Course Detail
Ders Detayı
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BASIC COGNITIVE REHABILITATION PRACTICES | BLRY1136170 | Fall Semester | 2+4 | 4 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Özden ERKAN OĞUL |
| Name of Lecturer(s) | Assist.Prof. Özden ERKAN OĞUL |
| Assistant(s) | |
| Aim | To distinguish, to interpret and to applicate of the foundation of principles of cognitive rehabilitation and its application |
| Course Content | This course contains; The basis of cognitive rehabilitation,Assesment of the effects of cognitive rehabilitation on dialy living activities, Ceration of cognitive rehabilitation, Creation of the rehabilitation formulation (pratice), The approaches used in cognitive rehabilitation , Clinical use of cognitive rehabilitation approaches (practice), Use of digital applications in cognitive rehabilitation, Group exercise in cognitive rehabilitation (practice), Transfer cognitive rehabilitation gains to daily life (practice),Cognitive screening and preventive approaches, Healthy lifestyle for mental health, Manner style to patient and her/his relatives (practice),psychoeducation,Literature review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Gains basic and current theoretical knowledge about Cognitive Rehabilitation Therapy. | 9 | |
| Knows and perceives global cognitive skill assessment scales, the effects of cognitive dysfunctions on daily life areas and evaluation methods. Perceives the impact of cognitive skills on quality of life and social activities. | 10, 16, 9 | |
| Gains the theoretical background necessary to create a rehabilitation formulation (plan) appropriate to the patient's background. Conducts cognitive rehabilitation evaluations and patient analysis. It can compare the patient's previous life and current life and determine a new road map. Can draw cognitive rehabilitation protocols interdisciplinary with the guidance of an educator. | 12, 19, 4 | |
| Determines cognitive rehabilitation protocols interdisciplinary. Draws the road map independently. Prepares and internalizes the rehabilitation formulation appropriate to the patient's background. | 12, 16, 4 | |
| By comparing the approaches used in cognitive rehabilitation, he can decide on the situations in which they are used in the clinic. He can plan the appropriate approach for the patient and apply it with the help of an educator. | 4, 6 | |
| The group defines cognitive rehabilitation exercises. May take responsibility for determining the basic principles, features and content. The group can practically apply cognitive rehabilitation exercises under the guidance of an educator. | 14, 4 | |
| 7- It can discover disorders in the person's daily routine related to cognitive skills. He/she becomes ready to transfer the rehabilitation gains to daily life and knows the ways to ensure continuity. | 3, 4 | |
| Eager to identify risk factors for cognitive disorders. It can detect individuals at risk and create protective approaches. | 12, 13, 9 | |
| It can create a healthy lifestyle for cognitive health, ensure continuity with the programs it creates, and offer suggestions appropriate to the individual's lifestyle. | 16, 9 | |
| Recognizes problems in communication with the patient and their relatives and finds a way to communicate effectively. | 12, 13 | |
| Can explain problems for the patient and their relatives. Patients and their relatives can be taught strategies and compensation methods appropriate to the clinical problems mentioned. | 4, 9 | |
| Literature scanning can be done. Current approaches and different applications around the world can be followed. The collected data can be analyzed, a synthesis can be created, new ideas can be developed and this can be made a habit for each new patient. | 14, 19 | |
| It adopts computer-based approaches and telerehabilitation applications, and can create patient-specific computer-based exercises and cognitive telerehabilitation programs and apply them practically under the guidance of an educator. | 13, 19, 2 | |
| Knows the main approaches used in cognitive rehabilitation, their features and differences. Can compare approaches with each other. Recognizes the situations of preference according to the clinical situation and becomes ready for application. | 13, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 3: Problem Baded Learning Model, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The basis of cognitive rehabilitation | |
| 2 | Assesment of the effects of cognitive rehabilitation on dialy living activities | |
| 3 | Ceration of cognitive rehabilitation | |
| 4 | Creation of the rehabilitation formulation (pratice) | |
| 5 | The approaches used in cognitive rehabilitation | |
| 6 | Clinical use of cognitive rehabilitation approaches (practice) | |
| 7 | Use of digital applications in cognitive rehabilitation | |
| 8 | Group exercise in cognitive rehabilitation (practice) | |
| 9 | Transfer cognitive rehabilitation gains to daily life (practice) | |
| 10 | Cognitive screening and preventive approaches | |
| 11 | Healthy lifestyle for mental health | |
| 12 | Manner style to patient and her/his relatives (practice) | |
| 13 | psychoeducation | |
| 14 | Literature review |
| Resources |
| Neuropsychological Rehabilitation. Medipol Publications 2018/Istanbul |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The students will be acquired the basic and current theoretical knowledge about Cognitive Rehabilitation Therapy. | X | |||||
| 2 | The students identify human cognitive processes and know their neural structure and processes. | X | |||||
| 3 | The students identify the brain damage in the direction of the principles of behavioral neuroanatomy and they can distinguish between similar diseases. | X | |||||
| 4 | The students can apply traditional methods and basic neuromodulation techniques used in Cognitive Rehabilitation Therapy. | X | |||||
| 5 | Students will be able to evaluate emotion, cognition and behavior by using appropriate psychometric measurement tools. | X | |||||
| 6 | The student, by working alone or with a team on a subject, using the most accurate research methods, plans a research, executes and makes the results as a scientific report. | X | |||||
| 7 | The students adopt working in cooperation with the health team and other disciplines and internalize the ethics of the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 14 | 7 | 98 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 1 | 30 | 30 | |||
| Presentation of Project / Seminar | 2 | 3 | 6 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 31 | 31 | |||
| General Exam | 1 | 42 | 42 | |||
| Performance Task, Maintenance Plan | 1 | 5 | 5 | |||
| Total Workload(Hour) | 240 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(240/30) | 8 | |||||
| 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 |
|---|---|---|---|---|---|
| BASIC COGNITIVE REHABILITATION PRACTICES | BLRY1136170 | Fall Semester | 2+4 | 4 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Özden ERKAN OĞUL |
| Name of Lecturer(s) | Assist.Prof. Özden ERKAN OĞUL |
| Assistant(s) | |
| Aim | To distinguish, to interpret and to applicate of the foundation of principles of cognitive rehabilitation and its application |
| Course Content | This course contains; The basis of cognitive rehabilitation,Assesment of the effects of cognitive rehabilitation on dialy living activities, Ceration of cognitive rehabilitation, Creation of the rehabilitation formulation (pratice), The approaches used in cognitive rehabilitation , Clinical use of cognitive rehabilitation approaches (practice), Use of digital applications in cognitive rehabilitation, Group exercise in cognitive rehabilitation (practice), Transfer cognitive rehabilitation gains to daily life (practice),Cognitive screening and preventive approaches, Healthy lifestyle for mental health, Manner style to patient and her/his relatives (practice),psychoeducation,Literature review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Gains basic and current theoretical knowledge about Cognitive Rehabilitation Therapy. | 9 | |
| Knows and perceives global cognitive skill assessment scales, the effects of cognitive dysfunctions on daily life areas and evaluation methods. Perceives the impact of cognitive skills on quality of life and social activities. | 10, 16, 9 | |
| Gains the theoretical background necessary to create a rehabilitation formulation (plan) appropriate to the patient's background. Conducts cognitive rehabilitation evaluations and patient analysis. It can compare the patient's previous life and current life and determine a new road map. Can draw cognitive rehabilitation protocols interdisciplinary with the guidance of an educator. | 12, 19, 4 | |
| Determines cognitive rehabilitation protocols interdisciplinary. Draws the road map independently. Prepares and internalizes the rehabilitation formulation appropriate to the patient's background. | 12, 16, 4 | |
| By comparing the approaches used in cognitive rehabilitation, he can decide on the situations in which they are used in the clinic. He can plan the appropriate approach for the patient and apply it with the help of an educator. | 4, 6 | |
| The group defines cognitive rehabilitation exercises. May take responsibility for determining the basic principles, features and content. The group can practically apply cognitive rehabilitation exercises under the guidance of an educator. | 14, 4 | |
| 7- It can discover disorders in the person's daily routine related to cognitive skills. He/she becomes ready to transfer the rehabilitation gains to daily life and knows the ways to ensure continuity. | 3, 4 | |
| Eager to identify risk factors for cognitive disorders. It can detect individuals at risk and create protective approaches. | 12, 13, 9 | |
| It can create a healthy lifestyle for cognitive health, ensure continuity with the programs it creates, and offer suggestions appropriate to the individual's lifestyle. | 16, 9 | |
| Recognizes problems in communication with the patient and their relatives and finds a way to communicate effectively. | 12, 13 | |
| Can explain problems for the patient and their relatives. Patients and their relatives can be taught strategies and compensation methods appropriate to the clinical problems mentioned. | 4, 9 | |
| Literature scanning can be done. Current approaches and different applications around the world can be followed. The collected data can be analyzed, a synthesis can be created, new ideas can be developed and this can be made a habit for each new patient. | 14, 19 | |
| It adopts computer-based approaches and telerehabilitation applications, and can create patient-specific computer-based exercises and cognitive telerehabilitation programs and apply them practically under the guidance of an educator. | 13, 19, 2 | |
| Knows the main approaches used in cognitive rehabilitation, their features and differences. Can compare approaches with each other. Recognizes the situations of preference according to the clinical situation and becomes ready for application. | 13, 19, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 3: Problem Baded Learning Model, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The basis of cognitive rehabilitation | |
| 2 | Assesment of the effects of cognitive rehabilitation on dialy living activities | |
| 3 | Ceration of cognitive rehabilitation | |
| 4 | Creation of the rehabilitation formulation (pratice) | |
| 5 | The approaches used in cognitive rehabilitation | |
| 6 | Clinical use of cognitive rehabilitation approaches (practice) | |
| 7 | Use of digital applications in cognitive rehabilitation | |
| 8 | Group exercise in cognitive rehabilitation (practice) | |
| 9 | Transfer cognitive rehabilitation gains to daily life (practice) | |
| 10 | Cognitive screening and preventive approaches | |
| 11 | Healthy lifestyle for mental health | |
| 12 | Manner style to patient and her/his relatives (practice) | |
| 13 | psychoeducation | |
| 14 | Literature review |
| Resources |
| Neuropsychological Rehabilitation. Medipol Publications 2018/Istanbul |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | The students will be acquired the basic and current theoretical knowledge about Cognitive Rehabilitation Therapy. | X | |||||
| 2 | The students identify human cognitive processes and know their neural structure and processes. | X | |||||
| 3 | The students identify the brain damage in the direction of the principles of behavioral neuroanatomy and they can distinguish between similar diseases. | X | |||||
| 4 | The students can apply traditional methods and basic neuromodulation techniques used in Cognitive Rehabilitation Therapy. | X | |||||
| 5 | Students will be able to evaluate emotion, cognition and behavior by using appropriate psychometric measurement tools. | X | |||||
| 6 | The student, by working alone or with a team on a subject, using the most accurate research methods, plans a research, executes and makes the results as a scientific report. | X | |||||
| 7 | The students adopt working in cooperation with the health team and other disciplines and internalize the ethics of the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |