Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HEALTH and NUTRITION | YBES1116422 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Fatmanur ÖZYÜREK ARPA |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of this course is to develop students' ability to understand, evaluate, and apply health-related information; specifically, to enable them to distinguish nutrition-related information from reliable sources, make informed personal health decisions, and gain competence in strengthening health communication within the community. |
| Course Content | This course contains; Orientation to the course: Presentation of the course objectives and syllabus, assessment methods, and attendance rules,Conceptual Model of Literacy, Basic Concepts of Health Literacy,Healthy Eating Models,The Relationship Between Nutrition and Health,Nutrition status in Turkey and its impact on public health,Nutrition literacy and its conceptual model,Cultural and socioeconomic factors ,Health protection, promotion, and nutrition literacy,Quality of Life, Sustainability, and Nutrition Literacy,Label reading, advertisements, and consumer behavior,Nutrition literacy in the written press,Nutrition literacy in digital media and social media, Applications and mobile health,Tools used in health literacy and nutrition literacy Assessment of nutrition literacy,General review, assessment, and student presentations. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Defines the concepts of health and nutrition literacy. | 10, 13, 16, 19, 9 | A, C, E |
| 2. Recognizes and distinguishes reliable sources of information. | 10, 13, 16, 19, 9 | A, C, E |
| 3. Critically evaluates scientific and popular nutrition information. | 10, 13, 16, 19, 9 | A, C, E |
| 4. Makes personal health and nutrition decisions based on scientific evidence. | 10, 13, 16, 19, 9 | A, B, E |
| 5. Acquires the ability to create nutrition recommendations in print and digital media that are ethically sound and promote health literacy. | 10, 13, 16, 19, 9 | A, C, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Orientation to the course: Presentation of the course objectives and syllabus, assessment methods, and attendance rules | - |
| 2 | Conceptual Model of Literacy, Basic Concepts of Health Literacy | Nutbeam, D. (2000). Health literacy as a public health goal. Health Promotion International, 15(3), 259–267 |
| 3 | Healthy Eating Models | https://www.myplate.gov/ Türkiye’ye Özgü Beslenme Rehberi (TÜBER, 2022) Harvard T.H. Chan School of Public Health. Healthy Eating Plate |
| 4 | The Relationship Between Nutrition and Health | Reading the relevant lecture notes WHO. (2015). Diet, nutrition, and the prevention of chronic diseases |
| 5 | Nutrition status in Turkey and its impact on public health | Turkey Nutrition and Health Survey (TBSA 2019) – Ministry of Health FAO Turkey Nutrition Profile |
| 6 | Nutrition literacy and its conceptual model | Silk, K.J. et al. (2008). Increasing nutrition literacy: print, web and game modalities. Journal of Nutrition Education and Behavior. |
| 7 | Cultural and socioeconomic factors | Story, M. et al. (2008). Adolescent eating behaviors and social-environmental influences. J Am Diet Assoc. |
| 8 | Health protection, promotion, and nutrition literacy | WHO. Ottawa Charter for Health Promotion (1986) Yazıcı Sayın, F. (2021). Sağlık Okuryazarlığı, Nobel Yayınları, Bölüm 4 |
| 9 | Quality of Life, Sustainability, and Nutrition Literacy | FAO (2020). Sustainable Healthy Diets – Guiding Principles |
| 10 | Label reading, advertisements, and consumer behavior | EFSA – Food labelling and consumer choices |
| 11 | Nutrition literacy in the written press | Captain, G. (2016). Ethical issues in health journalism and media literacy Case study analysis using selected newspaper articles |
| 12 | Nutrition literacy in digital media and social media, Applications and mobile health | . eHealth Literacy: Essential Skills for the Networked World. J Med Internet Res. WHO – mHealth Policy and Practice Brief |
| 13 | Tools used in health literacy and nutrition literacy Assessment of nutrition literacy | Newest Vital Sign (NVS) & HLS-EU |
| 14 | General review, assessment, and student presentations | Case examples and student presentations selected from previous weeks and evaluation notes |
| Resources |
| Türkiye Sağlık Okuryazarlığı Araştırması,2014 Sağlık ve Sosyal Hizmet Çalışanları Sendikası Prof. Dr. Şengül HABLEMİTOĞLU, 2015, Sağlık Okuryazarlığı, Ankara Üniversitesi Türkiye Beslenme ve Sağlık Araştırması – TBSA 2019. T.C. Sağlık Bakanlığı Halk Sağlığı Genel Müdürlüğü. Türkiye Beslenme Rehberi. (TÜBER) 2022. Sağlık. Bakanlığı Halk Sağlığı Genel. Müdürlüğü, Sağlık Bakanlığı. Yayın No: 1031, Ankara, 2022. Beslenme. A Baysal. Hatiboğlu Yayınevi, 2004. 1094, 2004 WHO (World Health Organization). (2015). Diet, Nutrition and the Prevention of Chronic Diseases. FAO (2020). Sustainable Healthy Diets – Guiding Principles WHO Digital Health Tools and Mobile Health Applications e-BSÖ (e-Beslenme Okuryazarlığı Ölçeği) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PY-1. Beslenme ve Diyetetik alanında temel bilgiye sahiptir. | ||||||
| 2 | PY-2. Mesleki bilgi ve becerilerini, bireysel ve toplumsal düzeyde sağlığın geliştirilmesi, hastalıkların önlenmesi ve tedavisi için kullanır. | ||||||
| 3 | PY-3. Birey, aile ve topluma beslenme ve diyetetik alanında eğitim verir, danışmanlık yapar. | ||||||
| 4 | PY-4. Toplu beslenme sistemlerinde etkili bilgi ve beceri kazanarak, menü planlama, üretim, hijyen ve besin güvenliği gibi süreçleri yönetir. | ||||||
| 5 | PY-5. Bilgi birikimini kullanarak alanına ilişkin çalışmaları bağımsız olarak yürütür, sağlık ekibi ve diğer disiplinler ile işbirliği içinde araştırma, proje ve etkinliklerde rol alır. | ||||||
| 6 | PY-6. Mesleğini bilimsel araştırmalar, kanıtlar, gelişen teknoloji, güncel literatür ve sağlık politikaları doğrultusunda yürütür. | ||||||
| 7 | PY-7. Mesleki uygulamalarını etik ilke ve standartlar doğrultusunda gerçekleştirir. Davranışı ile meslektaşlarına ve topluma örnek olur. | ||||||
| 8 | PY-8. En az bir yabancı dili kullanarak alanına ilişkin uluslararası literatüre ulaşır, değerlendirir ve mesleki gelişim için kullanır. | ||||||
| 9 | PY-9. Beslenme ve Diyetetik alanında eleştirel düşünme, sorun çözme ve karar verme becerilerini kullanır. | ||||||
| 10 | PY-10. Mesleki alanda yazılı ve sözlü etkili iletişim kurar. | ||||||
| 11 | PY-11. Mesleğin gerektirdiği genel kültür bilgisine sahiptir. | ||||||
| 12 | PY-12. Yaşam boyu öğrenmeye ilişkin olumlu tutum geliştirir ve davranışa dönüştürür. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 1 | 2 | 2 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 3 | 3 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 3 | 4 | 12 | |||
| General Exam | 3 | 4 | 12 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 57 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(57/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HEALTH and NUTRITION | YBES1116422 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Fatmanur ÖZYÜREK ARPA |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of this course is to develop students' ability to understand, evaluate, and apply health-related information; specifically, to enable them to distinguish nutrition-related information from reliable sources, make informed personal health decisions, and gain competence in strengthening health communication within the community. |
| Course Content | This course contains; Orientation to the course: Presentation of the course objectives and syllabus, assessment methods, and attendance rules,Conceptual Model of Literacy, Basic Concepts of Health Literacy,Healthy Eating Models,The Relationship Between Nutrition and Health,Nutrition status in Turkey and its impact on public health,Nutrition literacy and its conceptual model,Cultural and socioeconomic factors ,Health protection, promotion, and nutrition literacy,Quality of Life, Sustainability, and Nutrition Literacy,Label reading, advertisements, and consumer behavior,Nutrition literacy in the written press,Nutrition literacy in digital media and social media, Applications and mobile health,Tools used in health literacy and nutrition literacy Assessment of nutrition literacy,General review, assessment, and student presentations. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Defines the concepts of health and nutrition literacy. | 10, 13, 16, 19, 9 | A, C, E |
| 2. Recognizes and distinguishes reliable sources of information. | 10, 13, 16, 19, 9 | A, C, E |
| 3. Critically evaluates scientific and popular nutrition information. | 10, 13, 16, 19, 9 | A, C, E |
| 4. Makes personal health and nutrition decisions based on scientific evidence. | 10, 13, 16, 19, 9 | A, B, E |
| 5. Acquires the ability to create nutrition recommendations in print and digital media that are ethically sound and promote health literacy. | 10, 13, 16, 19, 9 | A, C, E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, B: Short Answer Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Orientation to the course: Presentation of the course objectives and syllabus, assessment methods, and attendance rules | - |
| 2 | Conceptual Model of Literacy, Basic Concepts of Health Literacy | Nutbeam, D. (2000). Health literacy as a public health goal. Health Promotion International, 15(3), 259–267 |
| 3 | Healthy Eating Models | https://www.myplate.gov/ Türkiye’ye Özgü Beslenme Rehberi (TÜBER, 2022) Harvard T.H. Chan School of Public Health. Healthy Eating Plate |
| 4 | The Relationship Between Nutrition and Health | Reading the relevant lecture notes WHO. (2015). Diet, nutrition, and the prevention of chronic diseases |
| 5 | Nutrition status in Turkey and its impact on public health | Turkey Nutrition and Health Survey (TBSA 2019) – Ministry of Health FAO Turkey Nutrition Profile |
| 6 | Nutrition literacy and its conceptual model | Silk, K.J. et al. (2008). Increasing nutrition literacy: print, web and game modalities. Journal of Nutrition Education and Behavior. |
| 7 | Cultural and socioeconomic factors | Story, M. et al. (2008). Adolescent eating behaviors and social-environmental influences. J Am Diet Assoc. |
| 8 | Health protection, promotion, and nutrition literacy | WHO. Ottawa Charter for Health Promotion (1986) Yazıcı Sayın, F. (2021). Sağlık Okuryazarlığı, Nobel Yayınları, Bölüm 4 |
| 9 | Quality of Life, Sustainability, and Nutrition Literacy | FAO (2020). Sustainable Healthy Diets – Guiding Principles |
| 10 | Label reading, advertisements, and consumer behavior | EFSA – Food labelling and consumer choices |
| 11 | Nutrition literacy in the written press | Captain, G. (2016). Ethical issues in health journalism and media literacy Case study analysis using selected newspaper articles |
| 12 | Nutrition literacy in digital media and social media, Applications and mobile health | . eHealth Literacy: Essential Skills for the Networked World. J Med Internet Res. WHO – mHealth Policy and Practice Brief |
| 13 | Tools used in health literacy and nutrition literacy Assessment of nutrition literacy | Newest Vital Sign (NVS) & HLS-EU |
| 14 | General review, assessment, and student presentations | Case examples and student presentations selected from previous weeks and evaluation notes |
| Resources |
| Türkiye Sağlık Okuryazarlığı Araştırması,2014 Sağlık ve Sosyal Hizmet Çalışanları Sendikası Prof. Dr. Şengül HABLEMİTOĞLU, 2015, Sağlık Okuryazarlığı, Ankara Üniversitesi Türkiye Beslenme ve Sağlık Araştırması – TBSA 2019. T.C. Sağlık Bakanlığı Halk Sağlığı Genel Müdürlüğü. Türkiye Beslenme Rehberi. (TÜBER) 2022. Sağlık. Bakanlığı Halk Sağlığı Genel. Müdürlüğü, Sağlık Bakanlığı. Yayın No: 1031, Ankara, 2022. Beslenme. A Baysal. Hatiboğlu Yayınevi, 2004. 1094, 2004 WHO (World Health Organization). (2015). Diet, Nutrition and the Prevention of Chronic Diseases. FAO (2020). Sustainable Healthy Diets – Guiding Principles WHO Digital Health Tools and Mobile Health Applications e-BSÖ (e-Beslenme Okuryazarlığı Ölçeği) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PY-1. Beslenme ve Diyetetik alanında temel bilgiye sahiptir. | ||||||
| 2 | PY-2. Mesleki bilgi ve becerilerini, bireysel ve toplumsal düzeyde sağlığın geliştirilmesi, hastalıkların önlenmesi ve tedavisi için kullanır. | ||||||
| 3 | PY-3. Birey, aile ve topluma beslenme ve diyetetik alanında eğitim verir, danışmanlık yapar. | ||||||
| 4 | PY-4. Toplu beslenme sistemlerinde etkili bilgi ve beceri kazanarak, menü planlama, üretim, hijyen ve besin güvenliği gibi süreçleri yönetir. | ||||||
| 5 | PY-5. Bilgi birikimini kullanarak alanına ilişkin çalışmaları bağımsız olarak yürütür, sağlık ekibi ve diğer disiplinler ile işbirliği içinde araştırma, proje ve etkinliklerde rol alır. | ||||||
| 6 | PY-6. Mesleğini bilimsel araştırmalar, kanıtlar, gelişen teknoloji, güncel literatür ve sağlık politikaları doğrultusunda yürütür. | ||||||
| 7 | PY-7. Mesleki uygulamalarını etik ilke ve standartlar doğrultusunda gerçekleştirir. Davranışı ile meslektaşlarına ve topluma örnek olur. | ||||||
| 8 | PY-8. En az bir yabancı dili kullanarak alanına ilişkin uluslararası literatüre ulaşır, değerlendirir ve mesleki gelişim için kullanır. | ||||||
| 9 | PY-9. Beslenme ve Diyetetik alanında eleştirel düşünme, sorun çözme ve karar verme becerilerini kullanır. | ||||||
| 10 | PY-10. Mesleki alanda yazılı ve sözlü etkili iletişim kurar. | ||||||
| 11 | PY-11. Mesleğin gerektirdiği genel kültür bilgisine sahiptir. | ||||||
| 12 | PY-12. Yaşam boyu öğrenmeye ilişkin olumlu tutum geliştirir ve davranışa dönüştürür. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |