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Pedagogy in Health Care
Study Course Description
Course Description Statuss:Approved
Course Description Version:5.00
Study Course Accepted:09.10.2019 14:53:40
| Study Course Information | |||||||||
| Course Code: | LF_153 | LQF level: | Level 5 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; General Pedagogy | Target Audience: | Nursing Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Gunta Bēta | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | RSU Liepāja Branch | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Liepāja, Riņķu iela 24/26, lf rsu[pnkts]lv, lfrsu[pnkts]lv, +371 63442118, +371 63442119, +371 63484632 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 5 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 10 | ||||
| Classes (count) | 11 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 22 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Personality and Developmental Psychology, Philosophy, Ethics, Communication, Nursing Ethics, Nursing Theory, Nursing, Computer Science. | ||||||||
| Objective: | Promote acquisition of basic theoretical knowledge of teaching-learning processes; promote the integration of this knowledge into practical work with the patient. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introduction to pedagogy. Main stages of the pedagogy history. | Lectures | 1.00 | auditorium | |||||
| 2 | Basic learning theories, concepts. | Lectures | 2.00 | auditorium | |||||
| 3 | Characteristics of the age development and learning. | Classes | 2.00 | auditorium | |||||
| 4 | Memory, motivation, their role in the learning process. | Classes | 2.00 | auditorium | |||||
| 5 | Teaching methods. | Classes | 2.00 | auditorium | |||||
| 6 | Use of technology in patient education. Media pedagogy. | Classes | 1.00 | auditorium | |||||
| 7 | Evaluation and feedback in pedagogy. | Classes | 2.00 | auditorium | |||||
| 8 | Adult learning. | Lectures | 1.00 | auditorium | |||||
| 9 | Nursing pedagogy. Adult education. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | As part of the course, the student independently prepares 2 presentations on a pedagogical topic: a scientific article presentation + presentation of independent work at the end of the course. | ||||||||
| Assessment Criteria: | Participation in lectures and classes – 15%; tests in the classroom and home works – 35%; presentation of independent work at the end of the course – 50%, self-prepared patient education lesson. The lesson is prepared according to the following plan: target, tasks, audience characteristics – age, gender, previous knowledge and skills, health situation etc., where will it take place, content, methods, grounds for choice, concepts, time – how?, influencing factors, evaluation – target, method, which when?, used literature sources. Independent work is evaluated in 10-point-system, with the lowest successful score of 4 points. | ||||||||
| Final Examination (Full-Time): | Exam (Oral) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Student will know the main stages of pedagogy history, basic concepts and basic theories in pedagogy. | ||||||||
| Skills: | Will be able to focus, assess the pedagogical situation in nursing work and educate patients in accordance with pedagogical and didactic guidelines. | ||||||||
| Competencies: | Student will be able to create a patient training plan by integrating and using appropriate pedagogical knowledge, skills, attitudes. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Pieaugušo izglītība (2012) rakstu krājums, sast. K.Mārtinsone, RAKA | ||||||||
| 2 | Ķestere I. (2008) Pedagoģijas vēsture, Rīga: Zvaigzne ABC | ||||||||
| 3 | Bastable S. (2007) Nurse as Educator: Principles of teaching and Learning for nursing practice, Jones&Bartlett Learning | ||||||||
| 4 | Šiliņa M., Dupure I. (2004) Pacientu izglītošana – māsas kompetence, Nacionālais apgāds | ||||||||
| Additional Reading | |||||||||
| 1 | Falvo R.D. (2010) Effective Patient Education, 4th ed., Jones&Bartlett Publ. | ||||||||
| 2 | Muma R.D., Lyons B.A. (2012) Patient Education. Practical Approach, 2nd ed., Jones&Bartlett Publ. | ||||||||
| 3 | Pētījumi pieaugušo pedagoģijā (2005), zin.rakstu krājums, red. T.Koķe, LU | ||||||||
| 4 | Dunn L. Study: Hospitals' use of interactive technology improves patient satisfaction. 2011. http://www.beckershHospitalreview.com/healthcare-informatio…. | ||||||||
| 5 | Rubene Z., Krūmiņa A., Vanaga I. 2008. Ievads mediju pedagoģijā, RaKa | ||||||||
| Other Information Sources | |||||||||
| 1 | patienteducation.stanford.edu/ | ||||||||
| 2 | www.sciencedirect.com/science/journal | ||||||||
| 3 | www.patienteducation.com/ | ||||||||
| 4 | nursingpedagogy.com/intro.html | ||||||||
