ECTS - Patient and Employee Safety
Patient and Employee Safety (NURS310) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Patient and Employee Safety | NURS310 | General Elective | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | |
| Learning and Teaching Strategies | . |
| Course Lecturer(s) |
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| Course Objectives | |
| Course Learning Outcomes |
The students who succeeded in this course;
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| Course Content | Coverage of patient safety and basic concepts, correct identification of patients, improvement of effective communication, drug safety, surgical safety, prevention of health care-related infections, transfusion safety, falls, coverage of employee safety and basic concepts, risks and measures threatening employee safety, accidents at work, event notification process. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Course Introduction Basic concepts in patient safety Importance of Patient Safety in Health Services Patient Safety and Quality Concept | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 1 Chapter 3, Chapter 16 |
| 2 | International and National Developments in Patient Safety | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 1 |
| 3 | Medical Error Concept Reporting of Medical Errors | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 3, Chapter 30, Chapter 35 Patient Safety Chapter 2 |
| 4 | Patient Identity Verification Emergency Codes Information security | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 9, Chapter 47, Chapter 50 |
| 5 | Safe Surgical Practices Patient Safety and Quality | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 1, 36 |
| 6 | Prevention of Patient Falls and Patient Damage Caused by Falls | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 10 |
| 7 | MIDTERM | |
| 8 | Restrictions and Patient Safety Patient-Centered Care | When and how to use restraints: Learn about possible indications for restraint, types of restraint, and how to monitor patients in restraint. Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 3 |
| 9 | Transfusion Safety Patient-Centered Care | World Health Organization Chapter 3, Chapter 5, Chapter 7 Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 3 |
| 10 | Safety of High Risk Medicines | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 37, Chapter 38 |
| 11 | Radiation Safety Critical Opportunities for Patient Safety and Quality Improvement | Error reduction in health care: a systems approach to improving patient safety Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 5 |
| 12 | Control of Health Care Associated Infections Critical Opportunities for Patient Safety and Quality Improvement | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 5, 41, 42 |
| 13 | Occupational Health and Safety | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 26, Chapter 30 |
| 14 | Work Accidents and Occupational Diseases | Patient Safety and Quality: An Evidence-Based Handbook for Nurses Chapter 22 |
| 15 | Course Evaluation | |
| 16 | Final Exam |
Sources
| Course Book | 1. . Ronda G. Hughes, (2008). Patient Safety and Quality: An Evidence-Based Handbook for Nurses |
|---|---|
| 2. Vincent, C. (2006). Patient Safety (2nd ed.). Imperial College London | |
| 3. Michael G. Stabin, Error reduction in health care: a systems approach to improving patient safety | |
| 5. World Health Organization. Safe blood and blood products: Guidelines and principles for safe blood transfusion practice (Introductory module). | |
| Other Sources | 4. Springer, G. (2015). When and how to use restraints: Learn about possible indications for restraint, types of restraint, and how to monitor patients in restraint. American Nurse Today; 10(1):25-36 |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | 2 | 20 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 4 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Develop the capability of using theoretical and practical knowledge acquired during nutrition and dietetic education for individuals and public for health promotion, prevention of the diseases and treatment of the diseases when necessary. | |||||
| 2 | Can reach evidence-based knowledge in nutrition and dietetics by searching available journals and books published then using all computer programs assess this knowledge, interpret and share. | |||||
| 3 | Develop strategical plans and programs for solving nutrition-based health problems at individual and community level, by considering professional and ethical values. | |||||
| 4 | Can analyze food consumptions of individuals and create diet plans by taking into consideration of their age, gender, socio-cultural, economical, biochemical and personal characteristics then can give necessary education to them. | |||||
| 5 | Can identify all the nutrients and chemical substances that foods contain and help individuals how and what kind of foods to be chosen for their health and/or disease conditions. | |||||
| 6 | Can conduct their work independently with the help of the information gained, take individual responsibility to solve problems in practice, and collaborate with other members of the health team. | |||||
| 7 | Can explain all reduction or loss of nutrients may happen during food preparation and cooking both home or institutional settings. | |||||
| 8 | Can make all necessary dietary adjustments where special nutrition is required. | |||||
| 9 | Can compare and discuss nutrition policies and food legislation both in the country and world experiences levels. | |||||
| 10 | Can develop and organize training programs to provide adequate, balanced and healthy nutrition for individuals and groups, and can effectively use the communication and education methods and materials required for the sessions. | |||||
| 11 | Can evaluate individual and cultural differences by having knowledge and practices of the traditions and cultures of the countries. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentation/Seminar Prepration | 2 | 5 | 10 |
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 10 | 10 |
| Prepration of Final Exams/Final Jury | 1 | 15 | 15 |
| Total Workload | 111 | ||