Veidlapa Nr. M-3 (8)
Study Course Description
Placement in Patient and Society Education
Course Code
MDAK_346
Branch of Science
Clinical medicine
ECTS
6.00
Target Audience
Nursing Science
LQF
Level 6
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Gunta Bēta
Structure Unit Manager
Kristaps Circenis
Structural Unit
Department of Nursing and Obstetric Care
Contacts
Riga, 26a Anninmuizas boulevard, mdak@rsu.lv, +371 67061568
About Study Course
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.
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.
Learning Outcomes
Knowledge
1.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
1.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.
Individual work and tests
Examination
Competences
1.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.
Individual work and tests
Examination
Assessment
Individual work
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Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Individual work |
-
|
-
|
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• 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.).
|
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Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Examination |
100.00% from total grade
|
10 points
|
|
Defence of the placement with a description of the educational case. Criteria for the assessment of an oral exam in a 10-point system. In defence of the practice, the assessment shall be obtained according to 5 criteria, which shall be assessed with 0 – 2 points: 0 points – does not comply with the requirements, 1 point – partially complies with the requirements, 2 points – complies with the requirements. The maximum score to be obtained in 5 sections (each section corresponds to 20%) is 10, corresponding to 10 points: 9 points – 9 points, 8 points – 8 points, etc., and the minimum score to be scored (positive assessment) is 4, corresponding to 4 points. Criteria: 1. Placement report execution and content: 0 – placement report does not show full execution (90 – 94%) and corresponding content. 1 – partial implementation of the practice (95 – 99%) and content, 2 – full implementation (100%) and corresponding content are observed in the placement report. 2. Compliance of the technical design with the methodological instructions: 0 – does not conform to 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 practice teaching methods (lectures/classes, etc.) and drawing conclusions: 0 – placement lecture/lesson summary incomplete, conclusions inadequate. 1 – a partial compilation of the placement lecture/lesson, the conclusions correspond in part. 2 – Summary of the placement lecture/lesson appropriate, conclusions logical and justified. 4. Presentation of an educational case according to purpose and formulated problems. 0 – Development is not fit for purpose and worded problems. 1 – The development is partly fit for purpose and worded problems. 2 – The development is fit for purpose and worded problems. 5. Compliance of the placement defence presentation with the instructions and answers to questions during the defence: 0 – The presentation does not comply with the instructions and does not provide answers to questions during the defence. 1 – The presentation corresponds in part to the instructions and answers to questions during the defence are provided in part. 2 – The presentation complies with the instructions and answers questions during defence, argues and justifies. |
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Online
|
2
|
Topics
|
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.)
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-
Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
Off site
|
Online
|
2
|
Topics
|
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.
|
-
Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Online
|
2
|
Topics
|
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.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Online
|
2
|
Topics
|
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.
|
Total ECTS (Creditpoints):
6.00
Contact hours:
8 Academic Hours
Final Examination:
Defence (Placement)
Bibliography
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.Suitable for English stream
5.
Communication Skills for Nurses. Boyd, Claire; Dare, Janet John Wiley & Sons, Incorporated (2014) SERIES: Student Survival Skills Ser.Suitable for English stream
6.
Communication Skills for Midwives: Challenges in Everyday Practice. England, Carole; Morgan, Ransolina. McGraw-Hill Education (2012)Suitable for English stream
7.
Cranmer Pam, Nhemachena Jean. Ethics for Nurses: Theory and PracticeSuitable for English stream
8.
Howatson-Jones, L. (2016) Reflective practice in nursing / 3rd edition. Los Angeles, Calif.: SAGE; Learning Matters.Suitable for English stream
9.
Potter, Patricia A., Perry, Anne Griffin. (2019) Essentials for Nursing Practice. EBSCOhostSuitable for English stream
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.Suitable for English stream
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.
Falvo, Donna R. (2011) Effective patient education: a guide to increased adherence / Donna R. Falvo. 4th ed. Sudbury, Mass.: Jones and Bartlett.Suitable for English stream
5.
McEwen, Abayomi; Kraszewski, Sarah. (2010) Communication Skills for Adult Nurses. McGraw-Hill Education.Suitable for English stream
6.
Bulman Chris, Schutz Sue. (2013) Reflective practice in nursing / 5rd edition. Wiley - BlackwellSuitable for English stream
Other Information Sources
1.
Ikdienas aktivitāšu apmācība insulta pacientiem / Inta Sīka, Madara Važa, Anete Kaužēna un Anda Papule. (2016) Rīga.