Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| NEWBORN HEALTH and DISEASES | - | Spring Semester | 2+2 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Sema KUĞUOĞLU |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To ensure that the student is informed about the status of neonatal health in the world and in our country and to provide skills regarding neonatal practices. |
| Course Content | This course contains; Newborn Health condition of our country and the world; Definitions and Classifications,Newborn Health condition of our country and the world; Definitions and Classifications,Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health,Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health,Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health,Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health,Follow-up and care in the delivery room; First Examination and care in the delivery room,Follow-up and care in the delivery room; First Examination and care in the delivery room,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the roles and responsibilities of midwives in newborn health. | 10, 16, 18, 9 | A |
| Explains midwifery care applied to protect and maintain newborn health. | 18, 9 | A |
| Explains the stages of newborn evaluation | 13, 16, 37, 38, 4, 6, 9 | A |
| Assesses newborn health | 10, 12, 15, 16, 18, 19, 2, 5, 6, 9 | A, F, H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 37: Computer-Internet Supported Instruction, 38: Care Plan, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Newborn Health condition of our country and the world; Definitions and Classifications | http://ekutuphane.sagem.gov.tr/kitaplar/saglik_istatistikleri_yilligi_2015.pdf |
| 2 | Newborn Health condition of our country and the world; Definitions and Classifications | http://ekutuphane.sagem.gov.tr/kitaplar/saglik_istatistikleri_yilligi_2015.pdf |
| 3 | Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health | Aslan, G., & Şenol, S. (2006). Türkiye’de bebek ve çocukların durumuna ilişkin sorunlar ve ebenin rolü. Fırat Sağlık Hizmetleri Dergisi, 1(1), 64-72. Eroğlu, K., & Koç, G. (2012). Dünden Bugune Sağlık Mevzuatında Kadın Sağlığı Kapsamında Ana Çocuk Sağlığı Hemşirelik Hizmetleri. Journal of Anatolia Nursing and Health Sciences, 15(2). |
| 4 | Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health | Aslan, G., & Şenol, S. (2006). Türkiye’de bebek ve çocukların durumuna ilişkin sorunlar ve ebenin rolü. Fırat Sağlık Hizmetleri Dergisi, 1(1), 64-72. Eroğlu, K., & Koç, G. (2012). Dünden Bugune Sağlık Mevzuatında Kadın Sağlığı Kapsamında Ana Çocuk Sağlığı Hemşirelik Hizmetleri. Journal of Anatolia Nursing and Health Sciences, 15(2). |
| 5 | Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health | Turan, T., Ceylan, S. S., & Teyikçi, S. (2008). Annelerin düzenli prenatal bakım alma durumları ve etkileyen faktörler. Fırat Sağlık Hizmetleri Dergisi, 3(9), 157-172. Sönmez, Y. (2007). Doğum öncesi bakım hizmetleri. Sürekli Tıp Eğitimi Dergisi, 16(1), 9-12. |
| 6 | Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health | Turan, T., Ceylan, S. S., & Teyikçi, S. (2008). Annelerin düzenli prenatal bakım alma durumları ve etkileyen faktörler. Fırat Sağlık Hizmetleri Dergisi, 3(9), 157-172. Sönmez, Y. (2007). Doğum öncesi bakım hizmetleri. Sürekli Tıp Eğitimi Dergisi, 16(1), 9-12. |
| 7 | Follow-up and care in the delivery room; First Examination and care in the delivery room | ÖZTÜRK, S. (2014). Annelerin doğum sonu dönemde yaşam kalitesi ve desteklerinin değerlendirilmesi (Doctoral dissertation). Duman, N. B. (2009). Pospartum Erken Taburculuk Sonrası Evde Bakım. TAF Preventive Medicine Bulletin, 8(1). |
| 8 | Follow-up and care in the delivery room; First Examination and care in the delivery room | ÖZTÜRK, S. (2014). Annelerin doğum sonu dönemde yaşam kalitesi ve desteklerinin değerlendirilmesi (Doctoral dissertation). Duman, N. B. (2009). Pospartum Erken Taburculuk Sonrası Evde Bakım. TAF Preventive Medicine Bulletin, 8(1). |
| 9 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | Özbek, E., Genel, F., Atlıhan, F., Güngör, İ., Malatyalı, R., Menteş, J., & Berk, T. (2011). Yenidoğan yoğun bakım ünitemizde prematüre retinopatisi insidansı, risk faktörleri ve izlem sonuçları. İzmir Dr. Behçet Uz Çocuk Hast. Dergisi, 1(1), 7-12. World Health Organization. (2013). Essential nutrition actions: improving maternal, newborn, infant and young child health and nutrition. |
| 10 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | Özbek, E., Genel, F., Atlıhan, F., Güngör, İ., Malatyalı, R., Menteş, J., & Berk, T. (2011). Yenidoğan yoğun bakım ünitemizde prematüre retinopatisi insidansı, risk faktörleri ve izlem sonuçları. İzmir Dr. Behçet Uz Çocuk Hast. Dergisi, 1(1), 7-12. World Health Organization. (2013). Essential nutrition actions: improving maternal, newborn, infant and young child health and nutrition. |
| 11 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | CAN, H. Ö. (2015). Doğum Sonrası Bakım Rehberlerinin Kanıt Temelli Çalışmalarla Gözden Geçirilmesi. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 5(2), 40-47. Yearley, C., Rogers, C., & Jay, A. (2017). Including the newborn physical examination in the pre-registration midwifery curriculum: National survey. British Journal of Midwifery, 25(1). |
| 12 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | CAN, H. Ö. (2015). Doğum Sonrası Bakım Rehberlerinin Kanıt Temelli Çalışmalarla Gözden Geçirilmesi. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 5(2), 40-47. Yearley, C., Rogers, C., & Jay, A. (2017). Including the newborn physical examination in the pre-registration midwifery curriculum: National survey. British Journal of Midwifery, 25(1). |
| 13 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | Visscher, M. O., Adam, R., Brink, S., & Odio, M. (2015). Newborn infant skin: physiology, development, and care. Clinics in dermatology, 33(3), 271-280. Anderzen-Carlsson, A., Lamy, Z. C., & Eriksson, M. (2014). Parental experiences of providing skin-to-skin care to their newborn infant-Part 1: A qualitative systematic review. International journal of qualitative studies on health and well-being, 9. |
| 14 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | Visscher, M. O., Adam, R., Brink, S., & Odio, M. (2015). Newborn infant skin: physiology, development, and care. Clinics in dermatology, 33(3), 271-280. Anderzen-Carlsson, A., Lamy, Z. C., & Eriksson, M. (2014). Parental experiences of providing skin-to-skin care to their newborn infant-Part 1: A qualitative systematic review. International journal of qualitative studies on health and well-being, 9. |
| Resources |
| Lecture presentation Electronic database containing scientific articles (PubMed-Medline, Web of Science, Scopus, Google Scholar, Cochrane E-Library) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has basic knowledge in the field of midwifery practices and birth. | X | |||||
| 2 | Has sufficient information about the relevant legislation in midwifery practices. | X | |||||
| 3 | Accesses theoretical knowledge at the level of expertise acquired in the field of midwifery, evaluates and interprets the information. | X | |||||
| 4 | Creates concepts and theories specific to midwifery. | ||||||
| 5 | Applies teaching skills methods. | X | |||||
| 6 | Independently conducts research that requires special competence in the field of midwifery. | ||||||
| 7 | Identifies a midwifery-related problem that requires expertise, determines the solution method, collects data regarding the problem, analyzes it and evaluates the results. | X | |||||
| 8 | Provides leadership in environments that require solving problems related to the midwifery profession and professional practices. | ||||||
| 9 | It develops a behavior which is open to development and adopting lifelong learning in the health service where information is constantly changing. | ||||||
| 10 | Follows current, national and international literature in the field of midwifery, conducts scientific studies and shares its results. | ||||||
| 11 | Uses English at a sufficient level to conduct scientific studies in the field of midwifery. | X | |||||
| 12 | With awareness of social responsibility, he/she takes part in research, projects and activities in cooperation with the healthcare team and other disciplines. | ||||||
| 13 | Takes a role in the work of professional organizations. | X | |||||
| 14 | Writes research projects that can provide national and international evidence for the midwifery profession. | ||||||
| 15 | Interprets scientific studies with a critical perspective. | 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 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 20 | 80 | |||
| Term Project | 2 | 8 | 16 | |||
| Presentation of Project / Seminar | 4 | 2 | 8 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 30 | 30 | |||
| General Exam | 1 | 40 | 40 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 230 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(230/30) | 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 |
|---|---|---|---|---|---|
| NEWBORN HEALTH and DISEASES | - | Spring Semester | 2+2 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Required |
| Course Coordinator | Prof.Dr. Sema KUĞUOĞLU |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To ensure that the student is informed about the status of neonatal health in the world and in our country and to provide skills regarding neonatal practices. |
| Course Content | This course contains; Newborn Health condition of our country and the world; Definitions and Classifications,Newborn Health condition of our country and the world; Definitions and Classifications,Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health,Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health,Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health,Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health,Follow-up and care in the delivery room; First Examination and care in the delivery room,Follow-up and care in the delivery room; First Examination and care in the delivery room,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care,Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the roles and responsibilities of midwives in newborn health. | 10, 16, 18, 9 | A |
| Explains midwifery care applied to protect and maintain newborn health. | 18, 9 | A |
| Explains the stages of newborn evaluation | 13, 16, 37, 38, 4, 6, 9 | A |
| Assesses newborn health | 10, 12, 15, 16, 18, 19, 2, 5, 6, 9 | A, F, H |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 2: Project Based Learning Model, 37: Computer-Internet Supported Instruction, 38: Care Plan, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Newborn Health condition of our country and the world; Definitions and Classifications | http://ekutuphane.sagem.gov.tr/kitaplar/saglik_istatistikleri_yilligi_2015.pdf |
| 2 | Newborn Health condition of our country and the world; Definitions and Classifications | http://ekutuphane.sagem.gov.tr/kitaplar/saglik_istatistikleri_yilligi_2015.pdf |
| 3 | Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health | Aslan, G., & Şenol, S. (2006). Türkiye’de bebek ve çocukların durumuna ilişkin sorunlar ve ebenin rolü. Fırat Sağlık Hizmetleri Dergisi, 1(1), 64-72. Eroğlu, K., & Koç, G. (2012). Dünden Bugune Sağlık Mevzuatında Kadın Sağlığı Kapsamında Ana Çocuk Sağlığı Hemşirelik Hizmetleri. Journal of Anatolia Nursing and Health Sciences, 15(2). |
| 4 | Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health | Aslan, G., & Şenol, S. (2006). Türkiye’de bebek ve çocukların durumuna ilişkin sorunlar ve ebenin rolü. Fırat Sağlık Hizmetleri Dergisi, 1(1), 64-72. Eroğlu, K., & Koç, G. (2012). Dünden Bugune Sağlık Mevzuatında Kadın Sağlığı Kapsamında Ana Çocuk Sağlığı Hemşirelik Hizmetleri. Journal of Anatolia Nursing and Health Sciences, 15(2). |
| 5 | Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health | Turan, T., Ceylan, S. S., & Teyikçi, S. (2008). Annelerin düzenli prenatal bakım alma durumları ve etkileyen faktörler. Fırat Sağlık Hizmetleri Dergisi, 3(9), 157-172. Sönmez, Y. (2007). Doğum öncesi bakım hizmetleri. Sürekli Tıp Eğitimi Dergisi, 16(1), 9-12. |
| 6 | Prenatal follow-up and care; Fetal-maternal relationship, the Prenatal Environmental Effects of Fetal and Newborn Health | Turan, T., Ceylan, S. S., & Teyikçi, S. (2008). Annelerin düzenli prenatal bakım alma durumları ve etkileyen faktörler. Fırat Sağlık Hizmetleri Dergisi, 3(9), 157-172. Sönmez, Y. (2007). Doğum öncesi bakım hizmetleri. Sürekli Tıp Eğitimi Dergisi, 16(1), 9-12. |
| 7 | Follow-up and care in the delivery room; First Examination and care in the delivery room | ÖZTÜRK, S. (2014). Annelerin doğum sonu dönemde yaşam kalitesi ve desteklerinin değerlendirilmesi (Doctoral dissertation). Duman, N. B. (2009). Pospartum Erken Taburculuk Sonrası Evde Bakım. TAF Preventive Medicine Bulletin, 8(1). |
| 8 | Follow-up and care in the delivery room; First Examination and care in the delivery room | ÖZTÜRK, S. (2014). Annelerin doğum sonu dönemde yaşam kalitesi ve desteklerinin değerlendirilmesi (Doctoral dissertation). Duman, N. B. (2009). Pospartum Erken Taburculuk Sonrası Evde Bakım. TAF Preventive Medicine Bulletin, 8(1). |
| 9 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | Özbek, E., Genel, F., Atlıhan, F., Güngör, İ., Malatyalı, R., Menteş, J., & Berk, T. (2011). Yenidoğan yoğun bakım ünitemizde prematüre retinopatisi insidansı, risk faktörleri ve izlem sonuçları. İzmir Dr. Behçet Uz Çocuk Hast. Dergisi, 1(1), 7-12. World Health Organization. (2013). Essential nutrition actions: improving maternal, newborn, infant and young child health and nutrition. |
| 10 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | Özbek, E., Genel, F., Atlıhan, F., Güngör, İ., Malatyalı, R., Menteş, J., & Berk, T. (2011). Yenidoğan yoğun bakım ünitemizde prematüre retinopatisi insidansı, risk faktörleri ve izlem sonuçları. İzmir Dr. Behçet Uz Çocuk Hast. Dergisi, 1(1), 7-12. World Health Organization. (2013). Essential nutrition actions: improving maternal, newborn, infant and young child health and nutrition. |
| 11 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | CAN, H. Ö. (2015). Doğum Sonrası Bakım Rehberlerinin Kanıt Temelli Çalışmalarla Gözden Geçirilmesi. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 5(2), 40-47. Yearley, C., Rogers, C., & Jay, A. (2017). Including the newborn physical examination in the pre-registration midwifery curriculum: National survey. British Journal of Midwifery, 25(1). |
| 12 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | CAN, H. Ö. (2015). Doğum Sonrası Bakım Rehberlerinin Kanıt Temelli Çalışmalarla Gözden Geçirilmesi. Düzce Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 5(2), 40-47. Yearley, C., Rogers, C., & Jay, A. (2017). Including the newborn physical examination in the pre-registration midwifery curriculum: National survey. British Journal of Midwifery, 25(1). |
| 13 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | Visscher, M. O., Adam, R., Brink, S., & Odio, M. (2015). Newborn infant skin: physiology, development, and care. Clinics in dermatology, 33(3), 271-280. Anderzen-Carlsson, A., Lamy, Z. C., & Eriksson, M. (2014). Parental experiences of providing skin-to-skin care to their newborn infant-Part 1: A qualitative systematic review. International journal of qualitative studies on health and well-being, 9. |
| 14 | Newborn care and follow-up; Physical Assessment of newborn and adaptation of intensive care | Visscher, M. O., Adam, R., Brink, S., & Odio, M. (2015). Newborn infant skin: physiology, development, and care. Clinics in dermatology, 33(3), 271-280. Anderzen-Carlsson, A., Lamy, Z. C., & Eriksson, M. (2014). Parental experiences of providing skin-to-skin care to their newborn infant-Part 1: A qualitative systematic review. International journal of qualitative studies on health and well-being, 9. |
| Resources |
| Lecture presentation Electronic database containing scientific articles (PubMed-Medline, Web of Science, Scopus, Google Scholar, Cochrane E-Library) |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has basic knowledge in the field of midwifery practices and birth. | X | |||||
| 2 | Has sufficient information about the relevant legislation in midwifery practices. | X | |||||
| 3 | Accesses theoretical knowledge at the level of expertise acquired in the field of midwifery, evaluates and interprets the information. | X | |||||
| 4 | Creates concepts and theories specific to midwifery. | ||||||
| 5 | Applies teaching skills methods. | X | |||||
| 6 | Independently conducts research that requires special competence in the field of midwifery. | ||||||
| 7 | Identifies a midwifery-related problem that requires expertise, determines the solution method, collects data regarding the problem, analyzes it and evaluates the results. | X | |||||
| 8 | Provides leadership in environments that require solving problems related to the midwifery profession and professional practices. | ||||||
| 9 | It develops a behavior which is open to development and adopting lifelong learning in the health service where information is constantly changing. | ||||||
| 10 | Follows current, national and international literature in the field of midwifery, conducts scientific studies and shares its results. | ||||||
| 11 | Uses English at a sufficient level to conduct scientific studies in the field of midwifery. | X | |||||
| 12 | With awareness of social responsibility, he/she takes part in research, projects and activities in cooperation with the healthcare team and other disciplines. | ||||||
| 13 | Takes a role in the work of professional organizations. | X | |||||
| 14 | Writes research projects that can provide national and international evidence for the midwifery profession. | ||||||
| 15 | Interprets scientific studies with a critical perspective. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |