Information Package / Course Catalogue
| Course Code | : YB219 |
| Course Type | : Required |
| Couse Group | : Short Cycle (Associate's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 2 |
| Prt. | : 0 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 3 |
Self-knowledge of elderly care students in this course, to recognize their emotions in relationships with people, care is obliged to provide, while care for the elderly, such as empathetic feedback and active listening, communication know the skills and aims to use.
In this course, perception, self-esteem, body image, verbal and nonverbal communication and properties, communication conflicts, communicate with individuals in special cases, anxiety, stress and empathy will be discussed issues regarding the concept.
| Ins. Gülnur TEKMEN |
| 1. | In order to communicate effectively with older individuals, the student becomes aware of his/her own personality traits and self-esteem; and applies strategies to increase self-esteem. |
| 2. | The student identifies and applies the basic components of the communication process to communicate accurately and effectively with older individuals. |
| 3. | The student uses verbal and non-verbal forms of communication effectively when communicating with elderly individuals; understands the guiding role of body language in interpersonal communication. |
| 4. | The student empathizes with the needs of elderly individuals and supports the care process by using active listening skills. |
| 5. | The student determines and applies appropriate approach methods when communicating with elderly individuals with difficulties or special needs. |
| 6. | The student observes emotional changes in older individuals and applies appropriate supportive communication techniques in situations of stress and anxiety. |
| 7. | The student evaluates differences in perception in older individuals and adapts the communication process to individual mental differences. |
| 8. | The student is aware of stereotypes and attitudes towards elderly individuals and demonstrates unbiased and ethical behavior in care services. |
| 9. | The student develops a solution-oriented, respectful and constructive approach to communication conflicts with elderly individuals or teammates. |
| 10. | The student follows current practices aimed at improving communication skills and demonstrates an attitude open to lifelong learning. |
| 1. | Terakye G., 1998, Hasta Hemşire İlişkileri, Genişletilmiş Beşinci Baskı, Zirve Ofset Ltd. Şti., Ankara |
| 2. | Üstün B., Akgün E.,Partlak N., 2005, Hemşirelikte İletişim Becerileri Öğretimi, Okullar Yayınevi, İzmir |
| 3. | Özcan A., 2006, Hemşire-Hasta İlişkisi ve İletişim, Sistem Ofset, Ankara |
| 4. | Öz F., 2004, Sağlık Alanında Temel Kavramlar, İmaj İç ve Dış Ticaret AŞ., Ankara. |
| 5. | Hisli Şahin N., 1994, Stresle Başa Çıkma Olumlu bir Yaklaşım, Türk Psikologlar Derneği Yayınları:2, Ankara |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 15 | 2 | 2 | 60 |
| Midterm Examination | 1 | 4 | 2 | 6 |
| Final Examination | 1 | 5 | 2 | 7 |
| TOTAL WORKLOAD (hours) | 73 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | |
OÇ-1 | 4 | 5 | 4 | 3 | 4 | 4 | 5 | 3 | 3 | 2 | 4 | 3 | 3 |
OÇ-2 | 4 | 3 | 4 | 3 | 3 | 4 | 5 | 3 | 3 | 2 | 3 | 4 | 4 |
OÇ-3 | 4 | 3 | 4 | 5 | 3 | 5 | 4 | 3 | 3 | 2 | 4 | 4 | 3 |
OÇ-4 | 5 | 3 | 5 | 3 | 4 | 5 | 4 | 3 | 4 | 2 | 4 | 5 | 4 |
OÇ-5 | 5 | 3 | 4 | 4 | 4 | 4 | 5 | 4 | 4 | 2 | 3 | 5 | 4 |
OÇ-6 | 3 | 3 | 3 | 3 | 3 | 4 | 5 | 3 | 3 | 2 | 5 | 4 | 3 |
OÇ-7 | 4 | 3 | 3 | 4 | 3 | 5 | 4 | 4 | 3 | 2 | 4 | 4 | 3 |
OÇ-8 | 3 | 4 | 4 | 3 | 5 | 4 | 5 | 3 | 5 | 2 | 3 | 4 | 3 |
OÇ-9 | 4 | 3 | 3 | 3 | 5 | 4 | 5 | 3 | 3 | 2 | 3 | 4 | 3 |
OÇ-10 | 4 | 3 | 5 | 4 | 3 | 4 | 5 | 5 | 3 | 2 | 3 | 3 | 3 |