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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_345LQF level:Level 7
Credit Points:4.00ECTS:6.00
Branch of Science:Clinical Medicine; Health CareTarget 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, mdakatrsu[pnkts]lv, +371 67061568
Study Course Planning
Full-Time - Semester No.1
Lectures (count)6Lecture Length (academic hours)2Total Contact Hours of Lectures12
Classes (count)18Class Length (academic hours)2Total Contact Hours of Classes36
Total Contact Hours48
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.TopicType of ImplementationNumberVenue
1Introductory 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.Lectures1.00auditorium
Classes2.00auditorium
2Learning process, structure. Learning and teaching theories.Lectures1.00auditorium
Classes2.00auditorium
3Adult education. Approaches, theories, specific. Non formal and interest education.Lectures1.00auditorium
Classes4.00auditorium
4Supervision in adult education. Supervision in health care system. Mentoring in health care education. Group facilitation in education.Lectures1.00auditorium
Classes2.00auditorium
5Nursing and other health care specialist education in Latvia and abroad.Classes2.00auditorium
6Topical research in education of health care professionals.Classes2.00auditorium
7Education programmes in health care. Normative documents regulating the process of development of education programmes.Lectures1.00auditorium
Classes2.00auditorium
8Development of professional identity in study and education process.Lectures1.00auditorium
Classes2.00auditorium
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
1Supervīzija: Teorija. Pētījumi. Prakse (sast. Kristīne Mārtinsone, Sandra Mihailova) (2017). Rīga: RSU
2Kathleen P. King. (2017). Technology and Innovation in Adult Learning.
3Sarah B. Keating and Stephanie S. DeBoor. (2017). Curriculum Development and Evaluation in Nursing Education.
4Stewart, M., N. (2020). The Art and Science of patient education for health literacy. St. Louis, Missouri: Elsevier
5Mārtinsone K. (2019). Veselības psiholoģija. Teorijas un prakses starpdisciplinārā perspektīva. Rīga: RSU.
6Ārvalstu studentiem/For international students:
7Kathleen P. King. (2017). Technology and Innovation in Adult Learning.
8Sarah B. Keating and Stephanie S. DeBoor. (2017). Curriculum Development and Evaluation in Nursing Education.
9Stewart, M., N. (2020). The Art and Science of patient education for health literacy. St. Louis, Missouri: Elsevier
Additional Reading
1Pieaugušo izglītība (2012.) rakstu krājums, sast. K.Mārtinsone. Rīga: RAKA
2Bastable S. (2021). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Jones&Bartlett Learning
3Belton A., Simpson N. (2017.) The How to of Patient Education. 2nd ed.
4Glanz K., Rimer B.K., Viswanth K. (2015.) Health Behavior and Health Education. John Wiley&Sons
5Gudjons, Herbert. (2007). Pedagoģijas pamatatziņas. Rīga: Zvaigzne ABC. (akceptējams izdevums)
6Geidžs N.L. u.c (1999.) Pedagoģiskā psiholoģija. Rīga: Zvaigzne ABC. (akceptējams izdevums)
7EBOOK: Adult Learning in Groups. Brid Connolly, 2008. (akceptējams izdevums)
8Ārvalstu studentiem/For international students:
9Bastable S. (2021). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Jones&Bartlett Learning
10Belton A., Simpson N. (2017.) The How to of Patient Education. 2nd ed.
11EBOOK: Adult Learning in Groups. Brid Connolly, 2008. (akceptējams izdevums)
Other Information Sources
1www.likumi.lv
2https://www.metodes.lv/raksti/mentorings