English


NURSING (ENGLISH) PROGRAMME
COURSE DESCRIPTION
Name of the Course Unit Code Year Semester In-Class Hours (T+P) Credit ECTS Credit
GERIATRICS AND ELDERLY CARE NRS209 2 4 2+0 2.0 2.0


General Information
Language of Instruction English
Level of the Course Unit Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
Type of the Course Programme Elective
Mode of Delivery of the Course Unit Face-to-face
Work Placement(s) Requirement for the Course Unit Optional
Coordinator of the Course Unit Assoc. Prof. (Ph.D.) MİRA RANA GÖKDOĞAN
Instructor(s) of the Course Unit Assoc. Prof. (Ph.D.) MİRA RANA GÖKDOĞAN
Assistant(s) of the Course Unit

Prerequisites and/or co-requisities of the course unit
CATEGORY OF THE COURSE UNIT
Category of the Course Unit Degree of Contribution (%)
Fundamental Course in the field -
Course providing specialised skills to the main field % 60
Course providing supportive skills to the main field -
Course providing humanistic, communication and management skills % 20
Course providing transferable skills % 20

Objectives and Contents
Objectives of the Course Unit The purpose of this course is for the student to learn to provide safe and effective nursing care to the geriatric patient and focuses on the normal aging process, effects of aging on the body, physiologic, psychosocial, and spiritual needs of the elderly, effects of medications in the elderly and leadership and management skills of the nurse. Emphasis is on understanding the unique needs of the aging population, encouraging health promotion and self-care, identifying variable responses of elderly clients to pathological conditions, and maintaining a level of function that promotes quality of life.
Contents of the Course Unit The objective of this course is to provide the student with an overview of significant needs of individual seniors and the senior population in general by using concepts from psychology, sociology, pathology, neurology and pharmacology. Students learn how the aging process is related to race, sexuality, work, family life, religion, politics and other cultural concepts. Students will participate in diagnosing and managing acute and chronic medical conditions specific to the geriatric population, and recognizing polypharmacy. Students learn methods to assess seniors' conditions and assist them in increasing overall health and preventing injuries; how to structure cardio and resistance training programs, ensure nutrition, continue cognitive development and maintain dental health. Recognizing and preventing elder abuse are also covered.
Contribution of the Course Intending to Provide the Professional Education Apply critical thinking and problem-solving skills across disciplines. Apply life skills in areas such as teamwork, interpersonal relationships, and ethics. Discuss issues of a diverse global society.

No
Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
1 Explain the effects of an individual’s culture on physiologic, psychosocial, and spiritual needs of the older adult.
2 Assess the living environment as it relates to functional, physical, cognitive, psychological, and social needs of older adults.
3 Identify therapeutic communication techniques when working with older adults.
4 Incorporate professional attitudes, values, and expectations about physical and mental aging in the provision of patient-centered care for older adults and their families.

Learning Activities & Teaching Methods of the Course Unit
Learning Activities & Teaching Methods of the Course Unit

Weekly Course Contents and Study Materials for Preliminary & Further Study
Week Topics (Subjects) Preparatory & Further Activities
1 Course Requirements No file found
2 Theories of Aging No file found
3 Age-related Changes in Physiology; Psychosocial Aspects of Aging No file found
4 The Older Patient's Needs of Nourishment and Nutrient Supply; Nursing Older Adults: Food Preparation and Planning No file found
5 Orthopedic Considerations; Nursing Older Adults: Mobility No file found
6 Integumentary Considerations No file found
7 Communication; Education and the Older Adult: Learning, Memory, and Intelligence No file found
8 Midterm Exam No file found
9 Attitudes and Ethics in Gerontology No file found
10 Introduction to Nursing Older People; Independence and Autonomy – The Foundation of Care No file found
11 Labor Day No file found
12 Sexuality and Intimacy; Continence Management No file found
13 Risk and Safety in Nursing Older People; Dying No file found
14 Violence against Older People No file found

SOURCE MATERIALS & RECOMMENDED READING
1- Durso SC et al. (2010) Oxford American Handbook of Geriatric Medicine, Oxford University Press
2- Lewis CB and Bottomley JM (2008) Geriatric Rehabilitation: A Clinical Approach, Third Edition, Pearson
3- Reed J, Clarke Ch and Macfarlane A (2012) Nursing Older Adults, McGraw-Hill Open University Press
4- Cassel ChK et al. (2003) Geriatric Medicine: An Evidence-based Approach, Fourth Edition, Springer Verlag
5- Kozier B, Erb G., Berman A, Snyder Sh., Harvey Sh and Morgan-Samuel H (2012) Fundamentals of Nursing, Second Edition, Pearson
6- NANDA, Nursing Diagnosis: Definitions and Classifications 2015-2017, Tenth Edition, Wiley Blackwell
7- Ogden J (2007) Health Psychology, Fourth Edition, McGraw-Hill
8- Online resources and articles as directed
9- PowerPoint Slides

MATERIAL SHARING
Course Notes No file found
Presentations No file found
Homework No file found
Exam Questions & Solutions No file found
Useful Links No file found
Video and Visual Materials No file found
Other No file found
Announcements No file found

CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
Theoretical
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will use professional knowledge and skills managing health care issues par excellence. X
2 Will provide high quality person-centered health care in clinical practices. X
SKILLS
Cognitive
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will define nursing as a scientific discipline that takes a holistic approach in a competent, ethical, and caring manner to demonstrate humanism par excellence. X
2 Will protect and enhance the health of individuals, families, and groups of all ages. X
3 Will provide high quality person-centered health care by integrating knowledge of the multiple mechanisms underlying human health and disease. X
4 Will understand that health care is a human right, whether the goal is quality of life or dignity of death and dying. X
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will determine the need for high quality patient-centered health care in accordance with the contemporary principles to apply a person-centered nursing framework. X
2 Will improve a good-quality therapeutic relationship in diverse environments. X
3 Will coordinate internal actions and promotes interdisciplinary cooperation using their leadership skills. X
Learning to Learn
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will provide essential skills needed for life-long learning. X
2 Will approach an evidence-based practice through a commitment to innovation and nursing research. X
3 Will encourage and support scholarly research and creative endeavor that seeks, creates, and explores universal values, and knowledge exchange in a professional framework. X
4 Will participate in the framework of the health policy development with national and international bodies by integrating knowledge of the multiple mechanisms. X
Communication & Social
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will fulfill the foreign language requirement at an intermediate level. X
2 Will use information and communication technologies to improve more efficiency and communicate more effectively. X
Occupational and/or Vocational
No PROGRAMME LEARNING OUTCOMES LEVEL OF CONTRIBUTION*
0 1 2 3 4 5
1 Will adhere to the codes of ethics that govern the psychological, medical, and health science professions at the provincial, national, and international levels. X
2 Will promote the fusion of critical thinking with creative thinking through a commitment to innovation and nursing research. X
*Level of Contribution (0-5): Empty-Null (0), 1- Very Low, 2- Low, 3- Medium, 4- High, 5- Very High

No
Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
PROGRAMME LEARNING OUTCOMES
1 Explain the effects of an individual’s culture on physiologic, psychosocial, and spiritual needs of the older adult.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (5), 12 (5), 13 (4), 14 (5), 15 (4), 16 (5), 17 (5)
2 Assess the living environment as it relates to functional, physical, cognitive, psychological, and social needs of older adults.1 (4), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (3), 12 (4), 13 (3), 14 (5), 15 (4), 16 (5), 17 (5)
3 Identify therapeutic communication techniques when working with older adults.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (4), 12 (4), 13 (4), 14 (5), 15 (5), 16 (5), 17 (5)
4 Incorporate professional attitudes, values, and expectations about physical and mental aging in the provision of patient-centered care for older adults and their families.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (5), 10 (5), 11 (5), 12 (5), 13 (4), 14 (5), 15 (5), 16 (5), 17 (5)

Assessment
Assessment & Grading of In-Term Activities Number of
Activities
Degree of Contribution (%)
Mid-Term Exam 1 % 80
Computer Based Presentation 0 -
Short Exam 1 % 20
Presentation of Report 0 -
Homework Assessment 0 -
Oral Exam 0 -
Presentation of Thesis 0 -
Presentation of Document 0 -
Expert Assessment 0 -
Board Exam 0 -
Practice Exam 0 -
Year-End Final Exam 0 -
Internship Exam 0 -
TOTAL 2 %100
Contribution of In-Term Assessments to Overall Grade 2 %50
Contribution of Final Exam to Overall Grade 1 %50
TOTAL 3 %100


WORKLOAD & ECTS CREDITS OF THE COURSE UNIT
Workload for Learning & Teaching Activities
Type of the Learning Activites Learning Activities
(# of week)
Duration
(hours, h)
Workload (h)
Lecture & In-Class Activities 14 2 28
Preliminary & Further Study 14 1 14
Land Surveying 0 0 0
Group Work 0 0 0
Laboratory 0 0 0
Reading 3 1 3
Assignment (Homework) 0 0 0
Project Work 0 0 0
Seminar 0 0 0
Internship 0 0 0
Technical Visit 0 0 0
Web Based Learning 0 0 0
Implementation/Application/Practice 0 0 0
Practice at a workplace 0 0 0
Occupational Activity 0 0 0
Social Activity 0 0 0
Thesis Work 0 0 0
Field Study 0 0 0
Report Writing 0 0 0
Total Workload for Learning & Teaching Activities - - 45
Workload for Assessment Activities
Type of the Assessment Activites # of Assessment Activities
Duration
(hours, h)
Workload (h)
Final Exam 1 1 1
Preparation for the Final Exam 1 2 2
Mid-Term Exam 1 1 1
Preparation for the Mid-Term Exam 1 2 2
Short Exam 1 1 1
Preparation for the Short Exam 1 1 1
Total Workload for Assessment Activities - - 8
Total Workload of the Course Unit - - 53
Workload (h) / 25.5 2.1
ECTS Credits allocated for the Course Unit 2.0

EBS : Kıbrıs İlim Üniversitesi Eğitim Öğretim Bilgi Sistemi Kıbrıs İlim Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Cyprus Science University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.