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Lecturer(s)
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Course content
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- Basic terminology and pedagogical competence of a health and social worker in accordance with the applicable legislative norm. Mentoring and preceptoring in historical contexts. - Personality and competence of the preceptor/mentor. Cooperation of the preceptor/mentor with the management of the healthcare workplace / social service facility and educational institution. Cooperation of an educational institution and a healthcare / social facility in the field of practice. - Precepting and mentoring methodology. Didactic principles. Entrance diagnosis of a student / newly starting worker. Methodical preparation for practical teaching of students. - Methodical preparation of the preceptor for the induction of a new worker (or after returning from the RD). Cooperation with patients/users/clients (information about the practice of students and their rights). - Preceptor/mentor documentation. Evaluation criteria for students or employees undergoing training. Feedback.
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Learning activities and teaching methods
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- Participation in classes
- 8 hours per semester
- Home preparation for classes
- 27 hours per semester
- Preparation for course credit
- 10 hours per semester
- Term paper
- 15 hours per semester
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| learning outcomes |
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| Knowledge |
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| describe the competencies and qualities of a mentor |
| describe the competencies and qualities of a mentor |
| to determine the criteria for evaluating students on practice |
| to determine the criteria for evaluating students on practice |
| list the minimum documentation of the mentor during the students' practice |
| list the minimum documentation of the mentor during the students' practice |
| describe the ways of supporting a newly entering healthcare worker in practice |
| describe the ways of supporting a newly entering healthcare worker in practice |
| explain the importance of training a new employee |
| explain the importance of training a new employee |
| Skills |
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| master effective communication with students and new employees |
| master effective communication with students and new employees |
| to draw up a practical teaching plan for students |
| to draw up a practical teaching plan for students |
| check the student's readiness for professional practice |
| check the student's readiness for professional practice |
| propose a training procedure for a new employee |
| propose a training procedure for a new employee |
| analyze the course of nursing practice and the training of a new employee |
| analyze the course of nursing practice and the training of a new employee |
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Recommended literature
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BRUMOVSKÁ, T., MÁLKOVÁ, G. Mentoring. Praha: Portál, 2010.
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KRÁTKÁ, A., VRÁNOVÁ, V. Didaktika ošetřovatelských předmětů. Zlín: UTB, 2022.
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KRÁTKÁ, A. Základy pedagogiky a edukace v ošetřovatelství. Skripta.. Zlín: Univerzita Tomáše Bati ve Zlíně, Fakulta humanitních studií, 2016.
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MATOUŠEK, O., KODYMOVÁ, P., KOLÁČKOVÁ, J. (eds). Sociální práce v praxi. Praha: Portál, 2010.
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ŠPIRUDOVÁ, L. Doprovázení v ošetřovatelství I: pomáhající profese, doprovázení a systém podpor pro pacienty. Praha: Grada, 2015.
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ŠPIRUDOVÁ, L. Doprovázení v ošetřovatelství II: doprovázení sester sestrami, mentorování, adaptační proces, supervize. Praha: Grada, 2015.
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