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Planning and Implementation of Healthcare Educational Programmes
Study Course Description
Course Description Statuss:Approved
Course Description Version:3.00
Study Course Accepted:28.02.2023 11:17:29
| Study Course Information | |||||||||
| Course Code: | MDAK_345 | LQF level: | Level 7 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Nursing Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Kristaps Circenis | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Nursing and Obstetric Care | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas bouevard, mdak rsu[pnkts]lv, +371 67061568 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 6 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 12 | ||||
| Classes (count) | 18 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 36 | ||||
| Total Contact Hours | 48 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General psychology, developmental psychology, general pedagogy, nursing theory and nursing philosophy. | ||||||||
| Objective: | Raise awareness of the educational science and practice, its place and role in the health care system and health care professionals in education. To get acquainted with the latest findings and theories of learning and teaching of the problems, their use in the health care environment of nurses and other health care professionals in education. To promote the application of theoretical knowledge in practical work – both the clinical setting and the nursing education system. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Introductory lecture. Education system in Latvia. Education system classification (EQF and LQF levels, vocational education levels). Pedagogy, andragogy and education science in health care system. Health Education. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 2 | Learning process, structure. Learning and teaching theories. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 3 | Adult education. Approaches, theories, specific. Non formal and interest education. | Lectures | 1.00 | auditorium | |||||
| Classes | 4.00 | auditorium | |||||||
| 4 | Supervision in adult education. Supervision in health care system. Mentoring in health care education. Group facilitation in education. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 5 | Nursing and other health care specialist education in Latvia and abroad. | Classes | 2.00 | auditorium | |||||
| 6 | Topical research in education of health care professionals. | Classes | 2.00 | auditorium | |||||
| 7 | Education programmes in health care. Normative documents regulating the process of development of education programmes. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| 8 | Development of professional identity in study and education process. | Lectures | 1.00 | auditorium | |||||
| Classes | 2.00 | auditorium | |||||||
| Assessment | |||||||||
| Unaided Work: | Get acquainted with the literature; Get acquainted with the lecture materials, prepare questions; Perform tasks independently in groups and individually – presentations and demonstration. | ||||||||
| Assessment Criteria: | Independently prepared works and the presentation of the study during the course (50%) and final exam (50%). | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | After the study course completion the students will be able to explain the concepts and terminology of pedagogy, pedagogical research, and apply health education and nursing practice. Be aware of the role of nurses and their tasks, as well as the importance of nursing education system development. Will be able to name and explain the nursing education program planning principles and regulatory documents. | ||||||||
| Skills: | Will be able to identify the need of learning and teaching in health care environments, will be able to identify and assess the effectiveness of the learning process and the patient or student learning outcomes. Will be able to formulate the goals, objectives and expected results of health education. | ||||||||
| Competencies: | After a study of the course completion the students will be able to independently develop the course description, course plans, in nursing (health) education. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Supervīzija: Teorija. Pētījumi. Prakse (sast. Kristīne Mārtinsone, Sandra Mihailova) (2017). Rīga: RSU | ||||||||
| 2 | Kathleen P. King. (2017). Technology and Innovation in Adult Learning. | ||||||||
| 3 | Sarah B. Keating and Stephanie S. DeBoor. (2017). Curriculum Development and Evaluation in Nursing Education. | ||||||||
| 4 | Stewart, M., N. (2020). The Art and Science of patient education for health literacy. St. Louis, Missouri: Elsevier | ||||||||
| 5 | Mārtinsone K. (2019). Veselības psiholoģija. Teorijas un prakses starpdisciplinārā perspektīva. Rīga: RSU. | ||||||||
| 6 | Ārvalstu studentiem/For international students: | ||||||||
| 7 | Kathleen P. King. (2017). Technology and Innovation in Adult Learning. | ||||||||
| 8 | Sarah B. Keating and Stephanie S. DeBoor. (2017). Curriculum Development and Evaluation in Nursing Education. | ||||||||
| 9 | Stewart, M., N. (2020). The Art and Science of patient education for health literacy. St. Louis, Missouri: Elsevier | ||||||||
| Additional Reading | |||||||||
| 1 | Pieaugušo izglītība (2012.) rakstu krājums, sast. K.Mārtinsone. Rīga: RAKA | ||||||||
| 2 | Bastable S. (2021). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Jones&Bartlett Learning | ||||||||
| 3 | Belton A., Simpson N. (2017.) The How to of Patient Education. 2nd ed. | ||||||||
| 4 | Glanz K., Rimer B.K., Viswanth K. (2015.) Health Behavior and Health Education. John Wiley&Sons | ||||||||
| 5 | Gudjons, Herbert. (2007). Pedagoģijas pamatatziņas. Rīga: Zvaigzne ABC. (akceptējams izdevums) | ||||||||
| 6 | Geidžs N.L. u.c (1999.) Pedagoģiskā psiholoģija. Rīga: Zvaigzne ABC. (akceptējams izdevums) | ||||||||
| 7 | EBOOK: Adult Learning in Groups. Brid Connolly, 2008. (akceptējams izdevums) | ||||||||
| 8 | Ārvalstu studentiem/For international students: | ||||||||
| 9 | Bastable S. (2021). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Jones&Bartlett Learning | ||||||||
| 10 | Belton A., Simpson N. (2017.) The How to of Patient Education. 2nd ed. | ||||||||
| 11 | EBOOK: Adult Learning in Groups. Brid Connolly, 2008. (akceptējams izdevums) | ||||||||
| Other Information Sources | |||||||||
| 1 | www.likumi.lv | ||||||||
| 2 | https://www.metodes.lv/raksti/mentorings | ||||||||
