Veidlapa Nr. M-3 (8)
Study Course Description
Education, Consultancy and Health Promotion
Course Code
MDAK_370
Branch of Science
Health care sciences and services; Health sciences
ECTS
8.00
Target Audience
Nursing Science
LQF
Level 7
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 67061567
About Study Course
Objective
To develop an understanding of the importance of the education, counselling and evaluation process in the implementation of health policy, taking into account the health needs of the individual, group and community, by autonomously, critically formulating and analysing the current health preservation, disease prevention, acute and chronic conditions of different groups of society and age education, by implementing the process in a person-centred approach, taking into account multicultural factors, legislation, human rights and the professional ethics of nurses. Familiarise yourself with the latest findings, theories and practices on education, counselling, their application to different social groups in the healthcare environment, education of nurses and other healthcare professionals, mentor practice.
Preliminary Knowledge
In general psychology, developmental psychology, general pedagogy, nursing theories and philosophy of care.
Learning Outcomes
Knowledge
1.As a result of the study course, students are able to explain concepts and terminology in pedagogy, health education, legislation and processes related to various types of educational interventions in cases of health preservation, disease prevention, acute and chronic illness, as well as appropriate types of education, methods, technologies and approaches, collaborating with different groups of society, integrating counselling practices.
2.Student understands the role, tasks and practical role of the nurse as a public health policy enforcer, change and partnership leader in the development of the nursing education system, in the planning of educational programmes.
3.Knows the roles and role of supervision and mentoring in the healthcare system.
Skills
1.As a result of learning the study course, students are able to initiate, plan, implement and evaluate up-to-date health promotion, preservation or improvement measures for different groups of society and individuals of age, autonomously take decisions.
2.Understand the interaction between biological, psychological, social and environmental processes when working with different age groups of society, patients/clients, taking into account multicultural factors
3.The educational process shall be justified in the context of a biopsychosocial model, pedagogical methodology shall be used, a person-centred approach shall be applied, appropriate teaching and learning strategies shall be used, a tailored communication style shall be applied in communication, according to the needs and ability of the patient to understand information and assess their effectiveness.
4.Able to implement and evaluate the effectiveness of consultation processes.
5.Is able to update the need for education and training in the healthcare environment in order to promote professional development, initiate potential recommendations to strategically change and improve the healthcare system. Implementation of the process shall be based on legislative aspects.
Competences
1.Able to formulate, initiate, implement and evaluate multifaceted educational processes and approaches to different age groups of society, patients/clients, taking into account the prevailing factors in the situation (prevention, promotion of health literacy, acute, chronic illnesses), the process attaches importance to multicultural factors, legislation, human rights and nursing professional ethics.
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Education systems |
10.00% from total grade
|
10 points
|
|
Analyse the planning and implementation aspects of healthcare education programmes in health education in Latvia and abroad |
||
|
2.
Regulatory framework for the professional activities of nursing practices, patient autonomy and Rights |
10.00% from total grade
|
10 points
|
|
Know the rules of professional law for nurses and patients, apply them in healthcare |
||
|
3.
Vectors for professional identity development |
10.00% from total grade
|
10 points
|
|
4.
Contexts affecting health literacy and individual behaviour |
10.00% from total grade
|
10 points
|
|
Analysis of the contexts affecting health literacy and individual behaviour, taking into account the potential impacts of cross-cultures |
||
|
5.
Topics and multilateralism in the field of education. Patient/client education, organization, management of educational process - EDUCATE model for verbal patient education |
10.00% from total grade
|
10 points
|
|
Organisation, conducting of educational processes, integration of pedagogical models to achieve changes in health behaviour |
||
|
6.
Education highlights in primary care |
10.00% from total grade
|
10 points
|
|
Fields of education. Education work with risk groups, social inclusion. Communication specifics |
||
|
7.
Relevance of the fields of education for patients in hospital, tertiary care |
10.00% from total grade
|
10 points
|
|
Relevance of the fields of education in secondary healthcare. Cognitive distortions. Health promotion aspects |
||
|
8.
Patient counselling skills for motivation |
10.00% from total grade
|
10 points
|
|
Consultancy approaches, basic methods and techniques: direct, indirect consultancy consultancy and collaborative incentive interview |
||
|
9.
Advisory and educational support for supervision in education and the professional environment |
10.00% from total grade
|
10 points
|
|
Supervision, reflection procedural relationship building process, mentoring as a solution to problems and relationships |
||
|
10.
Education/training projects for different groups of society. |
10.00% from total grade
|
10 points
|
|
Research-based educational project/classes, educational programme and potential educational materials, in accordance with the needs and objectives of the specific group of society on topical health behavioural/health literacy issues or existing/prospective medical practitioners on topical issues. |
||
Study Course Theme Plan
FULL-TIME
Part 1
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Introduction to extended competency nurse (PKM) professional activities (history, international context)
Education system in Latvia. Classification of the education system (ECI and GNI levels, vocational education levels).
Education of Nursing and other Health professionals in Latvia and abroad
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Introduction to extended competency nurse (PKM) professional activities (history, international context)
Education system in Latvia. Classification of the education system (ECI and GNI levels, vocational education levels).
Education of Nursing and other Health professionals in Latvia and abroad
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Introduction to extended competency nurse (PKM) professional activities (history, international context)
Education system in Latvia. Classification of the education system (ECI and GNI levels, vocational education levels).
Education of Nursing and other Health professionals in Latvia and abroad
|
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Legal, legal aspects of the extended Sisterhood
Healthcare organisations and legislation in the provision of public health services.
Professional ethics and communication in medicine
Regulatory framework for professional activities
Patient safety
Patient rights in healthcare
Epidemiological safety and occupational protection
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Legal, legal aspects of the extended Sisterhood
Healthcare organisations and legislation in the provision of public health services.
Professional ethics and communication in medicine
Regulatory framework for professional activities
Patient safety
Patient rights in healthcare
Epidemiological safety and occupational protection
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Legal, legal aspects of the extended Sisterhood
Healthcare organisations and legislation in the provision of public health services.
Professional ethics and communication in medicine
Regulatory framework for professional activities
Patient safety
Patient rights in healthcare
Epidemiological safety and occupational protection
|
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Sister as a public health policy enforcer, head of change and partnerships.
Professional autonomy and decision-making.
Creation and development of professional identity
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Sister as a public health policy enforcer, head of change and partnerships.
Professional autonomy and decision-making.
Creation and development of professional identity
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Sister as a public health policy enforcer, head of change and partnerships.
Professional autonomy and decision-making.
Creation and development of professional identity
|
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Individual and health behaviour
Biopsychosocial approach
Behaviour, perception and evaluation of individuals of different ages, cultures.
Health literacy in the public health perspective.
Model of health confidence/health competence.
Intercultural competence
Traumatic stress and violence
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Individual and health behaviour
Biopsychosocial approach
Behaviour, perception and evaluation of individuals of different ages, cultures.
Health literacy in the public health perspective.
Model of health confidence/health competence.
Intercultural competence
Traumatic stress and violence
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Individual and health behaviour
Biopsychosocial approach
Behaviour, perception and evaluation of individuals of different ages, cultures.
Health literacy in the public health perspective.
Model of health confidence/health competence.
Intercultural competence
Traumatic stress and violence
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Individual and health behaviour
Biopsychosocial approach
Behaviour, perception and evaluation of individuals of different ages, cultures.
Health literacy in the public health perspective.
Model of health confidence/health competence.
Intercultural competence
Traumatic stress and violence
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Individual and health behaviour
Biopsychosocial approach
Behaviour, perception and evaluation of individuals of different ages, cultures.
Health literacy in the public health perspective.
Model of health confidence/health competence.
Intercultural competence
Traumatic stress and violence
|
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Educational/educational approaches, theories, specifics.
Education as an individually psychological and socially responsible process.
Patient/customer education, organisation, conducting of educational processes
Socio-emotional learning
Interactions between pedagogical interventions
Providing of training in micro, mezzo and macro systems
Effective communication and feedback for future patient experience
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Educational/educational approaches, theories, specifics.
Education as an individually psychological and socially responsible process.
Patient/customer education, organisation, conducting of educational processes
Socio-emotional learning
Interactions between pedagogical interventions
Providing of training in micro, mezzo and macro systems
Effective communication and feedback for future patient experience
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Educational/educational approaches, theories, specifics.
Education as an individually psychological and socially responsible process.
Patient/customer education, organisation, conducting of educational processes
Socio-emotional learning
Interactions between pedagogical interventions
Providing of training in micro, mezzo and macro systems
Effective communication and feedback for future patient experience
|
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Patient education in primary healthcare.
Situations, steps to assess health problems and potential barriers to education
Learners’ knowledge and anxiety
Similarity and types of non-similarity, factors affecting it.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Patient education in primary healthcare.
Situations, steps to assess health problems and potential barriers to education
Learners’ knowledge and anxiety
Similarity and types of non-similarity, factors affecting it.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Patient education in primary healthcare.
Situations, steps to assess health problems and potential barriers to education
Learners’ knowledge and anxiety
Similarity and types of non-similarity, factors affecting it.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Patient education in primary healthcare.
Situations, steps to assess health problems and potential barriers to education
Learners’ knowledge and anxiety
Similarity and types of non-similarity, factors affecting it.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Patient education in primary healthcare.
Situations, steps to assess health problems and potential barriers to education
Learners’ knowledge and anxiety
Similarity and types of non-similarity, factors affecting it.
|
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Patient education for patients in hospital, tertiary care.
Interprofessional cooperation.
Educational aspirations of learners (verbal, written, visual, multimedia, technology)
Digital media for health promotion
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Patient education for patients in hospital, tertiary care.
Interprofessional cooperation.
Educational aspirations of learners (verbal, written, visual, multimedia, technology)
Digital media for health promotion
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Patient education for patients in hospital, tertiary care.
Interprofessional cooperation.
Educational aspirations of learners (verbal, written, visual, multimedia, technology)
Digital media for health promotion
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Patient education for patients in hospital, tertiary care.
Interprofessional cooperation.
Educational aspirations of learners (verbal, written, visual, multimedia, technology)
Digital media for health promotion
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Patient education for patients in hospital, tertiary care.
Interprofessional cooperation.
Educational aspirations of learners (verbal, written, visual, multimedia, technology)
Digital media for health promotion
|
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Consultancy approaches, basic methods and techniques: direct, indirect consultancy
Consultation and collaborative incentive interview
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Consultancy approaches, basic methods and techniques: direct, indirect consultancy
Consultation and collaborative incentive interview
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Consultancy approaches, basic methods and techniques: direct, indirect consultancy
Consultation and collaborative incentive interview
|
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Supervision, mentoring in adult education.
Professional self-perception and reflection.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Supervision, mentoring in adult education.
Professional self-perception and reflection.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Supervision, mentoring in adult education.
Professional self-perception and reflection.
|
-
Video Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Topics and process of informal learning.
Planning, organisation and conducting of non-formal education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Topics and process of informal learning.
Planning, organisation and conducting of non-formal education.
|
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Topics and process of informal learning.
Planning, organisation and conducting of non-formal education.
|
-
Consultation
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Individual and health behaviour
Biopsychosocial approach
Behaviour, perception and evaluation of individuals of different ages, cultures.
Health literacy in the public health perspective.
Model of health confidence/health competence.
Intercultural competence
Traumatic stress and violence
|
-
Consultation
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Auditorium
|
2
|
Topics
|
Patient education in primary healthcare.
Situations, steps to assess health problems and potential barriers to education
Learners’ knowledge and anxiety
Similarity and types of non-similarity, factors affecting it.
|
Total ECTS (Creditpoints):
8.00
Contact hours:
72 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Teresa L. Thompson and Nancy Grant Harrington. (2022). The Routledge handbook of health communication. 611 lpp.
2.
Stewart, M., N. (2020). The Art and Science of patient education for health literacy. St. Louis, Missouri: Elsevier
3.
Athena DuPré, Barbara Cook Overton (2020). Communicating about Health: Current Issues and Perspectives. Oxford University Press, 2020., 412 lpp.
4.
Remley, Theodore , Barbara Herlihy. (2020). Ethical, Legal, and Professional Issues in Counseling . Sixth edition. - Hoboken, N.J. : Pearson Education, 523 lpp
5.
Mārtinsone K. (2019). Veselības psiholoģija. Teorijas un prakses starpdisciplinārā perspektīva. Rīga: RSU.
6.
Supervīzija: Teorija. Pētījumi. Prakse (sast. Kristīne Mārtinsone, Sandra Mihailova) (2017). Rīga: RSU
7.
Pacientu izglītošana un izglītošanās / A.A.Krūmiņa, I.J.Mihailovs, K.Mārtinsone Aira Aija. Krūmiņa RSU Veselības psiholoģija : teorijas un prakses starpdisciplinārā perspektīva / K.Mārtinsones un V.Sudrabas zinātniskajā redakcijā. Rīga : Rīgas Stradiņa universitāte, 2019. 3.3.nod., 116.-126.lpp.
8.
Veselības veicināšanas un slimību profilakses plāns, Aktualizēts Veselības veicināšanas un slimību profilakses starpsektoru sadarbības komitejā 14.06.2019.
Additional Reading
1.
Logan, R., A. & Siegel, E.R. (2020). Health Literacy in Clinical Practice and Public Health : New Initiatives and Lessons Learned at the Intersection with Other Disciplines. IOS Press.
2.
McAllister, M. & Brien, (2020). Paradoxes in Nurses’ Identity, Culture and Image : The Shadow Side of Nursing. Routledge.
3.
Carter, T., J., Boden, C.,J, Peno, K. (2019). Transformative Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities. Information Age Publishing.
Other Information Sources
1.
Sabiedrības veselības pamatnostādnes 2021.–2027. gadam.
2.
Veselības veicināšanas un slimību profilakses plāns, Aktualizēts Veselības veicināšanas un slimību profilakses starpsektoru sadarbības komitejā 14.06.2019.
3.
Daiga Behmane, Alina Dudele, Anita Villeruša, et.al. Latvia Health System Review 2024, Health Systems in Transition. World Health Organization. Regional Office for Europe