.
Pedagogy in Health Care
Study Course Description
Course Description Statuss:Approved
Course Description Version:4.00
Study Course Accepted:22.08.2024 16:09:18
| Study Course Information | |||||||||
| Course Code: | VPUPK_297 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Pedagogy | Target Audience: | Medicine | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Aija Ozola | ||||||||
| 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: | None 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 | Peculiarities of individual's perception and development at different stages of age and development influencing factors. | Lectures | 1.00 | auditorium | |||||
| 6 | Pedagogical ethics and emotional intelligence in professional work. | Lectures | 1.00 | auditorium | |||||
| 7 | Competent argumentation in health pedagogy. Competence. Life skills. | 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 | The role of educational preventive work in maintaining of health. Case and situation analysis. | Classes | 2.00 | auditorium | |||||
| 10 | Individual work and group work. Drawing up a plan for educating the patient. | Classes | 1.00 | auditorium | |||||
| 11 | Basic consultancy skills. Group work (group management principles). | Classes | 1.00 | auditorium | |||||
| 12 | Professional communication and patient education. | Classes | 2.00 | auditorium | |||||
| 13 | Discussion on topical issues in health care. Presentation of independent work. | 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 by completing the required tasks in e-studies; • 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, simulations, etc., • to follow the topicalities of the branch and speciality; 2) to elaborate a plan for educating a particular group of patients | ||||||||
| Assessment Criteria: | Grade will be received if: 1) lecture and practical class tasks in e-studies are completed: 30% of the final grade; 2) a patient education plan for a particular group is submitted and presented: 70% of the final grade; 3) course evaluation / feedback form has been completed. | ||||||||
| 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. can determine and describe their own learning style and type. | ||||||||
| Competencies: | 1. demonstrates the knowledge and skills in consulting a client independently within the framework of a particular situation (case); 2. develops a plan for educating a patient of a particular group of patients. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Slusser, M., Luis I. Garcia, L.I., at. a. (2019). Foundations of Interprofessional Collaborative Practice in Health Care - E-Book | ||||||||
| 2 | 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. | ||||||||
| Additional Reading | |||||||||
| 1 | Illeris, K. (ed.) (2009). Contemporary Theories of Learning. London and New York: Routledge. | ||||||||
| 2 | Jensen, E. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development. | ||||||||
| 3 | Vedins, I. (2011.) Mācīšanas māksla. Rīga: Avots. | ||||||||
| Other Information Sources | |||||||||
| 1 | http://www.textbooks.com/Health-Behavior-and-Health-Educati… | ||||||||
| 2 | http://www.textbooks.com/Competency-Based-Framework-for-Hea… | ||||||||
| 3 | http://www.textbooks.com/Health-Behavior-and-Health-Educati… | ||||||||
| 4 | https://www.brighton.ac.uk/healthresearch/research-areas/pe… | ||||||||
