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) 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:
Week |
Subject |
Materials Sharing * |
|
Related Preparation |
Further Study |
1) |
Quality Concept in Healthcare |
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2) |
Quality and Development in Healthcare Services |
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3) |
Organizational Structure of Health Institutions, Health Quality Standards (SKS) |
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4) |
Quality Management Systems / Models in Health |
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5) |
Methods / Tools / Techniques Used in Improving Health Quality Processes |
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6) |
Risk Management in Healthcare |
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7) |
Causes and Prevention of Medical Errors |
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8) |
Causes and Prevention of Infections |
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9) |
Causes and Prevention of Medication Errors |
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10) |
Causes and Prevention of Patient Falls |
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11) |
Causes and Prevention of Communication Errors |
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12) |
Healthy Work Life; Patient and Employee Safety |
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13) |
Crisis Management in Healthcare |
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14) |
Disaster Management and Emergency Health Services |
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Course Notes / Textbooks: |
Öğretim elamanı ders notları
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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.
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Has information about the basic structure and functioning of the human body. Systems define the anatomical and physiological structures. |
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1.1 know the anatomy and physiology of the ear |
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1.2 Uses terminology related to the field |
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2) |
Explains basic, theoretical and practical information about audiometry program, |
4 |
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2.1 define basic physical knowledge and physical properties of sound |
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2.2 know the acoustic principles in the hearing system |
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2.3 know the types and causes of hearing loss |
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2.4 know differential diagnosis and treatment methods in hearing loss, follow current developments |
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2.5 makes objective and subjective evaluations related to the field |
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2.6 performs hearing screening and clinical tests |
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2.7 know diagnosis and treatment methods in ear, nose and throat diseases |
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2.8 knows hearing devices and their types. Recognizes the hearing aid elements |
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2.9 Makes maintenance, control and cleaning of hearing aids. Calibrates the devices used in audiological diagnosis |
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2.10 Has knowledge about Occupational Health and Safety, Environmental Protection, Disaster and Emergency. |
4 |
3) |
He / she is involved in effective communication process by supporting the solution suggestions for the problems to the related people and institutions with quantitative and qualitative data. |
5 |
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3.1 works in collaboration with other disciplines |
5 |
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3.2 Communicates effectively with health institutions and organizations, hearing centers and rehabilitation centers |
4 |
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3.3 Takes part in team work in the training process related to the field. |
4 |
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3.4 It sets an example to the society with its appearance, attitude, attitude and behavior. |
4 |
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3.5 has the necessary equipment on occupational ethics and occupational health and safety. |
3 |
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4) |
explains basic, theoretical and applied information on development and rehabilitation |
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4.1 know the developmental processes and speech development stages. |
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4.2 master the issues of family education and counseling in children with hearing loss. |
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4.3 follows computer aided education approaches in hearing-impaired children. |
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4.4 know the educational evaluation, test and treatment methods in children with hearing loss |
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5) |
Applies the theoretical knowledge in business life during a semester. |
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5.1 Experiences all processes in business life. |
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5.2 Takes part in activities related to the field of education in a business operating in the field. |
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5.3 Questions the application with theoretical knowledge. |
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5.4 Compiles the knowledge and experience gained in the field |
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6) |
The competencies that are developed in line with the expectations of the business world and society and which are defined as the institutional outputs of our university are at the basic level. |
4 |
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6.1 Acquires competency of analyzing and solving the problems. |
4 |
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6.2 Has awareness for ethical and social responsibility |
3 |
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6.3 Takes responsibility as a team member in works and operations of his/her field |
5 |
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6.4 Is aware of written, verbal communication and interaction |
5 |
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6.5 Follows the developments of advanced technology and digital transformation. |
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6.6 Acquires the awareness for lifelong learning |
5 |
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6.7 Has awareness about citizenship competency |
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6.8 Evaluates the developments of his/her field with the understanding of an entrepreneur. |
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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). |
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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 |