| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| SKY1010 | Health Communication | Spring | 2 | 0 | 2 | 6 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | Departmental Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Assist. Prof. BERKAY EREN PEHLİVANOĞLU |
| Course Lecturer(s): |
Assist. Prof. ÖNDER YÖNET |
| Course Objectives: |
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The students who have succeeded in this course; |
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| Course Notes: | Prof.Dr.Ayla Okay, Sağlık İletişimi, Derin Yayınları, 2.Basım, 2014. |
| References: | Yardımcı Türkçe Ders Kitapları: Doç.Dr.İnci Çınarlı, Sağlık İletişimi ve Medya (yayınlanmış doktora tezi), Ankara: Nobel Yayınları, 2008 Prof.Dr.Abdullah Koçak, Yrd.Doç.Dr.Yasin Bulduklu, Sağlık İletişimi, Akademi Basın ve Yayıncılık, 2010 Doç.Dr.Ruhi Selçuk Tabak, Sağlık İletişimi, Literatür Yayınları, 2.Basım, 2003. Prof.Dr. Demet Gürüz, Doç.Dr. Ayşen Temel Eğinli, Kişilerarası İletişim: Bilgiler-Etkiler-Engeller, Nobel Yayınları, 5.Basım, 2015. Prof.Dr.Erkan Yüksel, Prof.Dr.Ahmet Yalçın Kaya, Prof.Dr.Abdullah Koçak, Yrd.Doç.Dr.Sinan Aydın, Check Up Sağlık İletişimi-Kaynak, İleti ve Hedef Kitle Bağlamında Sağlık Konulu Yayınların Analizi, Literatürk academia, 2014. Prof.Dr.Zuhal Baltaş, Sağlık Psikolojisi-Halk Sağlığında Davranış Bilimleri, Remzi Kitabevi, 2.Basım, 2004. Joanne Desmond, Lanny R. Copeland, M. D., Günümüz Hastasıyla İletişim: Zaman Tasarrufu, Riskin Azaltılması ve Hasta Uyumunun Artırılmasının Temelleri (Çev: Dr. Deniz Yamaç, Dr. Ercüment Tekin), Efil Yayınevi, 2010. Dr.Zülfikar Özkan, 66 Soruda Sağlıkta İletişimin Gücü (Üst Başlık: Doktor-Hemşire-Hasta Yakını ve Hasta İşbirliği), Optimist Yayınları, 2011. Dr.Thomas Gordon, W.Sterling Edwards, Hasta ve Doktor İetişimi, Çeviri: Okşan Aytolu, Profil Yayıncılık, 2013. Yardımcı İngilizceDers Kitapları: ! Elizabeth C. Arnold & Kathleen Underman Boggs. (2015). Interpersonal Relationships: Professional Communication Skills for Nurses, 7th Edition. Saunders. Karen Glanz, Barbara K.Rimer, K.Viswanath, Health Behavior and Health Education-Theory, Research, And Practice, Jossey-Bass, 4th Edition, 2008. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 0 | % 0 |
| Field Work | 0 | % 0 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 0 | % 0 |
| Presentation | 1 | % 20 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 1 | % 30 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 40 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 2 | 26 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 20 | 2 | 40 |
| Presentations / Seminar | 1 | 5 | 5 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 75 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | |
| 2) | To display actions in professional practice based on ethical principles and values. | |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | |
| 10) | To use health information technologies for research in the field of child development. | |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. |