.
Pedagogy in Health Care
Study Course Description
Course Description Statuss:Approved
Course Description Version:17.00
Study Course Accepted:06.02.2024 13:15:02
| Study Course Information | |||||||||
| Course Code: | MDAK_101 | LQF level: | Level 6 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy; General Pedagogy | Target Audience: | Nursing Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Ilona Zariņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Nursing and Obstetric Care | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, mdak rsu[pnkts]lv, +371 67061568 | ||||||||
| 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: | Medical ethics, health concept, evidence-based care, interpersonal communication in nursing / midwifery practice, care philosophy and process model, propaedeutics and physiology. | ||||||||
| Objective: | To provide theoretical knowledge about teaching-learning processes in health care; to promote the integration of this knowledge into the practical work of effective educating clients / patients, groups, other health and social care team members and the public. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Regulatory enactments regulating the health care sector and profession. Types of knowledge acquisition resources. Maintenance of physical, psychological and emotional health. | Lectures | 1.00 | other | |||||
| 2 | Interests and needs of stakeholders in patient education. Professional standard and goals and objectives of patient education. Independent work on topical issues of patient education - analysis of scientific publications. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 1.00 | E-Studies platform | |||||||
| 3 | Formulation of patient education goals, target audience, learner order, simulation tasks for determining educational goals. | Classes | 2.00 | E-Studies platform | |||||
| 4 | Effective presentation of information. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 1.00 | E-Studies platform | |||||||
| 5 | The art of public speaking. Creating presentations and visualizations. | Classes | 2.00 | auditorium | |||||
| 6 | Memory and concentration in the teaching and learning process, evaluation, self-directed learning, practical methods. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 2.00 | auditorium | |||||||
| 7 | Education in acute and chronic care situations. Effects of ethnicity and religious traditions on health behaviors. Application of reasoned information in the education of clients/patients/groups and society. | Classes | 2.00 | auditorium | |||||
| 8 | Nursing pedagogy. Patient education. Public health trends. Public health promotion. | Lectures | 1.00 | E-Studies platform | |||||
| Classes | 1.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | • Organisation: Each student has to prepare two presentations about appropriate theme in education topic. Objectives: Evaluate and select appropriate knowledge acquisition resources. Set priorities when planning and implementing the learning process. Evaluate learning outcomes using scientifically based criteria. To create a professional learning environment. To find out the learning needs of an individual / group, to involve them in the learning process, to create, implement and evaluate an educational plan. Choose appropriate teaching methods and tools for educating individuals / groups. To know the influence of multicultural features on patients' decisions. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | Cumulative assessment, where 4 (four) papers must be prepared independently during the course. Evaluation criteria in independent works include: fulfillment of the specified requirements, including scope and time limits, use of scientific information and design of references, according to RSU's approved methodological instructions for drawing up the list of references and sources and literature used in the work, relevance of topic and content, sequential structure. - written: summary of scientific publications/report - 25%; Evaluation criteria: the content corresponds to the topic, the presentation is sequential, scientific information is used, the presentation of the work and references meets the requirements, - oral: effective presentation - 25%; evaluation criteria: the specified format is followed, effective presentation techniques are used, such as content structuring, visual aids, voice power, timing. - oral, organizing a lesson in the classroom: a practical method that promotes memory and concentration - 25%; evaluation criteria: appropriate choice of method, instruction and management of participants, respect of time, provision of feedback. - written: simulation task - 25%. Evaluation criteria: all tasks have been completed, educational goals according to educational topics, learning limitations have been identified, learning methods are appropriate for topics and topics, short-term and long-term goals have been separated, learning goals and methods for loved ones have been formulated, appropriate educational material has been added. Each independent work and the total work of the student in the course is evaluated with a grade in a 10-point system, where the lowest successful rating is 4 (yearly average) points. In order to obtain a successful evaluation of the exam, the student must submit the independent work during the course within the specified deadline, receive a successful evaluation for each independent work and attend all classes. In order to get an excellent (10 points) rating, you must qualitatively and quantitatively exceed the requirements for independent work: you must use the latest scientific information (from scientific databases, within 3-5 years), you must demonstrate the ability to conduct independent research and a deep understanding of the problems in each of the independent works. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | As a result of mastering the study course, students will gain knowledge about teaching-learning processes in health care; will promote the integration of this knowledge into the practical work of educating clients / patients, groups, other members of the health and social care team and the public by continuously improving their knowledge and skills. | ||||||||
| Skills: | Will be able to assess the pedagogical situation in care work and effectively plan, implement and evaluate education for individuals / groups according to their health and cultural situation. | ||||||||
| Competencies: | Students will be able to educate individuals / groups. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Šiliņa M., Dupure I. (2009). Pacientu izglītošana – māsas kompetence. Nacionālais apgāds (akceptējams izdevums) | ||||||||
| 2 | Pacientu drošības un veselības aprūpes kvalitātes nodrošināšana (2017). Mācību materiāls, autoru kolekt., 9., 10. nod. RSU | ||||||||
| 3 | Māsas (vispārējās aprūpes māsas) profesijas standarts | ||||||||
| 4 | Vecmātes profesijas standarts | ||||||||
| 5 | Potter, Patricia A., Perry, Anne Griffin. (2019). Essentials for Nursing Practice | ||||||||
| 6 | Špona A. Pedagoģija. (2022). Rīga: RaKa | ||||||||
| 7 | Slimību profilakses un kontroles centrs: Profesionāļiem | ||||||||
| 8 | Nacionālais veselīvas dienests: Profesionāļiem | ||||||||
| Additional Reading | |||||||||
| 1 | Ersts P. (2019). Aktualitātes pacienu, tostarp bērnu, tiesību ievērošanā veselības un sociālās aprūpes jomā. Metodiskais materiāls, Rīga | ||||||||
| 2 | Liepiņa Z. (2019). Hronisku slimību pacientu vadīšana primārajā veselības aprūpē, rehabilitācijas iespēju, rezultātu un tehnisko palīglīdzekļu pielietojuma izvērtēšana. Metodiskais materiāls, Rīga | ||||||||
| 3 | Stirna A., Skaida S. (2010). Garīgā veselība un atkarīgo pacientu aprūpe multidisciplinārā komandā. Latvijas Ārstu biedrība | ||||||||
| 4 | Bēta G. (2017). Māsu profesionālā lietpratība pacientu izglītošanas procesā. Promocijas darbs, Liepājas universitāte | ||||||||
| 5 | Bhattad PB, Pacifico L. Empowering Patients: Promoting Patient Education and Health Literacy. Cureus. 2022 Jul 27;14(7):e27336. doi: 10.7759/cureus.27336. PMID: 36043002; PMCID: PMC9411825. | ||||||||
| Other Information Sources | |||||||||
| 1 | Pacientu organizācijas | ||||||||
| 2 | Patient education | ||||||||
| 3 | nursingpedagogy.com/intro.html | ||||||||
| 4 | Autoru kolektīvs. (2020). Pašvadītas mācīšanās ceļvedis, projekts "Stiprāki kopā". | ||||||||
| 5 | Mācību materiāls. (2011). Ģimenes ārsta praksē iesaistīto māsu un ārstu palīgu apmācība veselības veicināšanas un sabiedrības veselības jautājumos. RSU | ||||||||
