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Lecturer(s)
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Hoffmannová Andrea, Mgr.
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Krátká Anna, PhDr. Ph.D.
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Course content
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Lectures - The process of education in the patient/client's own social environment. - Didactic skills of nurses supporting the quality of education in nursing. Ethical aspects of the educational process. - Specifics of patient/client education in home and hospice care, educational problems. - Identification of educational needs, creation of educational materials, validation of educational materials. - Didactic aspect of creating educational leaflets, brochures, videos, etc. Motivation of patients/clients and their families/relatives. - Special didactic aspects of education in different age groups (education of adults, seniors, children and adolescents). - Education management, design. Preparation and organization of professional and educational events (conferences, seminars, workshops, etc.). Seminars - The role of a nurse in patient care in home and hospice care with an emphasis on education in individual phases of illness. Issues of pain, cooperation with the family. Specifics of education of healthcare workers. - Specifics of patient education before discharge to their own social environment - after breast surgery (mastectomy). Specifics of patient/client education after mutilating (stigmatizing) surgical procedures, after thyroid surgery, etc. - Specifics of patient education before planned surgical procedures (general), education of family members with the aim of gaining their cooperation (planned and acute procedures). Education before and after endoscopic surgery. - Specifics of patient education with respiratory diseases, education before discharge to home treatment, education in the client's own social environment. - Specifics of patient education with cardiovascular diseases, education before discharge to home treatment, education in the client's own social environment. - Specifics of patient education in the urology department, educational process for patients with selected issues (e.g. after kidney or urinary tract surgery, specifics of endoscopic approaches, care for permanent catheters, etc.). - Specifics of education in traumatology and orthopedic departments, education of patients and their relatives after injuries, specific approaches in children. Educational process in patients before planned hip and knee joint endoprosthesis surgery, education in the postoperative period and before and after discharge of the patient from the hospital. - Specifics of education in selected clinical departments (in dermatovenerology, plastic surgery, ENT, eye department, etc.) for clients before and after invasive procedures. Education of patients and their relatives. - Education of the patient and family members before discharge to home treatment, case management, planned discharge, cooperation with a practical nurse, home care nurse, information sharing. Education of the lay public. Exercises - Education of the patient/client and relatives. - Education of the lay public. - Education of healthcare workers. - Examples of good practice. - Case reports. - Projects. - Multidisciplinary approach, collaboration, communication.
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Learning activities and teaching methods
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- Preparation for examination
- 45 hours per semester
- Participation in classes
- 20 hours per semester
- Home preparation for classes
- 25 hours per semester
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| learning outcomes |
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| Knowledge |
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| popsat koncepci edukace a jednotlivé kroky procesu edukace |
| popsat koncepci edukace a jednotlivé kroky procesu edukace |
| popsat specifika edukace pacienta v jeho vlastním sociálním prostředí |
| popsat specifika edukace pacienta v jeho vlastním sociálním prostředí |
| vyjmenovat jednotlivé edukační postupy o nemocné s vybraným onemocněním |
| vyjmenovat jednotlivé edukační postupy o nemocné s vybraným onemocněním |
| popsat specifika edukace pečujících rodinných příslušníků |
| popsat specifika edukace pečujících rodinných příslušníků |
| vlastními slovy vysvětlit prevenci možných komplikací v souvislosti se základním onemocněním |
| vlastními slovy vysvětlit prevenci možných komplikací v souvislosti se základním onemocněním |
| describe the concept of education and the individual steps of the education process |
| describe the concept of education and the individual steps of the education process |
| describe the specifics of patient education in their own social environment |
| describe the specifics of patient education in their own social environment |
| list individual educational procedures about a patient with a selected disease |
| list individual educational procedures about a patient with a selected disease |
| describe the specifics of education of caring family members |
| describe the specifics of education of caring family members |
| explain in your own words the prevention of possible complications in connection with the underlying disease |
| explain in your own words the prevention of possible complications in connection with the underlying disease |
| Skills |
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| připravit a obhájit edukační standard |
| připravit a obhájit edukační standard |
| stanovit si kritické body přípravy odborného školení, semináře, konference atd. |
| stanovit si kritické body přípravy odborného školení, semináře, konference atd. |
| kriticky zhodnotit výsledek edukace a navrhnout případná řešení |
| kriticky zhodnotit výsledek edukace a navrhnout případná řešení |
| edukovat pacienty a jejich blízké v režimových opatřeních a v ošetřovatelské péči ve vlastním sociálním prostředí |
| edukovat pacienty a jejich blízké v režimových opatřeních a v ošetřovatelské péči ve vlastním sociálním prostředí |
| naplánovat a realizovat vhodné edukační intervence u pacienta ve vlastním sociálním prostředí |
| naplánovat a realizovat vhodné edukační intervence u pacienta ve vlastním sociálním prostředí |
| prepare and defend the educational standard |
| prepare and defend the educational standard |
| determine critical points in the preparation of professional training, seminars, conferences, etc. |
| determine critical points in the preparation of professional training, seminars, conferences, etc. |
| critically evaluate the outcome of the education and propose possible solutions |
| critically evaluate the outcome of the education and propose possible solutions |
| educate patients and their loved ones in regime measures and nursing care in their own social environment |
| educate patients and their loved ones in regime measures and nursing care in their own social environment |
| plan and implement appropriate educational interventions for the patient in their own social environment |
| plan and implement appropriate educational interventions for the patient in their own social environment |
| teaching methods |
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| Knowledge |
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| Text analysis |
| Text analysis |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| Teamwork |
| Teamwork |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Skills |
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| Demonstration |
| Demonstration |
| Dealing with situational issues - learning in situations |
| Dealing with situational issues - learning in situations |
| Students working in pairs |
| Students working in pairs |
| assessment methods |
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| Knowledge |
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| Grade (Using a grade system) |
| Grade (Using a grade system) |
| Analysis of a presentation given by the student |
| Analysis of a presentation given by the student |
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Recommended literature
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BÁRTLOVÁ, S., MARKOVÁ, M. Role sestry specialistky. Brno: NCO NZO, 2008.
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BERMAN, A., SNYDER, S. J. Skills in Clinical Nursing. 9th edition. Pearson, 2020.
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BUTCHER, H. K., BULECHEK, G. M. Nursing Inteventions Classification (NIC). Amsterdam: Elsevier Health Sciences, 2018.
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HARDEN, R. M., LILLEY, P. The Eight Roles of the Medical Teacher. Amsterdam: Elsevier Health Sciences.
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JUŘENÍKOVÁ, P. Zásady edukace v ošetřovatelské praxi. Praha: Grada, 2010.
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KANTOR, J. a kol. Edukace osob s omezením hybnosti. Olomouc: Univerzita Palackého, 2013.
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KRÁTKÁ, A. Základy pedagogiky a edukace v ošetřovatelství. Zlín: Univerzita Tomáše Bati ve Zlíně, 2016.
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MAGUROVÁ, D., MAJERNÍKOVÁ, Ĺ. Edukácia a edukačný proces v ošetrovateĺstve. Martin: Osveta, 2009.
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MASTILIAKOVÁ, D. Edukace v ošetřovatelství. Respekt a úcta k lidské důstojnosti. Trenčín: Trenčianská univerzita A. Dubčeka v Trenčíne, 2015.
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MATOUŠ, M., MATOUŠOVÁ, M., KUČERA, M. Život s endoprotézou kyčelního kloubu. Praha: Grada, 2018.
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MOORHEAD, S., JOHNSON, M. Nursing Outcomes Classification (NOC). Amsterdam: Elsevier Health Sciences, ´201.
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NEMCOVÁ, J., HLINKOVÁ, E. Moderná edukácia v ošetrovateĺstve. Martin: Osveta, 2010.
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OWEN, H. Simulation in Healthcare Education. New York City: Springer International Publishing AG, 2018.
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POKORNÁ, A. a kol. Management nežádoucích událostí ve zdravotnictví. Metodika prevence, identifikace a analýza. Praha: Grada, 2019.
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ŠPATENKOVÁ, N. a L. SMÉKALOVÁ. Edukace seniorů. Praha: Grada, 2015.
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VETEŠKA, J. Gerontagogika: psychologicko-andragogická specifika edukace a aktivizace seniorů. Praha: Česká andragogická společnost, 2017.
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