SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
50031METOZ-SIL3091	Health Communication	1	Spring	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:	Face to face
Name of Coordinator:	Instructor KADİR ŞEKER
Dersin Öğretim Eleman(lar)ı:	Instructor KADİR ŞEKER
Dersin Kategorisi:	Programme Specific

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:	The aim of this course is to provide the students with the knowledge and the skills to communicate effectively through interpersonal communication, communication with social groups and health services.
Course Content:	In this course, interpersonal communication, communication with social groups and communication in health services will be discussed.

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) To distinguish communication process

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

1) Interpersonal communication

2) Communicating with social groups

3) To communicate effectively in health services

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.)

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	. Communication Process • Definition and characteristics of communication • Purpose of Communication • Elements of Communication
2)	• Communication Types Face to face communication Vehicle Communication Nonverbal Communication Written communication Symbolic Communication Mass Communication
3)	Operation of Communication Process One-Way Communication Two Way Communication
4)	• Communication Communication with One's Self Interpersonal communication Group Communication Mass Communication Organizational Communication
5)	Barriers and Types of Interpersonal Communication
6)	Ways to Overcome Communication Barriers
7)	• Communication with the patient Contact with Child Patient Communication with the Individual with Health Problems Communication with anger living patient Communication with the Elderly Patient
8)	Midterm
9)	• Communication with Patient Relatives Patient Relation Definition and Characteristics Communicating with Anger and Panic Communicating with the Relatives of the Lost (Near Dying) Patient Points to be Considered in Communication with Patient Relatives
10)	• Communication with People with Disabilities Communication with Individuals with Visual Problems Communication with Individuals with Speech Problems Communication with Individuals with Hearing Problems Communication with Mentally Handicapped Communication with Other Communication Problems
11)	• Communication in special cases Communication in Disasters Communication in Outbreaks Communication in Accidents Special considerations when communicating
12)	Family communication
13)	Recognition of community contributions to communication Relationship between the public and health institutions
14)	Overview

*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 Elemanı Anlatımı İletişim Donanımları Cüceloğlu, Doğan

References:

1-Acar, N. V. (2006). Çocukla İletişim. In. Kuzgun, Y. (Eds.). İlköğretimde Rehberlik (6. basım pp. 155-169). Ankara. Nobel Yayın Dağıtım. 2.Akkoyun, F. (2005). Transaksiyonel Analiz. Psikolojide İşlemsel Çözümleme Yaklaşımı. Ankara. Nobel Yayın Dağıtım. 3.Dökmen, Ü. (2006). İletişim Çatışmaları ve Empati. Ankara. Sistem Yayıncılık 4.Egan, G. (1998) The Skilled Hepler. California. Brooks Cole Publishing. 5.Hortaçsu, N. (1997). İnsan İlişkileri. Ankara. İmge Kitabevi. 6.Kaya, A. (2010). Kişilerarası İlişkiler ve Etkili İletişim. Ankara. Pegem Akademi Yayıncılık. 7.Murphy, D. C., Dillon, C. (1998). Interviewing in Action. California. Brooks Cole Publishing. 8.Öğülmüş, S. (2006). Kişilerarası Sorun Çözme Becerileri ve Eğitimi. Ankara. Nobel Yayın Dağıtım. 9.Öner, U. (2006). Çatışma Çözme ve Arabuluculuk Eğitimi. In. Kuzgun, Y. (Eds.). İlköğretimde Rehberlik (6. basım pp. 189-234). Ankara. Nobel Yayın Dağıtım. 10.Özmen, A. (2009). Öfke ile Başa Çıkma. Ankara. Nobel Yayın Dağıtım. 11.Satir, V. (2001). İnsan Yaratmak. İstanbul. Beyaz Yayınları 12.Schopenhauer, A. (2012) Eristik Diyalektik. İstanbul. Sel Yayıncılık. 13.Taştan, N. (2006). Çatışma Çözme Eğitimi ve Akran Arabuluculuğu. Ankara. Nobel Yayın Dağıtım. 14.Telman, N., Ünsal, P. ( 2005). İnsan İlişkilerinde İletişim. İstanbul. Epsilon Yayıncılık.

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.
	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.
	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.	5
	6.1 Acquires competency of analyzing and solving the problems.	5
	6.2 Has awareness for ethical and social responsibility.	5
	6.3 Takes responsibility as a team member in works and operations of his/her field.	5
	6.4 ) Is aware of written, verbal communication and interaction	5
	6.5 Follows the developments of advanced technology and digital transformation	5
	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	% 20.00
Midterms	1	% 30.00
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	14	2	28
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	0	0	0
Total Workload of Teaching & Learning Activities	-	-	56
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	4	8
Midterms	1	4	4
Semester Final Exam	1	4	4
Total Workload of Assesment & Evaluation Activities	-	-	16
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			72
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			3