
| Course Code | : RTS209 |
| Course Type | : Area Elective |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 1 |
| Prt. | : 2 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 5 |
To create a more effective atmosphere between patients and healthcare professionals by increasing the communication skills of doctors and healthcare professionals. To gain to healthcare professionals crisis management skills by enabling physicians and healthcare professionals to use effective communication channels in possible communication accidents. Minimizing violence and anger. to create a more positive health work atmosphere. To create a positive communication language among healthcare professionals.
The basic principles of face-to-face communication are mentioned. The basic principles of mass communication are mentioned. Cultural influences on the structure of language are evaluated. Emphasis, intonation, expression disorders are emphasized. It is expressed how to deal with the crisis in the moment of burnout and exhaustion due to the workload that prevents effective communication. How to communicate with patients and their relatives in their sadness moment is explained in detail. The basic forms of communication among healthcare professionals are mentioned. It is explained what kind of language doctors and healthcare professionals should use in the face of society, mass and mass media when necessary. It contributes to the development of their rhetoric (oratory) skills. In order to exercise doctors and healthcare professionals' democratic rights as citizens, this lecture contribute to the effective transfer of their professional problems and experiences to the public, in cases such as professional chambers, associations, and parliamentary membership.
| Assoc. Prof. Menderes AKDAĞ |
| 1. | Learn effective communication barriers |
| 2. | Defines the sociological and psychological foundations of rhetoric and communication. |
| 3. | Learns the concretization technique, uses it professionally. |
| 4. | Other communication techniques: repetition, renewal, ambiguity, determination and politeness (politeness) learn the balance and line. |
| 5. | Gains video application skills |
| 6. | Intonation, emphasis, connotation effect, effective use of language- Text reading and speaking practices Learns to use threshold applications in their professional life. |
| 7. | The first effect and welcome develops itself in morale-happiness-satisfaction transfer or anger accumulation. |
| 8. | Comprehends the role of mass media in the emergence of perceptions of health workers and physicians before the society. |
| 9. | Gains the ability to speak in public. |
| 1. | Carmen Y. Reyes, All Behavior is Communication: How to Give Feedback, Criticism, and Corrections that Improve Behavior, CreateSpace Independent Publishing, 2012. |
| 2. | Leil Lowndes, Joyce Bean, How to Talk to Anyone: 92 Little Tricks for Big Success in Relationships, McGraw Hill, 2003. |
| 3. | Dan Heath Chip Heath, Switch: How to Change Things When Change Is Hard, Crown Business , 2010. |
| 4. | Kahneman, Daniel, Thinking, Fast and Slow, Anchor Canada, 2013. |
| 5. | Peter Urs Bender, Secrets of Face to Face Communication: How to Communicate With Power, Stoddart Pub, 2002 |
| 6. | Armin Luthi, Iris Gault, Jean Shapcott, Graeme Reid, Communication in Nursing and Healthcare, 2016. |
| 7. | Jeff Mason, Laurie Kelly McCorry, Communication Skills for the Healthcare Professional, 2011. |
| 8. | A. Pilnick, Jon Hindmarsh, Virginia Teas Gill, Communication in Healthcare Settings: Policy, Participation, 2010. |
| 9. | Renata Schiavo, Health Communication: From Theory to Practice, 2007. |
| 10. | Claudia Parvanta, Sarah Bass , Health Communication: Strategies and Skills, 2018. |
| 11. | Richard N. Harner, David E. Nelson, Claudia Parvanta, Sarah Parvanta, Essentials of Public Health Communication, 2010. |
| 12. | Laura Cooley, Calvin Chou, Communication Rx: Transforming Healthcare Through Relationship Centered Communication, 2017. |
| 13. | Teresa L. Thompson, Roxanne Parrott, Jon F. Nussbaum,The Routledge Handbook of Health Communication, 2011. |
| 14. | Michael P. Pagano, Communication Case Studies for Health Care Professionals, Second Edition: An Applied Approach, 2014. |
| 15. | Lisa Daniel Sparks, Kevin B. Wright, Dan O'Hair ,Health Communication in the 21st Century, 2012. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 5 | 2 | 1 | 15 |
| Lecture - Practice | 9 | 3 | 3 | 54 |
| Reading | 10 | 0 | 2 | 20 |
| Midterm Examination | 1 | 15 | 1 | 16 |
| Final Examination | 1 | 20 | 1 | 21 |
| TOTAL WORKLOAD (hours) | 126 | |||
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 | PÇ-14 | PÇ-15 | PÇ-16 | |
OÇ-1 | 5 | 4 | 4 | |||||||||||||
OÇ-2 | 5 | 5 | ||||||||||||||
OÇ-3 | 4 | 4 | 4 | |||||||||||||
OÇ-4 | 5 | 4 | ||||||||||||||
OÇ-5 | 5 | 4 | 4 | 4 | ||||||||||||
OÇ-6 | 5 | 5 | ||||||||||||||
OÇ-7 | 5 | 5 | ||||||||||||||
OÇ-8 | 4 | 3 | 3 | |||||||||||||
OÇ-9 | 5 | 5 | ||||||||||||||