Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HEALTH LITERACY | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Vildan ÇAKAR |
| Name of Lecturer(s) | Assist.Prof. Esra KÖROĞLU ÇAMDEVİREN |
| Assistant(s) | |
| Aim | To gain awareness of the initiatives applied to increase the level of health literacy of individuals in society. |
| Course Content | This course contains; Course Introduction, Introduction to Health Literacy ,Basic Concepts Related to Health Literacy,Health Literacy Conceptual Model, Health Promotion Models,Health Literacy Studies in the World and in Our Country,Communication and Health Literacy,Cultural Factors Affecting Health Literacy,Nutrition and Health Literacy,Mobil Health and Health Literacy,Social Media ve Health Literacy ,Chronic Diseases and Health Literacy,Vulnerable Groups and Health Literacy,Vulnerable Groups and Health Literacy,Women's Health and Health Literacy,Empowerment of Health Literacy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the basic concepts of health literacy | 16, 5, 9 | A |
| Explain health promotion models | 10, 16, 9 | A |
| Explains the factors affecting health literacy | 13, 9 | A |
| Discusses the importance of health literacy used to help individuals understand health information | 9 | A |
| Explains strategies for the development of health literacy | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course Introduction, Introduction to Health Literacy | Review of 1st, 4th and 11th reference and web site: www.saglik.gov.tr/TR/dosya/1-72538/h/bfssoy-egitim |
| 2 | Basic Concepts Related to Health Literacy | Review of 1st and 6th references |
| 3 | Health Literacy Conceptual Model, Health Promotion Models | Review of 2nd and 4th references |
| 4 | Health Literacy Studies in the World and in Our Country | Review of 5th reference |
| 5 | Communication and Health Literacy | Review of 4th reference, page: 45-57 |
| 6 | Cultural Factors Affecting Health Literacy | Review of 10th reference |
| 7 | Nutrition and Health Literacy | Review of 3rd reference |
| 8 | Mobil Health and Health Literacy | Review of 3rd and 8th references |
| 9 | Social Media ve Health Literacy | Review of 7th and 8th references |
| 10 | Chronic Diseases and Health Literacy | Review of 9th and 8th references |
| 11 | Vulnerable Groups and Health Literacy | Review of 8th reference |
| 12 | Vulnerable Groups and Health Literacy | Review of 8th reference |
| 13 | Women's Health and Health Literacy | Review of 3rd reference |
| 14 | Empowerment of Health Literacy | Review of 1st and 5th references |
| Resources |
| 1. Osborne, H. (2013). Health Literacy (from A to Z).Practical Ways to Communicate Your Health Message. Jones&Bartlett Learning 2. Yakıncı, C., Kızılay, A., Kavruk, H. (2016). Sağlık ve İletişim Öyküleri. Akademisyen Kitabevi 3- Yıldırım, F., Keser, A. (2015). Sağlık Okuryazarlığı. Ankara Üniversitesi Sağlık Bilimleri Fakültesi Yayın No:3. 4- Çetin, M. (2012). Sağlık Okuryazarlığı, T.C. Aile ve Sosyal Politikalar Bakanlığı, Aile eğitim programı, Ankara: Nakış Ofset. 5- Tanrıöver, E., Yıldrım, H., Ready, N. (2014). Türkiye Sağlık Okuryazarlığı Araştırması, Sağlık-sen Yayınları, Ankara: Altan Özyurt Matbaacılık. 6-Balçık, P.Y.,Taşkaya, S., Şahin, B. (2014). Sağlık Okur-Yazarlığı, TAF Preventive Medicine Bulletin, 2014:13(4) 7-Palacı, H., Yarar, O., Kuru, İ., Gülhan, Y. (2016). Doktor Google: İnternette Sağlık Bilgisi Kaynakları ve Sağlık Okur Yazarlığının Önemi,Tıp Teknolojileri Kongresi, 2016 8-Sağlık okuryazarlığı:Sağlam kanıtlar.Dünya Sağlık Örgütü, 2013-Sağlıklı Kentler Birliği, 2015 9-Çimen, Z., Bayık, A. (2017). Kronik Hastalığı Olan Yaşlı Bireylerde Sağlık Okuryazarlığı, Sağlık Algısı Ve İlişkili Faktörler, Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 33 (3),105-125. 10-Bolsoy, N., Sevil, Ü. (2006).Sağlık, Hastalık ve Kültür Etkileşimi, 9(3). 11-Tözün, M., Sözmen, M.K. (2014).Halk Sağlığı Bakışı ile Sağlık Okuryazarlığı, Health Literacy with Perspective of Public Health,Smyrna Tıp Dergisi, 48 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. He/she has sufficient knowledge that allows meeting the health needs of person, family and community by individual and holistic approach and toward nursing process. | X | |||||
| 2 | PY-2. He/she has abilities related to carrying out nursing care in order to protect and improve the health and when health is destroyed. | X | |||||
| 3 | PQ-3. He/she has general culture knowledge because of as being required contemporary person and vocation member. | X | |||||
| 4 | PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies. | X | |||||
| 5 | PQ-5. He/she carries out nursing practices in accordance with vocational essentials and standards. | ||||||
| 6 | PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care. | X | |||||
| 7 | PQ-7. He/she give health education to the person, family and community and consultation. | X | |||||
| 8 | PQ-8. He/she follows management activities in accordance with executive role as in individual and team member. | ||||||
| 9 | PQ-9. He/she takes roles in research, project and other activities as in collaboration with health team and other disciplines by consciousness for social responsibilities. | ||||||
| 10 | PQ-10. He/she reaches international literature by using a foreign language in nursing domain and communicates as written and verbal. | X | |||||
| 11 | PQ-11. He/she improves a behavior that internalizes lifespan learning and open for improvement. | X | |||||
| 12 | PQ-12. He/she communicates as written and verbal, effectively. | X | |||||
| 13 | PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values. | ||||||
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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 LITERACY | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Vildan ÇAKAR |
| Name of Lecturer(s) | Assist.Prof. Esra KÖROĞLU ÇAMDEVİREN |
| Assistant(s) | |
| Aim | To gain awareness of the initiatives applied to increase the level of health literacy of individuals in society. |
| Course Content | This course contains; Course Introduction, Introduction to Health Literacy ,Basic Concepts Related to Health Literacy,Health Literacy Conceptual Model, Health Promotion Models,Health Literacy Studies in the World and in Our Country,Communication and Health Literacy,Cultural Factors Affecting Health Literacy,Nutrition and Health Literacy,Mobil Health and Health Literacy,Social Media ve Health Literacy ,Chronic Diseases and Health Literacy,Vulnerable Groups and Health Literacy,Vulnerable Groups and Health Literacy,Women's Health and Health Literacy,Empowerment of Health Literacy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the basic concepts of health literacy | 16, 5, 9 | A |
| Explain health promotion models | 10, 16, 9 | A |
| Explains the factors affecting health literacy | 13, 9 | A |
| Discusses the importance of health literacy used to help individuals understand health information | 9 | A |
| Explains strategies for the development of health literacy | 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course Introduction, Introduction to Health Literacy | Review of 1st, 4th and 11th reference and web site: www.saglik.gov.tr/TR/dosya/1-72538/h/bfssoy-egitim |
| 2 | Basic Concepts Related to Health Literacy | Review of 1st and 6th references |
| 3 | Health Literacy Conceptual Model, Health Promotion Models | Review of 2nd and 4th references |
| 4 | Health Literacy Studies in the World and in Our Country | Review of 5th reference |
| 5 | Communication and Health Literacy | Review of 4th reference, page: 45-57 |
| 6 | Cultural Factors Affecting Health Literacy | Review of 10th reference |
| 7 | Nutrition and Health Literacy | Review of 3rd reference |
| 8 | Mobil Health and Health Literacy | Review of 3rd and 8th references |
| 9 | Social Media ve Health Literacy | Review of 7th and 8th references |
| 10 | Chronic Diseases and Health Literacy | Review of 9th and 8th references |
| 11 | Vulnerable Groups and Health Literacy | Review of 8th reference |
| 12 | Vulnerable Groups and Health Literacy | Review of 8th reference |
| 13 | Women's Health and Health Literacy | Review of 3rd reference |
| 14 | Empowerment of Health Literacy | Review of 1st and 5th references |
| Resources |
| 1. Osborne, H. (2013). Health Literacy (from A to Z).Practical Ways to Communicate Your Health Message. Jones&Bartlett Learning 2. Yakıncı, C., Kızılay, A., Kavruk, H. (2016). Sağlık ve İletişim Öyküleri. Akademisyen Kitabevi 3- Yıldırım, F., Keser, A. (2015). Sağlık Okuryazarlığı. Ankara Üniversitesi Sağlık Bilimleri Fakültesi Yayın No:3. 4- Çetin, M. (2012). Sağlık Okuryazarlığı, T.C. Aile ve Sosyal Politikalar Bakanlığı, Aile eğitim programı, Ankara: Nakış Ofset. 5- Tanrıöver, E., Yıldrım, H., Ready, N. (2014). Türkiye Sağlık Okuryazarlığı Araştırması, Sağlık-sen Yayınları, Ankara: Altan Özyurt Matbaacılık. 6-Balçık, P.Y.,Taşkaya, S., Şahin, B. (2014). Sağlık Okur-Yazarlığı, TAF Preventive Medicine Bulletin, 2014:13(4) 7-Palacı, H., Yarar, O., Kuru, İ., Gülhan, Y. (2016). Doktor Google: İnternette Sağlık Bilgisi Kaynakları ve Sağlık Okur Yazarlığının Önemi,Tıp Teknolojileri Kongresi, 2016 8-Sağlık okuryazarlığı:Sağlam kanıtlar.Dünya Sağlık Örgütü, 2013-Sağlıklı Kentler Birliği, 2015 9-Çimen, Z., Bayık, A. (2017). Kronik Hastalığı Olan Yaşlı Bireylerde Sağlık Okuryazarlığı, Sağlık Algısı Ve İlişkili Faktörler, Ege Üniversitesi Hemşirelik Fakültesi Dergisi, 33 (3),105-125. 10-Bolsoy, N., Sevil, Ü. (2006).Sağlık, Hastalık ve Kültür Etkileşimi, 9(3). 11-Tözün, M., Sözmen, M.K. (2014).Halk Sağlığı Bakışı ile Sağlık Okuryazarlığı, Health Literacy with Perspective of Public Health,Smyrna Tıp Dergisi, 48 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. He/she has sufficient knowledge that allows meeting the health needs of person, family and community by individual and holistic approach and toward nursing process. | X | |||||
| 2 | PY-2. He/she has abilities related to carrying out nursing care in order to protect and improve the health and when health is destroyed. | X | |||||
| 3 | PQ-3. He/she has general culture knowledge because of as being required contemporary person and vocation member. | X | |||||
| 4 | PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies. | X | |||||
| 5 | PQ-5. He/she carries out nursing practices in accordance with vocational essentials and standards. | ||||||
| 6 | PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care. | X | |||||
| 7 | PQ-7. He/she give health education to the person, family and community and consultation. | X | |||||
| 8 | PQ-8. He/she follows management activities in accordance with executive role as in individual and team member. | ||||||
| 9 | PQ-9. He/she takes roles in research, project and other activities as in collaboration with health team and other disciplines by consciousness for social responsibilities. | ||||||
| 10 | PQ-10. He/she reaches international literature by using a foreign language in nursing domain and communicates as written and verbal. | X | |||||
| 11 | PQ-11. He/she improves a behavior that internalizes lifespan learning and open for improvement. | X | |||||
| 12 | PQ-12. He/she communicates as written and verbal, effectively. | X | |||||
| 13 | PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |