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Lecturer(s)
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Šedová Lenka, doc. Mgr. Ph.D.
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Pavlásková Ilona, Mgr.
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Course content
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Seminars 1. Introduction - definition of health, models of health, determinants of health, WHO strategy. 2. Health education - principles, methods, content priorities, role of nutritional therapist in health education and prevention. 3. Public health - definition of community nursing, basic legislation, financing, demographic indicators in relation to health and illness - population structure, mortality and morbidity. 4. Lifestyle - definition, concept, risk factors of lifestyle: eating habits, physical activity, smoking, alcohol consumption, stress in relation to the child population. 5. Environment - regional / local / labour / individual; environmental factors - physical, chemical, biological, social / modifiable / non-modifiable. 6. Preventive programmes. 7. Excursion - counselling office of the Centre for the Prevention of Lifestyle Diseases. 8. Addictions and risks of addictive substances - smoking, drugs and other addictions, risky activities, alcoholism - peer programmes. 9. Methodological aspects of preparation of educational materials for clients and patients. 10. Presentation of topics.
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Learning activities and teaching methods
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Monologic (reading, lecture, briefing), Work with text (with textbook, with book), Written action (comprehensive tests, clauses), Demonstration, Activating (simulations, games, drama), Excursion, Group work
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Learning outcomes
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The course is designed as theoretical-practical. It is one of the subjects that shape graduates for work in primary, secondary and tertiary spheres of health care. It provides students with professional knowledge of promoting and maintaining a healthy lifestyle at different periods of human life. It introduces the issue of injuries in childhood, abuse and neglect of children from all age groups, the issue of bullying and addiction, its risks, prevention, treatment and subsequent care. Students will acquire knowledge to effectively educate and provide information on identified risks and direct threats to the health of individuals, families and communities. " The student understands the important changes in health policy in European countries since 1978. " The student understands health education as an integral part of the work of a paediatric nurse. " The student is able to defend the role of a nurse in public and community health care. " The student will acquire professional knowledge and skills in the area of support and maintenance of health in relation with a healthy lifestyle. " The student understands a healthy way of life as one way to reduce the cost of treating diseases and complications. " The student can define the determinants of health of children, families and communities. " The student knows the basic principles and methods that are used in health education. " The student is able to identify and evaluate lifestyle risk factors and suggest possible improvement of the situation. " The student knows basic national health promotion programmes in the Czech Republic. " The student defends particular intervention options the nurse has in the area of health education.
" The student knows the principles and specifics of communication in education and training. " The student is able to design and develop plans for the education of patients or their neighbours. " The student understands the principles of health education, is able to defend the role of a paediatric nurse in public health, in strengthening public health, incl. in her/his own professional sphere. " The student suggests possible specific activities of the nurse in the area of health education. " The student designs, plans and prepares educational materials. " The student understands lifestyle risk factors and deals with them comprehensively. " The student is able to identify and evaluate lifestyle risk factors and to suggest possible improvement of the situation. " The student identifies obstacles to improving the level of health in society. " The student defends the concrete possibilities of the work of the nurse in the area of health education.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
90% attendance in seminars, completion of constituent tasks, elaboration of a seminar paper
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Recommended literature
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Hanzlíková, Alžbeta. Komunitné ošetrovateľstvo. 2. vyd. Martin : Osveta, 2006. ISBN 80-8063-213-8.
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Hartl, Pavel. Komunita občanská a komunita terapeutická. 1. vyd. Praha : Sociologické nakladatelství SLON, 1997. ISBN 80-85850-45-1.
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Holčík, Jan. Systém péče o zdraví a zdravotní gramotnost : k teoretickým základům cesty ke zdraví. 1. vydání. Brno : Masarykova univerzita ve spolupráci s MSD, 2010. ISBN 978-80-210-5239-0.
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Kebza, Vladimír. Psychosociální determinanty zdraví. 1. vyd. Praha : Academia, 2005. ISBN 80-200-1307-5.
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Křivohlavý, Jaro. Psychologie zdraví. Vyd. 3. Praha : Portál, 2009. ISBN 978-80-7367-568-4.
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Nemcová, Jana; Hlinková, Edita. Moderná edukácia v ošetrovateľstve. Martin : Osveta, 2010. ISBN 978-80-8063-321-9.
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Soukup, Jan. Motivační rozhovory v praxi. Vyd. 1. Praha : Portál, 2014. ISBN 978-80-262-0607-1.
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Svoboda, Jan. Poradenský dialog : vedení poradenského rozhovoru a poradenské skupiny. 1. vyd. Praha : Triton, 2012. ISBN 978-80-7387-590-9.
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Šulistová, Radka; Trešlová, Marie. Pedagogika a edukační činnost v ošetřovatelské péči pro sestry a porodní asistentky. 1. vyd. České Budějovice : Jihočeská univerzita, Zdravotně sociální fakulta, 2012. ISBN 978-80-7394-246-5.
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