Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| UROGYNECOLOGY and MIDWIFERY | - | Spring Semester | 3+2 | 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. Asiye KOCATÜRK |
| Name of Lecturer(s) | Assist.Prof. Asiye KOCATÜRK |
| Assistant(s) | |
| Aim | To make students to acquire knowledge and skills on the evaluation of the urogynecological problems among women |
| Course Content | This course contains; Basic concepts used in urogynecology,Anatomy and Function of Lower Urinary Tract,Mechanism of continence,Epidemiology, Etiology, Types of Urinary Incontinence,Evaluation of pelvic floor (Diagnostic methods, physical examination, pad test, Q-type test, urodynamic examination),Conservative Treatment Methods (Simple clinical interventions, lifestyle changes and evidences),Conservative Treatment Methods ( Behavioral therapy / planned urination: Guided voiding, timed voiding, bladder training),Conservative Treatment Methods [Pelvic Floor Muscle Training (PFMT), vaginal cones, biofeedback and evidences],Conservative Treatment Methods [Electrical stimulation, magnetic stimulation, posterior tibial nerve electrical stimulation (PTNS) and evidences],Pelvic Organ Prolapse and pessaries,Prevention and protection of urinary incontinence during pregnancy and postpartum period,Prevention and protection urinary incontinence in postmenopausal period,Sexual health in individuals with incontinence,Impact of incontinence on life quality. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains urogynecological problems | 16, 9 | A |
| Explains the importance of midwifery care in solving urogynecological problems | 10, 12, 9 | A |
| List urogynecological problems | 16, 9 | A |
| Lists conservative treatment approaches in urogynecological problems | 12, 16, 9 | A |
| Explains the development process of treatment methods for urogynecological problems | 12, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts used in urogynecology | Preparing for the subject from the proposed sources |
| 2 | Anatomy and Function of Lower Urinary Tract | Preparing for the subject from the proposed sources |
| 3 | Mechanism of continence | Preparing for the subject from the proposed sources |
| 4 | Epidemiology, Etiology, Types of Urinary Incontinence | Preparing for the subject from the proposed sources |
| 5 | Evaluation of pelvic floor (Diagnostic methods, physical examination, pad test, Q-type test, urodynamic examination) | Preparing for the subject from the proposed sources |
| 6 | Conservative Treatment Methods (Simple clinical interventions, lifestyle changes and evidences) | Preparing for the subject from the proposed sources |
| 7 | Conservative Treatment Methods ( Behavioral therapy / planned urination: Guided voiding, timed voiding, bladder training) | Preparing for the subject from the proposed sources |
| 8 | Conservative Treatment Methods [Pelvic Floor Muscle Training (PFMT), vaginal cones, biofeedback and evidences] | Preparing for the subject from the proposed sources |
| 9 | Conservative Treatment Methods [Electrical stimulation, magnetic stimulation, posterior tibial nerve electrical stimulation (PTNS) and evidences] | Preparing for the subject from the proposed sources |
| 10 | Pelvic Organ Prolapse and pessaries | Preparing for the subject from the proposed sources |
| 11 | Prevention and protection of urinary incontinence during pregnancy and postpartum period | Preparing for the subject from the proposed sources |
| 12 | Prevention and protection urinary incontinence in postmenopausal period | Preparing for the subject from the proposed sources |
| 13 | Sexual health in individuals with incontinence | Preparing for the subject from the proposed sources |
| 14 | Impact of incontinence on life quality | Preparing for the subject from the proposed sources |
| Resources |
| Lecture presentation Electronic database containing scientific articles (PubMed-Medline, Web of Science, Scopus, Google Scholar, Cochrane E-Library) |
| 1.Coskun A. Lower Urinary Tract Anatomy and Physiology of Continence Mechanism. Ed: Kızılkaya BN, Urinary Incontinence in Women and Nursing Approach. 1st edition, Labor Printing Istanbul, 2002. 2. Bilgiç D., Beji, NK., Yalçın, Ö., (2012) Ürojinekoloji Hastalarında Cinsel Fonksiyon Değerlendirmesi. Türk Jinekoloji ve Obstetrik Derneği Dergisi, 9 (3):142-152 3. Cho JC. ve ark. (2015) Evaluation of female overactive bladder using urodynamics: relationship with female voiding dysfunction. International Brazilian Journal of Urology. 41 (4):722-728. 4. Arnold J. ve ark. (2012) Overactive Bladder Syndrome. Australian Family Physician. 41(11): 878-883. 5. Gormley EA. ve ark. (2014) Dıagnosıs And Treatment Of Overactıve Bladder (Non-Neurogenic) In Adults: Aua/Sufu Guıdelıne. American Urological Association Education and Research. 6. Geoffrion R. (2012) Treatments for Overactive Bladder: Focus on Pharmacotherapy. Journal Of Obstetrıcs And Gynaecology Canada. 34(11):1092–1101. 7. Alves AT. (2014) Relationship Between Anxiety and Overactive Bladder Syndrome In Older Women. Journal of Brazilian Gynaecology and Obstetric. 36(7):310-314. 8. Çankaya A., Oskay, ÜY. (2014) Aşırı Aktif Mesane Tanısı Almış Kadınlarda Mesane Günlüklerinin İncelenmesi. Gülhane Tıp Dergisi. 56 (3) : 169-173 . 9. Topuz Ş. (2015) Üriner İnkontinans ve Cinsellik. Balıkesir Sağlık Bilimleri Dergisi. 4 (1) :60-64. 10. Beji N. (2002) Kadınlarda Üriner İnkontinans ve Hemşirelik Yaklaşımı. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Based on midwifery undergraduate level qualifications, midwifes have sufficient knowledge to make it happen by knowing the importance of midwifery practices and evidence-based studies on delivery and birh. | X | |||||
| 2 | Comprehend the interdisciplinary interactions related to the field of specialty in midwifery. Has sufficient information about the relevant legislation in midwifery practices. | ||||||
| 3 | Has the ability to access, evaluate and interpret the theoretical knowledge at the level of specialty acquired in the field of midwifery. | X | |||||
| 4 | Can develop theories particular to midwifery by knowing the theories of health care and integrating them with the knowledge gained in midwifery. | ||||||
| 5 | Can apply educational skills methods | X | |||||
| 6 | In a study that requires a specialty in midwifery, can conducts independently in the light of the knowledge and skills acquired. | ||||||
| 7 | Has the ability to identify a problem that requires expertise related to midwifery, determining the solution methods, collecting data in order to solve the problem, analyzing and evaluating the results | ||||||
| 8 | Leadership in environments that require solving foreseen or unforeseen problems related to midwifery profession | ||||||
| 9 | It develops a behavior which is open to development and adopting lifelong learning in the health service where information is constantly changing | ||||||
| 10 | Can follow current, national and international professional literature in midwifery, conduct scientific studies and transfer their results systematically. | ||||||
| 11 | Using English at a sufficient level to conduct scientific studies in midwifery. | ||||||
| 12 | Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility | ||||||
| 13 | Takes an active role in the work of professional organizations. | ||||||
| 14 | Write research projects that can provide national and international evidence to the midwifery profession. | ||||||
| 15 | Can develop a critical perspective to scientific studies. | 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 | 3 | 42 | |||
| Guided Problem Solving | 8 | 6 | 48 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 30 | 60 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 3 | 6 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 30 | 30 | |||
| General Exam | 1 | 40 | 40 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 226 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(226/30) | 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 |
|---|---|---|---|---|---|
| UROGYNECOLOGY and MIDWIFERY | - | Spring Semester | 3+2 | 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. Asiye KOCATÜRK |
| Name of Lecturer(s) | Assist.Prof. Asiye KOCATÜRK |
| Assistant(s) | |
| Aim | To make students to acquire knowledge and skills on the evaluation of the urogynecological problems among women |
| Course Content | This course contains; Basic concepts used in urogynecology,Anatomy and Function of Lower Urinary Tract,Mechanism of continence,Epidemiology, Etiology, Types of Urinary Incontinence,Evaluation of pelvic floor (Diagnostic methods, physical examination, pad test, Q-type test, urodynamic examination),Conservative Treatment Methods (Simple clinical interventions, lifestyle changes and evidences),Conservative Treatment Methods ( Behavioral therapy / planned urination: Guided voiding, timed voiding, bladder training),Conservative Treatment Methods [Pelvic Floor Muscle Training (PFMT), vaginal cones, biofeedback and evidences],Conservative Treatment Methods [Electrical stimulation, magnetic stimulation, posterior tibial nerve electrical stimulation (PTNS) and evidences],Pelvic Organ Prolapse and pessaries,Prevention and protection of urinary incontinence during pregnancy and postpartum period,Prevention and protection urinary incontinence in postmenopausal period,Sexual health in individuals with incontinence,Impact of incontinence on life quality. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains urogynecological problems | 16, 9 | A |
| Explains the importance of midwifery care in solving urogynecological problems | 10, 12, 9 | A |
| List urogynecological problems | 16, 9 | A |
| Lists conservative treatment approaches in urogynecological problems | 12, 16, 9 | A |
| Explains the development process of treatment methods for urogynecological problems | 12, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic concepts used in urogynecology | Preparing for the subject from the proposed sources |
| 2 | Anatomy and Function of Lower Urinary Tract | Preparing for the subject from the proposed sources |
| 3 | Mechanism of continence | Preparing for the subject from the proposed sources |
| 4 | Epidemiology, Etiology, Types of Urinary Incontinence | Preparing for the subject from the proposed sources |
| 5 | Evaluation of pelvic floor (Diagnostic methods, physical examination, pad test, Q-type test, urodynamic examination) | Preparing for the subject from the proposed sources |
| 6 | Conservative Treatment Methods (Simple clinical interventions, lifestyle changes and evidences) | Preparing for the subject from the proposed sources |
| 7 | Conservative Treatment Methods ( Behavioral therapy / planned urination: Guided voiding, timed voiding, bladder training) | Preparing for the subject from the proposed sources |
| 8 | Conservative Treatment Methods [Pelvic Floor Muscle Training (PFMT), vaginal cones, biofeedback and evidences] | Preparing for the subject from the proposed sources |
| 9 | Conservative Treatment Methods [Electrical stimulation, magnetic stimulation, posterior tibial nerve electrical stimulation (PTNS) and evidences] | Preparing for the subject from the proposed sources |
| 10 | Pelvic Organ Prolapse and pessaries | Preparing for the subject from the proposed sources |
| 11 | Prevention and protection of urinary incontinence during pregnancy and postpartum period | Preparing for the subject from the proposed sources |
| 12 | Prevention and protection urinary incontinence in postmenopausal period | Preparing for the subject from the proposed sources |
| 13 | Sexual health in individuals with incontinence | Preparing for the subject from the proposed sources |
| 14 | Impact of incontinence on life quality | Preparing for the subject from the proposed sources |
| Resources |
| Lecture presentation Electronic database containing scientific articles (PubMed-Medline, Web of Science, Scopus, Google Scholar, Cochrane E-Library) |
| 1.Coskun A. Lower Urinary Tract Anatomy and Physiology of Continence Mechanism. Ed: Kızılkaya BN, Urinary Incontinence in Women and Nursing Approach. 1st edition, Labor Printing Istanbul, 2002. 2. Bilgiç D., Beji, NK., Yalçın, Ö., (2012) Ürojinekoloji Hastalarında Cinsel Fonksiyon Değerlendirmesi. Türk Jinekoloji ve Obstetrik Derneği Dergisi, 9 (3):142-152 3. Cho JC. ve ark. (2015) Evaluation of female overactive bladder using urodynamics: relationship with female voiding dysfunction. International Brazilian Journal of Urology. 41 (4):722-728. 4. Arnold J. ve ark. (2012) Overactive Bladder Syndrome. Australian Family Physician. 41(11): 878-883. 5. Gormley EA. ve ark. (2014) Dıagnosıs And Treatment Of Overactıve Bladder (Non-Neurogenic) In Adults: Aua/Sufu Guıdelıne. American Urological Association Education and Research. 6. Geoffrion R. (2012) Treatments for Overactive Bladder: Focus on Pharmacotherapy. Journal Of Obstetrıcs And Gynaecology Canada. 34(11):1092–1101. 7. Alves AT. (2014) Relationship Between Anxiety and Overactive Bladder Syndrome In Older Women. Journal of Brazilian Gynaecology and Obstetric. 36(7):310-314. 8. Çankaya A., Oskay, ÜY. (2014) Aşırı Aktif Mesane Tanısı Almış Kadınlarda Mesane Günlüklerinin İncelenmesi. Gülhane Tıp Dergisi. 56 (3) : 169-173 . 9. Topuz Ş. (2015) Üriner İnkontinans ve Cinsellik. Balıkesir Sağlık Bilimleri Dergisi. 4 (1) :60-64. 10. Beji N. (2002) Kadınlarda Üriner İnkontinans ve Hemşirelik Yaklaşımı. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Based on midwifery undergraduate level qualifications, midwifes have sufficient knowledge to make it happen by knowing the importance of midwifery practices and evidence-based studies on delivery and birh. | X | |||||
| 2 | Comprehend the interdisciplinary interactions related to the field of specialty in midwifery. Has sufficient information about the relevant legislation in midwifery practices. | ||||||
| 3 | Has the ability to access, evaluate and interpret the theoretical knowledge at the level of specialty acquired in the field of midwifery. | X | |||||
| 4 | Can develop theories particular to midwifery by knowing the theories of health care and integrating them with the knowledge gained in midwifery. | ||||||
| 5 | Can apply educational skills methods | X | |||||
| 6 | In a study that requires a specialty in midwifery, can conducts independently in the light of the knowledge and skills acquired. | ||||||
| 7 | Has the ability to identify a problem that requires expertise related to midwifery, determining the solution methods, collecting data in order to solve the problem, analyzing and evaluating the results | ||||||
| 8 | Leadership in environments that require solving foreseen or unforeseen problems related to midwifery profession | ||||||
| 9 | It develops a behavior which is open to development and adopting lifelong learning in the health service where information is constantly changing | ||||||
| 10 | Can follow current, national and international professional literature in midwifery, conduct scientific studies and transfer their results systematically. | ||||||
| 11 | Using English at a sufficient level to conduct scientific studies in midwifery. | ||||||
| 12 | Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility | ||||||
| 13 | Takes an active role in the work of professional organizations. | ||||||
| 14 | Write research projects that can provide national and international evidence to the midwifery profession. | ||||||
| 15 | Can develop a critical perspective to scientific studies. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |