The courses of the Master’s Program (P.M.S.) are delivered for the eight (8) compulsory courses entirely through distance learning methods, which include both synchronous teaching via the MS Teams platform and asynchronous teaching via the eClass online platform.

For two (2) of the compulsory courses, teaching is conducted through a combination of in-person and distance learning, with a ratio of eight (8) hours of in-person teaching and eighteen (18) hours of distance teaching per course.

The Master’s Program employs a wide range of modern and diverse teaching methods that enhance student participation, collaboration, and active engagement in the learning process. These include lectures, seminar exercises, and simulations, as well as case studies and clinical scenarios that promote the practical application of knowledge.

Additionally, experiential exercises and “ice-breaking” techniques are applied to strengthen group cohesion, and storytelling is used as a tool to deepen experiential knowledge. Learning is also supported through individual and group assignments, peer-to-peer education, and cooperative learning — both in formal and informal contexts — using techniques such as role-playing.

Special emphasis is placed on research-based learning, through the study of scientific articles and the use of databases, highlighting the importance of research methodology. Presentation of assignments reinforces collaborative learning, while brainstorming promotes cognitive development, creativity, and innovation.

Finally, project-based learning is also applied through workshops and complex case studies, which enhance teamwork, critical and analytical thinking, communication skills, and problem-solving abilities, offering students a comprehensive and practice-oriented educational experience.

Upon successful completion of the M.Sc. in “Advanced Nursing Practice”, graduates are expected to acquire the following learning outcomes:

Evaluation procedures are aligned with the expected learning outcomes of each course, ensuring consistency between teaching objectives, methodology, and assessment. The evaluation of student performance is not merely a measurement of learning achievement but also serves as an educational tool with a dual role: it acts both as a mechanism for active student engagement in the learning process and as a systematic framework for feedback and continuous improvement — for both students and instructors.

The assessment and grading of students in each course is the exclusive responsibility of the instructor and is carried out independently of other courses. It is based on an objective assessment of the student’s performance in the specific course, as evidenced by assignments, exams, or other forms of evaluation.

Evaluation may take two forms:
a) Formative assessment, integrated into the teaching process, functioning as a feedback mechanism and continuous monitoring of student progress.
b) Final assessment of acquired knowledge and skills, conducted through exams during designated exam periods.

Final exams for each course may take various forms — written or oral examinations, assignments, or other procedures as determined by the instructor. Exceptions apply only if a different decision is made by the Coordinating Committee (C.C.) of the Master’s Program.

Examinations are held twice a year, at the end of each academic semester.

At the end of the semester, students anonymously evaluate instructors using a special questionnaire provided by the Quality Assurance Unit (MODIP) of the University of Thessaly.
The Directorate of the Master’s Program encourages student participation in this evaluation process to ensure that feedback is considered when revising the curriculum.