Veidlapa Nr. M-3 (8)
Study Course Description
Pedagogy in Health Care
Course Code
LSPA_621
Branch of Science
Educational sciences
ECTS
3.00
Target Audience
Medicine
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Aija Ozola
Structure Unit Manager
Uģis Ciematnieks
Structural Unit
Department of Sports Theory
Contacts
Riga, 5 J. Asara Street, vppk@rsu.lv, +37167061587
About Study Course
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.
Preliminary Knowledge
None required.
Learning Outcomes
Knowledge
1.1. 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
1.1. 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.
Competences
1.1. 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.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual 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
|
||
Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
-
|
-
|
|
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.
|
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Basic principles and categories of pedagogy within the context of health care. Methods of adult education.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Health care pedagogy, historical advancement, trends and perspective.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Theoretical fundamentals of learning. Theoretical approaches in education – cognitive, behavioural and human.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Basic principles of efficient learning. Learning methodology. Patient-centered learning process.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Peculiarities of individual's perception and development at different stages of age and development influencing factors.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Pedagogical ethics and emotional intelligence in professional work.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Competent argumentation in health pedagogy. Competence. Life skills.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
An insight into the functioning of the cognitive process (senses, perception, memory, imagination, thinking, speech, etc.). Training and development of memory, thinking and attention.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The role of educational preventive work in maintaining of health. Case and situation analysis.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
The role of educational preventive work in maintaining of health. Case and situation analysis.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Individual work and group work. Drawing up a plan for educating the patient.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Basic consultancy skills. Group work (group management principles).
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Professional communication and patient education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Professional communication and patient education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussion on topical issues in health care. Presentation of independent work.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Discussion on topical issues in health care. Presentation of independent work.
|
Total ECTS (Creditpoints):
3.00
Contact hours:
32 Academic Hours
Final Examination:
Exam (Written)
Bibliography
Required Reading
1.
Slusser, M., Luis I. Garcia, L.I., at. a. (2019). Foundations of Interprofessional Collaborative Practice in Health Care - E-BookSuitable for English stream
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.Suitable for English stream
Additional Reading
1.
Illeris, K. (ed.) (2009). Contemporary Theories of Learning. London and New York: Routledge.Suitable for English stream
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.