness of the importance of the international dimension in nursing education. “University education gives you scientific and methodological foundations, but an international experience gives you the bigger picture. It teaches adaptability and the importance of intercultural communication — a crucial skill today with patients coming from many different countries”.
Among the values most frequently mentioned by the students was humanity in care. “Being a nurse means coming into contact with people’s vulnerability and being able to offer not only care, but also listening, presence, and support during the most delicate moments”. Another testimony emphasised the connection between empathy and professional competence: “Florence Nightingale showed that compassion, combined with scientific rigour, can change the destiny of patients and institutions”. The London experience also offered an important reflection on the meaning of contemporary nursing leadership. “For me, nursing leadership means the ability to guide change based on scientific evidence and by setting an example. It means being able to make complex clinical decisions autonomously, promote team wellbeing, and enhance the specific competencies of our professional profile”.
Particularly significant was also the value attributed to representing the University of Parma internationally. “Bringing the name of the University into such a prestigious context was the best way to celebrate the value of our studies and the professors and tutors who guided us throughout our journey. It demonstrated that the quality of Italian nursing education has nothing to envy compared to international standards”.
Participation in the Florence Nightingale Commemoration Service thus confirmed itself as an experience of great educational, human, and professional value, capable of strengthening the sense of belonging to the nursing profession and promoting an increasingly international, collaborative, and person-centred vision of care.
Concluding the delegation’s reflections, Prof. Antonio Bonacaro stated: “The study day, the Fellowship, the commemorative service, and the broader cultural experience all reflect the multiplier effect that the University of Parma has in offering unique opportunities for growth and reflection to faculty members and Nursing students. Nursing, as a modern profession, is an expression of the competence and humanity reflected in the stories shared by students and professionals, as well as in the teachings of Florence Nightingale, pioneer of modern nursing. These values and experiences constitute a shared heritage that deserves to be recognised and promoted through initiatives such as this. With renewed spirit of service, we continue to build pathways of education, growth, and international exchange that will enable today’s students and tomorrow’s professionals to become increasingly active protagonists of competent, compassionate care capable of responding to global health challenges, in line with the values and legacy of Florence Nightingale”.
Within the Master’s Programmes in Healthcare at the University of Parma, clinical placements represent a central component of the educational pathway, playing a fundamental role in integrating theoretical knowledge, professional competencies, and decision-making skills within real healthcare settings.
Field experience allows students to engage directly with the complexity of health and social care services, applying what they have learned during academic activities while developing a greater awareness of their professional role. Clinical placements are not merely moments of observation, but active opportunities for learning, exchange, and professional growth, where participants can experience tools, organisational models, and care approaches within highly qualified clinical, community, and managerial contexts.
Through the support of experienced tutors and continuous dialogue with healthcare professionals, students are able to deepen competencies related to the different areas of the Master’s Programmes, ranging from clinical practice and organisational management to prevention, education, and the promotion of quality and patient safety.
Clinical placements also provide an important opportunity to develop transversal skills such as teamwork, communication, critical thinking, and the ability to manage complex situations—competencies that are increasingly essential in contemporary health and social care systems.
Within the Master’s Programmes in Healthcare, the connection between theory and practice is one of the core principles of advanced education: an approach aimed not only at acquiring knowledge, but also at transforming it into concrete competencies capable of responding to people’s health needs and contributing to innovation in healthcare services.
On the occasion of the International Nurses Day, celebrated on 12 May, a delegation from the Master’s Programmes in Healthcare and the Nursing Degree Programme of the University of Parma will take part in the prestigious Florence Nightingale Commemoration Service, which will be held at the historic Westminster Abbey in London.
The event, promoted by the Florence Nightingale Foundation, represents one of the most significant international occasions dedicated to the nursing profession and will be attended by important institutional figures, including Her Royal Highness The Duchess of Edinburgh and Princess Alexandra, highlighting the value and recognition attributed to the role of nursing professions within contemporary healthcare systems.
Representing the University of Parma will be Prof. Antonio Bonacaro, Associate Professor of Nursing Science and President of the Master’s Programmes in Healthcare, the educational tutor Massimo Guasconi, and six students from the Nursing Degree Programme, who will participate in the study day organised by the Florence Nightingale Foundation and subsequently attend the commemorative service at Westminster Abbey.
Historically dedicated to the nursing profession in memory of Florence Nightingale’s birth, 12 May also traditionally marks the conclusion of the educational pathway for the new Fellows of the Florence Nightingale Foundation. During the day, the Fellowship Award Ceremony will also take place, an important international recognition that this year will be conferred upon Prof. Antonio Bonacaro.
The Florence Nightingale Foundation Fellowship is one of the most prestigious international programmes dedicated to the development of nursing leadership and recognises commitment to promoting innovative clinical and educational practices focused on quality, patient safety, and the advancement of nursing education.
The participation of students in this international experience represents an important opportunity for educational and professional growth, encouraging dialogue with international academic and healthcare realities and reinforcing the global dimension of the nursing profession.
“On this special day for the nursing profession, it is both an honour and a pleasure to be awarded the title of Fellow of the Florence Nightingale Foundation, which I accept with gratitude and a deep sense of responsibility. I dedicate it to my colleagues, to the students present here, and to those students who are virtually participating in these celebrations through us. May it serve as a source of inspiration and renewed spirit of service for our communities, wherever they may be” – Antonio Bonacaro, Associate Professor of Nursing Science and President of the Master’s Programmes in Healthcare.
The Master’s Programs in Healthcare at the University of Parma are promoting two international seminar series dedicated to the development of competencies in healthcare professions, involving scholars and professionals from international academic contexts. These initiatives represent an important opportunity for discussion and in-depth exploration of topics related to nursing education, leadership, qualitative research, and the evolution of healthcare systems.
The first series of seminars will be delivered by Professor Stelios Parissopoulos from the University of West Attica in Athens and will take place from 11 to 14 May 2026 at the Biotechnological Campus of the University of Parma. The workshops will address topics related to Erasmus opportunities and international nursing education, the sociology of health and illness, transcultural challenges in caring for migrants and refugees, as well as anthropological and ethnographic approaches in nursing research and critical care. One session will also focus on qualitative research methodologies, including phenomenology, ethnography, interviews, and participant observation.
From 18 to 22 May 2026, Dr Vanessa Vianna Cruz, postdoctoral researcher at the University of Rio de Janeiro (Brazil), will lead a second workshop series at the Medicina-Gramsci Campus. The seminars will focus on educational pathways and clinical integration in nursing education within the Brazilian context, as well as on the development of nursing leadership in managing clinical and organizational complexity and in rapid and safe decision-making processes.
The seminars are part of the international and interdisciplinary development activities promoted by the Master’s Programs in Healthcare, with the aim of encouraging dialogue between experiences, educational models, and different healthcare systems. These initiatives also represent an important growth opportunity for students, professionals, and faculty members, further strengthening the international dimension of advanced healthcare education.
On the occasion of the FINE Europe Conference 2026, hosted by the University of Parma on March 5–6, the FINE Parma Commitment 2026 was adopted—a strategic document that translates the principles of the FINE Luxembourg Declaration into concrete actions, with the aim of strengthening nursing education at the European level.
The Conference, dedicated to the theme “Strengthening Nursing Education for a Safer Tomorrow”, brought together academics, researchers, healthcare professionals, policymakers, and students from various countries, providing an important platform for dialogue on the challenges and opportunities in healthcare education.
The FINE Parma Commitment represents a significant step toward a shared evolution of educational systems, identifying key priorities for the future of the nursing profession and, more broadly, healthcare systems.
Among its main areas of action, the document highlights the need to:
promote the revision of educational policies at national and European levels, enhancing nursing education through high-quality and innovative standards;
strengthen the continuity of educational pathways, recognizing the value of interprofessional collaboration and the integration of different healthcare professions;
support the development of research and faculty training as key elements to ensure quality and innovation in education systems;
promote collaborative education models based on ethical principles such as equity, inclusion, sustainability, and cultural sensitivity.
The Commitment also emphasizes the importance of integrating contemporary teaching approaches, including simulation and digital technologies, as essential tools to address the increasing complexity of healthcare contexts.
Within this framework, the Master’s Programs in Healthcare at the University of Parma are fully aligned with the directions outlined in the document, reaffirming their commitment to developing advanced educational pathways focused on innovation, quality of care, and person-centered approaches.
The adoption of the FINE Parma Commitment 2026 therefore represents not only the conclusion of the Conference, but above all a starting point for a shared European commitment aimed at strengthening the role of nursing education as a strategic driver for safer, more equitable, and sustainable healthcare systems.
