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 | Area 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) |
|
| Course Objectives | |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| 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 | Have the necessary up-to-date knowledge and skills to meet the health-care needs of individuals, families and society with an individual and holistic approach in line with the nursing process. | X | ||||
| 2 | Access scientific knowledge and use scientific knowledge in nursing care. | X | ||||
| 3 | Perform nursing care using theoretical, evidence-based and applied knowledge. | X | ||||
| 4 | Provide nursing care in line with developing technology and current health policies. | X | ||||
| 5 | Perform nursing practices and research in accordance with legislation, professional values, standards, ethical principles and human rights. | X | ||||
| 6 | Utilize critical thinking, problem solving and decision-making skills in the nursing care process. | X | ||||
| 7 | Perform their duties through effective communication and collaboration with individuals, families, communities, health-care teams, and other disciplines. | X | ||||
| 8 | Use English in written and oral communication, nursing processes and research. | X | ||||
| 9 | Lead innovation and change by adopting a lifelong learning philosophy for personal and professional development. | X | ||||
| 10 | Use information and information technologies effectively in their practices. | X | ||||
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 | ||