SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
50923METOZ-SHK3213	Quality in Health Care	2	Fall	2	0	2	3

Course Type :	Compulsory
Cycle:	Associate      TQF-HE:5. Master`s Degree      QF-EHEA:Short Cycle      EQF-LLL:5. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	E-Learning
Name of Coordinator:	Instructor NEBİ ARAZ
Dersin Öğretim Eleman(lar)ı:	Instructor NEBİ ARAZ
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

Studies in the field of health suggest that medical errors are still high, although countries are increasing health expenditures. The principle of working with "zero error", which will significantly reduce the risk of medical errors and cost increase, is a necessity in the field of health. Therefore, the importance of quality studies becomes more understandable. The aim of this course is to internalize the concept of quality (continuous improvement, teamwork, statistical thinking, etc. understanding the importance of concepts), To know quality-oriented management models, accreditation, standards and external evaluation processes, to know quality improvement techniques, to know patient and employee safety processes and to train health professionals within the scope of knowing disaster management and emergency health services.

Course Content:

The concept of quality in health services, quality and development in health services, organizational structure of healthcare institutions, quality standards in health, quality-oriented management systems / models in health, methods / tools / techniques used to improve quality processes in health, risk management in health services, causes and prevention of medical errors, Causes and prevention of infections, causes and prevention of medication errors, causes and prevention of patient falls, causes and prevention of communication errors, healthy working life (patient and employee safety), disaster management and emergency health care, clinical quality practices.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Learning the concept of quality and the basic concepts of the importance of quality in health

Skills (Describe as Cognitive and/or Practical Skills.)

1) Having the knowledge, skills and competence to apply quality standards

2) Gaining knowledge and skills for patient and employee safety

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Coordinating quality management systems

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Quality Concept in Healthcare
2)	Quality and Development in Healthcare Services
3)	Organizational Structure of Health Institutions, Health Quality Standards (SKS)
4)	Quality Management Systems / Models in Health
5)	Methods / Tools / Techniques Used in Improving Health Quality Processes
6)	Risk Management in Healthcare
7)	Causes and Prevention of Medical Errors
8)	Causes and Prevention of Infections
9)	Causes and Prevention of Medication Errors
10)	Causes and Prevention of Patient Falls
11)	Causes and Prevention of Communication Errors
12)	Healthy Work Life; Patient and Employee Safety
13)	Crisis Management in Healthcare
14)	Disaster Management and Emergency Health Services

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

Öğretim elamanı ders notları

References:

Sağlıkta Kalite Yönetimi ve Akreditasyon, Editörler: Doç.Dr.Umut Beylik, Dr.Öğr. Üyesi Keziban Avcı. Gazi Kitabevi, Ankara, 2019. Sağlık İşletmeleri Yönetimi, Prof. Dr. Dilaver Temgilimoğlu, Doç. Dr. Oğuz Işık, Doç. Dr. Mahmut Akbolat. Nobel Yayıncılık, 2017 Toplam Kalite Yönetimi Uygulamaları, Nilgün Sarp, Siyasal Kitabevi, 2014. Sağlık Bakanlığı Sağlıkta Kalite Standartları (Hastane, diyaliz, evde, ADSH, 112), Versiyon 6, 2020. Sağlık Bakanlığı Sağlıkta Akreditasyon Standartları (SAS), 2017. Yurtseven F.M (2019) T.C. Sağlık Bakanlığı Tarafından Uygulanan Sağlıkta Kalite Standartları Hastane Versiyon 5’in EFQM Mükemmellik Modeli (EFQM MM) ile Karşılaştırılmasına Yönelik Durum Çalışması, Doktora Tezi, Beykent Üniversitesi. Altı Sigma Yaklaşımı ve Sağlık Sektöründen Başarı Örnekleri, Dr. Serkan Deniz vd., Nobel Bilimsel Eserler, 2016.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1					KPLO 2		KPLO 3		KPLO 4						KPLO 5				KPLO 6
	1	2	3	4	5	1	2	1	2	1	2	3	4	5	6	1	2	3	4	1	2	3	4	5	6	7	8	9
CLO1
CLO2
CLO3
CLO4

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Has basic theoretical and practical knowledge about the field. He has knowledge about ethical principles and rules related to his field.	4
	1.1 Have extensive knowledge about urinary system and its problems
	1.2 To learn the concepts of patient and disease knowledge
	1.3 To be able to use field terminology effectively
	1.4 Defines the problems when it encounters an unexpected situation related to the devices in the field.	4
	1.5 Has knowledge about Occupational Health and Safety, Environmental Protection, Disaster and Emergency.
2)	Basic theoretical and practical knowledge of the dialysis field uses basic computer programs and related technologies.
	2.1 Equipped with the knowledge and skills appropriate to the developing technology.
	2.2 Improves research and problem-solving skills
3)	It provides the protection of dialysis units by performing sterilization and disinfection processes.
	3.1 Defines the terms sterilization, disinfection, asepsis, antisepsis and gains the ability to work under aseptic conditions.
	3.2 Understand the importance of hygiene rules and gain efficiency in practice.
4)	can start and terminate the dialysis process by ensuring patient safety.
	4.1 Students gain competence in first aid applications.
	4.2 follow the connection of the patients to the dialysis machine daily, weekly, monthly and yearly under the supervision of doctors.
	4.3 It is primarily responsible for connecting and using the dialysis machine to the patient.
	4.4 Hemodiafiltration can use peritoneal dialysis and hemodialysis device.
	4.5 Recognize Water Systems
	4.6 Perform checks related to the maintenance of the dialysis device.
5)	Applies his / her theoretical knowledge in business life for a half year.
	5.1 Experiences all processes in business life.
	5.2 Takes part in activities related to the field of education in a business operating in the field.
	5.3 Questions the application with theoretical knowledge
	5.4 Compiles the knowledge and experience gained in the field
6)	Gain the competencies at the basic level developed according to the expectations of the business world and society and defined as the institutional outputs of our university.	4
	6.1 Acquires competency of analyzing and solving the problems.	4
	6.2 Has awareness for ethical and social responsibility.	3
	6.3 Takes responsibility as a team member in works and operations of his/her field.
	6.4 ) Is aware of written, verbal communication and interaction	5
	6.5 Follows the developments of advanced technology and digital transformation
	6.6 Acquires the awareness for lifelong learning	5
	6.7 Has awareness about citizenship competency
	6.8 Evaluates the developments of his/her field with the understanding of an entrepreneur.
	6.9 Acquires communication in a Foreign Language (English) competence defined on the level of at least A2 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B1).

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	2	% 10.00
Homework Assignments	1	% 5.00
Midterms	1	% 35.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	14	2	28
Laboratory	0	0	0
Application	0	0	0
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	0	0	0
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	1	10	10
Total Workload of Teaching & Learning Activities	-	-	38
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	1	10	10
Midterms	1	20	20
Semester Final Exam	1	20	20
Total Workload of Assesment & Evaluation Activities	-	-	50
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			88
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			3