Course Objectives: |
To give information about 0-18 age group inpatient or outpatients and children coming to other health institutions for the preparation of hospital life, child-family-staff interaction and practices supporting the development areas of children. |
Course Content: |
This course; Children treated in hospitals and in other health systems practices, evaluation of development in “Child Follow-up Units” in health institutions, supporting children and families with supportive home education program, development and psychology of sick children, communication with sick children, child-family-personnel interaction, illness and The effect of hospitalization on the development of the child, preparation of children for hospital life, hospitalization training programs, diagnosis, treatment and preparation of children and their families for surgery, play in hospitals and other health institutions, game rooms, hospital schools, Child Follow-up Unit, children with terminal illness, their families and staff, the rights of hospitalized children, sick children and civil society initiatives, the participation of sick children in social life, the right to education of sick children, the role of child development in all these practices, their place and importance in the team. |
Week |
Subject |
Related Preparation |
1) |
Basic theories in development, basic concepts related to child development |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
2) |
Development in the prenatal period and the newborn period |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
3) |
Development in Infancy and Early Childhood |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
4) |
Development in School and Adolescence |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
5) |
The effect of illness and hospitalization on the child |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
6) |
Developing a child and family-friendly approach, Child-family-staff interaction, Preparing children for hospital life |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
7) |
MIDTERM |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
8) |
Preparatory training programs for the hospital |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
9) |
Developmental problems in children and the role of child developers, Preparing children and families for diagnosis, treatment and surgery |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
10) |
Play in hospitals and other health institutions |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
11) |
Hospital schools |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
12) |
Children with fatal disease, their families and staff |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
13) |
Rights of hospitalized children |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
14) |
FINAL EXAM |
Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. |
|
Program Outcomes |
Level of Contribution |
1) |
Have knowledge of children's development, learning characteristics and difficulties. |
5 |
2) |
It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. |
5 |
3) |
It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. |
5 |
4) |
In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. |
5 |
5) |
In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. |
5 |
6) |
Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. |
3 |
7) |
Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. |
2 |
8) |
Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. |
2 |
9) |
It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. |
5 |
10) |
Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning |
2 |
11) |
Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. |
2 |
12) |
Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
3 |