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Pedagogy in Health Care
Study Course Description
Course Description Statuss:Approved
Course Description Version:12.00
Study Course Accepted:15.08.2024 11:02:12
| Study Course Information | |||||||||
| Course Code: | VPUPK_168 | LQF level: | All Levels | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy | Target Audience: | Political Science; Management Science; Psychology; Health Management; Information and Communication Science; Juridical Science; Law; Social Anthropology; Sociology; Person and Property Defence; Medical Technologies; Business Management; Marketing and Advertising; Pedagogy; Nursing Science; Sports Trainer; Medicine; Rehabilitation; Communication Science; Dentistry; Pharmacy; Medical Services; Clinical Pharmacy; Social Welfare and Social Work; Public Health; Civil and Military Defense | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aira Aija Krūmiņa | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Health Psychology and Paedagogy | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 5 J. Asara Street, vppk rsu[pnkts]lv, +37167061587 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 8 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 16 | ||||
| Classes (count) | 8 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 16 | ||||
| Total Contact Hours | 32 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | Not required. | ||||||||
| Objective: | To deepen the comprehension of the basic categories of pedagogy and legalities in health care, to improve the skill in applying the knowledge to personal growth and the professional activity for the benefit of patients/clients, to ensure readiness to get involved in the assessment and solution of pedagogy problems with different target audiences. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Basic principles and categories of pedagogy within the context of health care. Methods of adult education. | Lectures | 1.00 | auditorium | |||||
| 2 | Health care pedagogy, historical advancement, trends and perspective. | Lectures | 1.00 | auditorium | |||||
| 3 | Theoretical fundamentals of learning. Theoretical approaches in education – cognitive, behavioural and human. | Lectures | 1.00 | auditorium | |||||
| 4 | Basic principles of efficient learning. Learning methodology. Patient-centered learning process. | Lectures | 1.00 | auditorium | |||||
| 5 | Factors influencing individual perception, memory and learning skills at different ages. | Lectures | 1.00 | auditorium | |||||
| 6 | Pedagogical ethics and emotional intelligence in professional work. | Lectures | 1.00 | auditorium | |||||
| 7 | Professional and life skills of a specialist (cognitive, social, emotional skills). Life message, skills today and in the future. | Lectures | 1.00 | auditorium | |||||
| 8 | An insight into the functioning of the cognitive process (senses, perception, memory, imagination, thinking, speech, etc.). Training and development of memory, thinking and attention. | Lectures | 1.00 | auditorium | |||||
| 9 | Individual work and group work. Drawing up a plan for educating the patient. | Classes | 1.00 | auditorium | |||||
| 10 | Basic consultancy skills. Group work (group management principles). | Classes | 1.00 | auditorium | |||||
| 11 | The role of educational preventive work in maintaining of health. Case and situation analysis. | Classes | 2.00 | auditorium | |||||
| 12 | Professional communication and patient education. Competent argumentation in health pedagogy. | Classes | 2.00 | auditorium | |||||
| 13 | Discussion on topical issues in health care. | Classes | 2.00 | auditorium | |||||
| Assessment | |||||||||
| Unaided Work: | Pursuant to the total length of the study course, within the framework of student's independent work the following is included: 1) to independently and purposefully prepare for the classes, including: • to consolidate the lecture material, • to additionally read the indicated sources of information, • to master and use professional terminology, • to get involved in the discussions, the analysis of problem situations/cases, role-plays, etc., • to follow the topicality of the branch and specialty; 2) submit a case analysis (description 1-2 pages), which includes an example of effective learning for a specific patient; 3) develop an educational plan (3-4 pages) for a certain group of patients. | ||||||||
| Assessment Criteria: | Exam: A score of 1-10 is received if the student: 1) actively participates in lessons, discussions, group work; fills out the study course evaluation questionnaire on time and provides feedback – 10%; 2) develops an educational activity for working with a patient within a specific case (individually). Activity description (1-2 pages) and presentation – 40%; 3) develops a plan for educating a group of patients (in pairs) for several meetings. Plan description (3-4 pages) and presentation – 50%. | ||||||||
| Final Examination (Full-Time): | Exam (Written) | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | 1. defines the basic principles of efficient learning at different stages of age; 2. describes the theoretical aspects of a patient-oriented learning process; 3. explains the significance of educational preventive measures for health maintenance. | ||||||||
| Skills: | 1. chooses and uses the methods of didactics in the professional communication that are appropriate for client/patient's development, their own studies and professional needs; 2. demonstrates specific skills (questioning, conversation, dialogue, paraphrase) in a study (simulated) environment. | ||||||||
| Competencies: | 1. demonstrates the knowledge and skills in consulting a client independently within the framework of a particular situation (case); 2. develops a patient group education plan for a specific target audience. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Goodyear, V. Armour, K. (2019). Young People, Social Media and Health. Routledge, 232. | ||||||||
| 2 | Slusser, M., Luis I. Garcia, L.I., at. a. (2019). Foundations of Interprofessional Collaborative Practice in Health Care - E-Book | ||||||||
| 3 | Krūmiņa A.A., Mihailovs I.J. u.c. (2016) Komunikācija veselības aprūpes vidē. No: K.Mārtinsone, V.Sudraba (red.) Veselības psiholoģija (153.-177.), RSU | ||||||||
| 4 | Bēta, G. (2017). Māsu profesionālā lietpratība pacientu izglītošanas procesā. Promocijas darbs, LiepU. | ||||||||
| 5 | Ārvalstu studentiem/For International students: | ||||||||
| 6 | Goodyear, V. Armour, K. (2019). Young People, Social Media and Health. Routledge, 232. | ||||||||
| 7 | Slusser, M., Luis I. Garcia, L.I., at. a. (2019). Foundations of Interprofessional Collaborative Practice in Health Care - E-Book | ||||||||
| Additional Reading | |||||||||
| 1 | Technology and Health. Promoting Attitude and Behavior Change (2020) 1st Edition. | ||||||||
| 2 | SU-i Hou (2014). Health Education: Theoretical Concepts, Effective Strategies and Core Competencies. | ||||||||
| 3 | Puķīte, M. (2012). Medicīnas studentu pedagoģiskās kompetences veidošanās studiju procesā. Promocijas darbs LU. | ||||||||
| 4 | Cullen, R., Harris, M., Hill, R.R. (2012). The Learner-centered Curriculum: Design and Implementation. (The Jossey-Bass Higher and Adult Education Series) Ebrary Academic Complete, 272. | ||||||||
| 5 | Ārvalstu studentiem/For International students: | ||||||||
| 6 | Technology and Health. Promoting Attitude and Behavior Change (2020) 1st Edition. | ||||||||
| 7 | SU-i Hou (2014). Health Education: Theoretical Concepts, Effective Strategies and Core Competencies. | ||||||||
| Other Information Sources | |||||||||
| 1 | Veselība 2020: Eiropas stratēģiskais ietvars visos pārvaldes un sabiedrības līmeņos veiktas rīcības atbalstam veselības un labklājības vairošanai: saīsinātā versija (2013). PVO Eiropas Reģionālais birojs; Rīga: Slimību profilakses un kontroles centrs. | ||||||||
| 2 | Sabiedrības veselības pamatnostādnēm 2021.−2027.gadam | ||||||||
| 3 | https://www.brighton.ac.uk/healthresearch/research-areas/pe… | ||||||||
| 4 | Sabiedrības veselība. VM. Būtiskākie normatīvie akti sabiedrības veselības jomā. | ||||||||
| 5 | Ārvalstu studentiem/For International students: | ||||||||
| 6 | https://www.brighton.ac.uk/healthresearch/research-areas/pe… | ||||||||
