2024-2025 Academic Year Faculty of Health Sciences Opening Lecture
Izmir University of Economics Faculty of Health Sciences 2024-2025 Academic Year Opening Lecture titled "From Mythology to Terminology" was held ...
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Department of Nutrition and Dietetics
ING 305 | Course Introduction and Application Information
| Course Name |
Clinical English III
|
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
|
ING 305
|
Fall
|
2
|
4
|
4
|
5
|
| Prerequisites |
None
|
|||||
| Course Language |
English
|
|||||
| Course Type |
Required
|
|||||
| Course Level |
First Cycle
|
|||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | DiscussionGroup WorkProblem SolvingQ&AApplication: Experiment / Laboratory / WorkshopLecture / Presentation | |||||
| National Occupation Classification | - | |||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | The course aims to develop students’ competency in spoken English on health topics through reading, writing and listening to health-related texts. |
| Learning Outcomes |
The students who succeeded in this course;
|
| Course Description | This course is designed to prepare students to apply their communication skills to interact in real life situations in English. |
|
|
Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Management Skills Courses | ||
| Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
| Week | Subjects | Related Preparation | Learning Outcome |
| 1 | Patient admissions: Introduction - Taking a patient history - Medical focus: Explaining how the heart works | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Intermediate CUP (2017)”, Unit 1, p 6-9 | |
| 2 | Patient admissions: Admitting patients - Putting a patient at ease - A nursing handover | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Intermediate CUP (2017)”, Unit 1, p 10-13 | |
| 3 | Respiratory problems: Educating patients about asthma management - Giving instructions effectively - Medical Focus: Using a nebuliser - Assignment 1 | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Intermediate CUP (2017)”, Unit 2, p14-16 The Incentive Spirometer :Reading | |
| 4 | Respiratory problems: Talking to a child about asthma and putting at ease | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Intermediate CUP (2017)”, Unit 2, p17-19 | |
| 5 | Assignment 2 - Quiz 1 | ||
| 6 | Wound care: Discussing wound management - Asking for advice - Medical focus:wound bed preparation-Describing wounds - CPD | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Intermediate CUP (2017)”, Unit 3, p22-25 Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Pre-intermediate CUP (2017)”, Unit 4 The district nurse , p 36-40 | |
| 7 | Wound care: Wound Assessment Chart - Assignment 3 | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Intermediate CUP (2017)”, Unit 3, p22-25 Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Pre-intermediate CUP (2017)”, Unit 4 The district nurse, p 41-42 | |
| 8 | Midterm Exam | ||
| 9 | Appllication 1 | ||
| 10 | Diabetes care: Discussing diabetes management - helping patients with diabetic management - Assignment 4 | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Intermediate CUP (2017)”, Unit 4, p 30-34 Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Pre-intermediate CUP (2017)”, Unit 8 , p 76-79 | |
| 11 | Diabetes care: helping patients with diabetic management - Medical focus:the pancreas Explaining hypoglycaemia and diabetes | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Intermediate CUP (2017)”, Unit 4, p 35-37 Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Pre-intermediate CUP (2017)”, Unit 8 , p 80-85 | |
| 12 | Caring for patients after an operation - Assignment 5 | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Pre-intermediate CUP (2017)”, Unit 2, p 16-20 | |
| 13 | Caring for patients after an operation - Quiz 2 | Virginia Allum& Patricia McGarr, “Cambridge English for Nursing , Pre-intermediate CUP (2017)”, Unit 2, p 21-25 | |
| 14 | Assignment 6 - Application 2 | ||
| 15 | Semester review | ||
| 16 | Final Exam |
| Course Notes/Textbooks | Cambridge English for Nursing , Pre- intermediate CUP (2017) Virginia Allum& Patricia McGarr ISBN 978-0-521-14133-8 Cambridge English for Nursing , Intermediate CUP (2017) ISBN 978-0-521-71540-9 |
| Suggested Readings/Materials |
EVALUATION SYSTEM
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques |
2
|
10
|
| Portfolio | ||
| Homework / Assignments |
1
|
10
|
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exams |
2
|
20
|
| Midterm |
1
|
20
|
| Final Exam |
1
|
40
|
| Total |
| Weighting of Semester Activities on the Final Grade |
6
|
60
|
| Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
| Total |
ECTS / WORKLOAD TABLE
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
2
|
32
|
| Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
4
|
64
|
| Study Hours Out of Class |
14
|
1
|
14
|
| Field Work |
0
|
||
| Quizzes / Studio Critiques |
2
|
4
|
8
|
| Portfolio |
0
|
||
| Homework / Assignments |
2
|
2
|
4
|
| Presentation / Jury |
0
|
||
| Project |
0
|
||
| Seminar / Workshop |
0
|
||
| Oral Exam |
2
|
4
|
8
|
| Midterms |
1
|
10
|
10
|
| Final Exam |
1
|
10
|
10
|
| Total |
150
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
|
#
|
PC Sub | Program Competencies/Outcomes |
* Contribution Level
|
||||
|
1
|
2
|
3
|
4
|
5
|
|||
| 1 |
Effectively uses evidence-based professional knowledge of basic, health and social sciences required by the dietitian profession throughout their professional life. |
-
|
-
|
-
|
-
|
-
|
|
| 2 |
Gains the ability to use the acquired knowledge to improve the health level and quality of life of the society. |
-
|
-
|
-
|
-
|
-
|
|
| 3 |
Gains the ability to work effectively as an individual and to take responsibility in multidisciplinary teamwork. |
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|
-
|
-
|
-
|
-
|
|
| 4 |
Identifies, defines, interprets, decides and solves the problems that may be encountered in different fields of Nutrition and Dietetics. |
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|
-
|
-
|
-
|
-
|
|
| 5 |
Applies individual-specific professional knowledge in accordance with the physiological, environmental and socio-cultural needs of healthy and/or sick individuals. |
-
|
-
|
-
|
-
|
-
|
|
| 6 |
Continuously improve themselves in their field by using accurate and reliable information and modern information technologies. |
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|
-
|
-
|
-
|
-
|
|
| 7 |
Acquires the ability to communicate verbally and in writing at national and international level on professional issues related to the field of Nutrition and Dietetics. |
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|
-
|
-
|
-
|
-
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|
| 8 |
Acts in accordance with social, scientific and ethical values in the stages of data collection, interpretation and evaluation of results while conducting research in the field of Nutrition and Dietetics. |
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|
-
|
-
|
-
|
-
|
|
| 9 |
Acquires knowledge and practical skills in the development of individual and social nutrition recommendations at national and international level, and the establishment of food and nutrition plans and policies. |
-
|
-
|
-
|
-
|
-
|
|
| 10 |
Acts in accordance with the awareness of professional ethics within the legal framework related to their duties, rights and responsibilities. Sets an example to colleagues and society. |
-
|
-
|
-
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-
|
-
|
|
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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