|
Lecturer(s)
|
|
|
|
Course content
|
- 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.
|
|
Learning activities and teaching methods
|
- Participation in classes
- 10 hours per semester
- Term paper
- 15 hours per semester
- Home preparation for classes
- 25 hours per semester
- Preparation for course credit
- 10 hours per semester
|
| learning outcomes |
|---|
| Knowledge |
|---|
| 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 |
|---|
| 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 |
|
Recommended literature
|
-
BRUMOVSKÁ, T., MÁLKOVÁ, G. Mentoring. Praha: Portál, 2010.
-
KRÁTKÁ, A. Základy pedagogiky a edukace v ošetřovatelství. Skripta.. Zlín: Univerzita Tomáše Bati ve Zlíně, Fakulta humanitních studií, 2016.
-
MATOUŠEK, O., KODYMOVÁ, P., KOLÁČKOVÁ, J. (eds). Sociální práce v praxi. Praha: Portál, 2010.
-
ŠPIRUDOVÁ, L. Doprovázení v ošetřovatelství I: pomáhající profese, doprovázení a systém podpor pro pacienty. Praha: Grada, 2015.
-
ŠPIRUDOVÁ, L. Doprovázení v ošetřovatelství II: doprovázení sester sestrami, mentorování, adaptační proces, supervize. 2015.
|