Child Development
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

General course introduction information

Course Code: CGE433
Course Name: Hastane ve Sağlık Kuruluşlarında Çocuk
Course Semester: Fall
Course Credits:
Theoretical Practical Credit ECTS
3 0 3 6
Language of instruction: TR
Course Requisites:
Does the Course Require Work Experience?: No
Type of course: Compulsory
Course Level:
Bachelor TR-NQF-HE:6. Master`s Degree QF-EHEA:First Cycle EQF-LLL:6. Master`s Degree
Mode of Delivery: Face to face
Course Coordinator : Prof. Dr. BEDRİYE TUĞBA KARAASLAN
Course Lecturer(s):

Course Assistants:

Course Objective and Content

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.

Learning Outcomes

The students who have succeeded in this course;
Learning Outcomes
1 - Knowledge
Theoretical - Conceptual
1) At the end of the course, students; - Explain the definitions about the sick child. - Have information about the mental status of the hospitalized children and the appropriate approach to the sick child. - Have information about how to communicate with the sick child, his family and health personnel and explain the importance of the child-family-health personnel relationship.
2 - Skills
Cognitive - Practical
1) Has information about developmental evaluation, monitoring and studies that can be carried out in hospital (developmental evaluation process, material development, organizing educational environment, preparing appropriate developmental support programs in hospital, etc.) preparation activities)
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility
1) Can develop examples of programs to be prepared for the preparation of the sick child to the hospital and to guide the families during the education process.

Lesson Plan

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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
7) MIDTERM
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
11) Hospital schools Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara. Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
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. Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara. Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
14) FINAL EXAM

Sources

Course Notes / Textbooks: Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara.
Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara.
Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.
References: Baykoç, N. (2006) Hastanede Çocuk ve Genç. Gazi Kitabevi, Ankara.
Ekşi, A. (Edt.) (2011). Ben Hasta Değilim. Nobel Tıp Kitabevleri, Ankara.
Bayhan, P. & Artan, İ. (Edt.) (2018). Sağlık Kuruluşlarında Çocuk. Hedef Yayıncılık, Ankara.
Bütün Ayhan, A. (Edt.) (2015). Hasta Çocukların Gelişimi ve Eğitimi. Anadolu Üniversitesi Yayınları, Eskişehir.

Course-Program Learning Outcome Relationship

Learning Outcomes

1

2

3
Program Outcomes
1) Have knowledge of children's development, learning characteristics and difficulties.
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources.
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development.
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) 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.
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively.
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning.
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.
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.
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively.
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.

Course - Learning Outcome Relationship

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
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

Learning Activity and Teaching Methods

Expression
Brainstorming/ Six tihnking hats
Individual study and homework
Lesson
Reading
Homework
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework
Presentation

Assessment & Grading

Semester Requirements Number of Activities Level of Contribution
Homework Assignments 1 % 15
Midterms 1 % 30
Final 1 % 55
total % 100
PERCENTAGE OF SEMESTER WORK % 45
PERCENTAGE OF FINAL WORK % 55
total % 100

Workload and ECTS Credit Grading

Activities Number of Activities Workload
Course Hours 16 48
Total Workload 48