• 4% of the students changed course, 7.3% gave up the path, 0.3% dropped. Students who achieve academic success are on average younger than other students (24.4 years vs 26.6 years), are predominantly of classical and/or scientific maturity and have no work and family commitments (Bulfone et al., 2011);
• the student’s expectations of work (Work Expectation) worsen in the transition between the first and third year (Bulfone et al., 2019);
• the student’s choice to work as a freelancer (self-employment) is undertaken predominantly by those who have better academic results (Bulfone et al, 2019);
• some student lifestyles improve over the three years: they are increasing in students who perform physical activities (27.1% vs 32.5%), who have correct eating habits (23.4% vs 35.8%) and decrease in regular smokers (24.3% vs 20.3%)
• alcohol (2.1% vs 9.6%) and drug abuse behaviour increase (0.8% vs3.1%);

Validation of scales measuring:

• the suffering of the student connected to the difficulty of acting according to his own ethical-moral values (Moral Distress);
• ethically incorrect behaviour in the academic environment (Cheating) by the student and the teacher (Macale et al., 2017);
• academic motivation (Bulfone et al., 2019);
• the student’s perception of his or her ability to complete an academic journey (Self-Effi acy) (Bulfone et al., 2019; 2016);
• stress-burnout related to both classroom and internship experience;
• in collaboration with the University of Rome La Sapienza has been activated a first level interuniversity Master’s degree in “Primary care and public health. Nurses of family and community” according to the document of the Health Observatoroprofessions of 17.12.18 and the MIUR Note of 1/04/2019