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Placement in Patient and Society Education
Study Course Description
Course Description Statuss:Approved
Course Description Version:8.00
Study Course Accepted:09.05.2024 13:58:02
| Study Course Information | |||||||||
| Course Code: | MDAK_346 | LQF level: | Level 6 | ||||||
| Credit Points: | 4.00 | ECTS: | 6.00 | ||||||
| Branch of Science: | Clinical Medicine | Target Audience: | Nursing Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Gunta Bēta | ||||||||
| 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) | 2 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 4 | ||||
| Classes (count) | 2 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 4 | ||||
| Total Contact Hours | 8 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Internal Medicine, Basics of Clinical Care, Pedagogy in Health Care, Psychosocial Needs, Interpersonal Communication in Health Care, Introduction to Psychology and Sociology, Public Health and Epidemiology. | ||||||||
| Objective: | To improve and update pedagogical and communication skills in educating patients and public; to integrate the acquired basic knowledge and pedagogical skills in practice and to apply them in educating patients, their families and public in different situations and circumstances. To participate in the educational work of patients and their families in various public educational institutions. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | The aim and tasks, requirements (including technical design) and methodological guidelines for placement in patient and public education. Planning of the placement work. Participation in implementation of educational day-to-day work (Latvian Red cross, social integration State Agency, social care centres, day centres, etc.) | Lectures | 1.00 | E-Studies platform | |||||
| 2 | Trends in public health. Topical issues in patient and public education. Evaluation of patients and society to learn and acquire new knowledge. Knowledge test before and after education, analysis of the data obtained. Approaches in different social groups. | Lectures | 1.00 | E-Studies platform | |||||
| 3 | Educating different groups and ages of society, in different situations and circumstances. Ability to identify learning/communication restrictions/difficulties related to age and health situation, applying appropriate and awareness-enhancing methods. Development of a patient and/or Community knowledge survey questionnaire and rules for lectures/classes, preparation of presentations and visualisations. | Classes | 1.00 | E-Studies platform | |||||
| 4 | Types of patient and society education, pedagogical approaches - a review of knowledge and/or skills acquisition and a variety of methods, types of resources (lectures, classes, booklets, infographics, visual, audio-visual materials, etc., including technologies) development and application of visual materials in patient and public education. | Classes | 1.00 | E-Studies platform | |||||
| Assessment | |||||||||
| Unaided Work: | • to extend theoretical knowledge in pedagogy; • observe the working hours provided for in the placement and work in full; • fill in the documentation provided in placement; • to collect and summarize information on a topical issue in patient and community education; • to collect and compile information (a questionnaire) on patient and/or community knowledge before and after education; • to prepare and present educational material (in the form of lectures/classes, etc.) on a current topic in public health; • to justify solutions to educational issues, formulate conclusions and proposals; • to take part in community / patient education activities; • to defend the educational placement, to present the description of the educational case and the self-analysis of the teaching methods (lectures/classes, etc.). | ||||||||
| Assessment Criteria: | Defending the placement with a description of the educational case. Evaluation criteria for the oral examination on a 10-point grading system. Placement defence, the assessment is obtained according to the criteria, which are evaluated with 0 – 2 points: 0 points – does not meet the requirements, 1 point – partially meets the requirements, 2 points – meets the requirements. The maximum number of points to be obtained is 10, which corresponds to mark 10, 9 points to mark 9, 8 points to mark 8, etc., and the minimum number of points to obtain (for a positive evaluation) is 4, which corresponds to mark Criteria: 1. Completion and content of the placement report: 0 – The placement report does not show full execution (90 – 94%) and no corresponding content. 1 – partial completion of the placement (95 – 99%) and the content. 2 – the placement report shows full implementation (100%) and appropriate content. 2. Compliance of the technical design with the methodological instructions: 0 – does not comply with the methodological instructions of the placement report. 1 – partially complies with the methodological instructions of the placement report. 2 – complies with the methodological instructions of the placement report. 3. Summary of placement teaching methods (lectures/classes, etc.) and drawing conclusions: 0 – summary of placement lecture/class is incomplete, conclusions are inappropriate. 1 – placement lecture/lesson summary partial, conclusions correspond partially. 2 – the summary of the placement lecture/lesson is appropriate, the conclusions are logical and justified. 4. Presentation of the educational case according to the goal and formulated problems. 0 – development does not meet the goal and formulated problems. 1 – the development partially corresponds to the goal and formulated problems. 2 – development corresponds to the goal and formulated problems. 5. Compliance of the placement defence presentation with the instructions and answers to the questions during the defence: 0 – the presentation does not comply with the instructions and does not provide answers to the questions during the defence. 1 – the presentation partially complies with the instructions and gives answers to the questions during the defence. 2 – the presentation follows the instructions and provides answers to the questions during the defence, provides arguments and justification. | ||||||||
| Final Examination (Full-Time): | Defence (Placement) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | Upon completion of the study course, students will gain knowledge of educational work with patients and public in general in various public educational institutions and projects, their tasks and basic principles, patient and public health trends, types of education, methods, technology and approaches, as well as specific features in work with different public (social) groups. | ||||||||
| Skills: | The student will be able to identify current issues of patient and community education and will be able to apply appropriate teaching methods and resources in educating individuals, groups and society, respecting the values and needs of the personality. | ||||||||
| Competencies: | Upon completion of the study course, students will be able to plan, provide and evaluate education for individuals, groups and public, according to different health conditions, different age groups, different conditions and using appropriate teaching methods and resources. | ||||||||
| Clinical Skills: | |||||||||
| No. | Skill | Level | |||||||
| 1 | Professional self-reflection in consulting | B2 - Intermediate level | |||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Latvijas ilgtspējīgas attīstības stratēģija 2030. gadam. | ||||||||
| 2 | Kuzņecova, J. (2021) Pacientu izglītošana māsu praksē. Metodiskais materiāls | ||||||||
| 3 | Veselības veicināšanas un slimību profilakses plāns | ||||||||
| 4 | Huber Machteld, Jung Hans Peter,Van den Bruekel- Dijkstra Karolien (2022) Handbook Positive Health in Primary Care. | ||||||||
| 5 | Communication Skills for Nurses. Boyd, Claire;Dare, Janet John Wiley & Sons, Incorporated (2014) SERIES: Student Survival Skills Ser. | ||||||||
| 6 | Communication Skills for Midwives: Challenges in Everyday Practice. England, Carole; Morgan, Ransolina. McGraw-Hill Education (2012) | ||||||||
| 7 | Cranmer Pam, Nhemachena Jean. Ethics for Nurses: Theory and Practice | ||||||||
| 8 | Ārvalstu studentiem/ For international students: | ||||||||
| 9 | Howatson-Jones, L. (2016) Reflective practice in nursing / 3rd edition. Los Angeles, Calif.: SAGE; Learning Matters. | ||||||||
| 10 | Potter, Patricia A., Perry, Anne Griffin. (2019) Essentials for Nursing Practice. EBSCOhost | ||||||||
| Additional Reading | |||||||||
| 1 | Health literacy in nursing: providing person-centered care / [edited by] Terri Ann Parnell, MA, DNP, RN. (2015) New York, NY: Springer Publishing. | ||||||||
| 2 | Šiliņa, M. (2009) Pacientu izglītošana - māsas kompetence: mācību grāmata māsu programmas studentiem un praktizējošām māsām. Rīga: Nacionālais apgāds. | ||||||||
| 3 | Biksone, G. (2016) Solis pa solim pacientu konsultēšanā. Rīga: Aptieku apvienība. | ||||||||
| 4 | Ārvalstu studentiem/ For international students: | ||||||||
| 5 | Falvo, Donna R. (2011) Effective patient education: a guide to increased adherence / Donna R. Falvo. 4th ed. Sudbury, Mass.: Jones and Bartlett. | ||||||||
| 6 | Health literacy in nursing: providing person-centered care / [edited by] Terri Ann Parnell, MA, DNP, RN. (2015) New York, NY: Springer Publishing. | ||||||||
| 7 | McEwen, Abayomi; Kraszewski, Sarah. (2010) Communication Skills for Adult Nurses. McGraw-Hill Education. | ||||||||
| 8 | Bulman Chris, Schutz Sue (2013) Reflective practice in nursing / 5rd edition. Wiley - Blackwell | ||||||||
| Other Information Sources | |||||||||
| 1 | Ikdienas aktivitāšu apmācība insulta pacientiem / Inta Sīka, Madara Važa, Anete Kaužēna un Anda Papule. (2016) Rīga. | ||||||||
