KIUS
English


NURSING (ENGLISH) PROGRAMME
COURSE DESCRIPTION
Name of the Course Unit Code Year Semester In-Class Hours (T+P) Credit ECTS Credit
ETHICS AND DEONTOLOGY IN HEALTHCARE NRS213 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 Yes
Coordinator of the Course Unit
Instructor(s) of the Course Unit
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 % 30
Course providing specialised skills to the main field % 30
Course providing supportive skills to the main field % 10
Course providing humanistic, communication and management skills % 10
Course providing transferable skills % 20

Objectives and Contents
Objectives of the Course Unit The aim of the course is to develop a clear understanding of fundamentals of ethics and deontology in healthcare; to gain knowledge and experience to students relevant to ethics and deontology in healthcare.
Contents of the Course Unit Students will be provided with an overview of moral theory and principles; a chance to reflect upon and discuss contemporary ethical issues in healthcare; and an opportunity to acquire the conceptual and practical tools required to make competent ethical decisions in their own practice.
Contribution of the Course Intending to Provide the Professional Education

No
 Key Learning Outcomes of the Course Unit
On successful completion of this course unit, students/learners will or will be able to:
1 will be able to understand related concepts/theories.
2 will be able to discuss the validity of related concepts/theories.
3 will be able to discuss the possible applications of related concepts/theories in real life and offer suggestions.
4 will be able to apply the relevant concepts/theories to real life/other situations/cases.
5 will be able to analyze critically existing applications of related concepts/theories in real life.
6 will be able to synthesize different concepts and theories in order to create their own unique approaches.
7 will be able to develop a unique approach to related concepts.
8 will be able to develop/create a new approach.
9 will be able to conduct the work independently; will be able to work in groups on a given study.
10 will be able to apply the principles of academic work to produce an academic study.

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 Introduction; aim of the course, learning outcomes, No file found
2 Main concepts and definitions relevant to 'morals' and 'morals', No file found
3 Main concepts and definitions relevant to 'ethics' and 'ethics', No file found
4 Main concepts and definitions relevant to 'deontology' and 'deontology' No file found
5 Importance and historical development of ethics and deontology in healthcare, No file found
6 Ethics and major determinants in healthcare, No file found
7 Mid-Term Exam No file found
8 Deontology and major determinants in healthcare, No file found
9 Ethical considerations and requirements in healthcare, No file found
10 Responsibility for ethics in healthcare: No file found
11 Institutional, national and international codes, declarations, principles, standards and policies for ethics in healthcare, No file found
12 Ethical decision making for Ethical problems and ethical dilemmas in healthcare, No file found
13 Examples and best practices of ethical issues in healthcare; future of ethics and deontology in healthcare, No file found
14 Final Exam No file found

SOURCE MATERIALS & RECOMMENDED READING
1. Beauchamp T.L. and Childres, J.F. (1989). Principles of biomedical ethics. New York: Oxford Press.
2. Bernard, L.O. (2009). Resolving Ethical Dilemmas A Guide for Clinicians. 4th ed. California: Walters Kluwer.
3. European Union. (2001). Directive of the European Parliament and of the Council of 4 April 2001 on the approximation of the laws, regulations and administrative provisions of the member states relating to the implementation of good clinical practice in the conduct of clinical trials on medicinal products for human use. Official Journal of the European Communities, L121/34.
4. Fluss, S.S. (2000). International guidelines on bioethics: Informal listing of selected international codes, declarations, guidelines, etc. on medical ethics/ bioethics/ health care ethics/ human rights aspects of health. Geneva: Council for International Organizations of Medical Sciences
5. Williams, J. R. (2009).The World Medical Association medical ethics manual, The World Medical Association.
6. World Medical Association. (2009). Medical Ethics Manual. 2nd. ed. World Medical Association.
7. World Medical Association. (2008). World Medical Association Decleration of Helsinki: Ethical Principles for Medical Research Involving Human Subjects.

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 will be able to understand related concepts/theories.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)
2 will be able to discuss the validity of related concepts/theories. 1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)
3 will be able to discuss the possible applications of related concepts/theories in real life and offer suggestions.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)
4 will be able to apply the relevant concepts/theories to real life/other situations/cases.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)
5 will be able to analyze critically existing applications of related concepts/theories in real life.1 (5), 2 (5), 3 (5), 4 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)
6 will be able to synthesize different concepts and theories in order to create their own unique approaches.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)
7 will be able to develop a unique approach to related concepts.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)
8 will be able to develop/create a new approach.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)
9 will be able to conduct the work independently; will be able to work in groups on a given study. 1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)
10 will be able to apply the principles of academic work to produce an academic study.1 (5), 2 (5), 3 (5), 4 (5), 5 (5), 6 (5), 7 (5), 8 (5), 9 (4), 10 (5), 11 (5), 12 (5), 13 (5), 14 (4), 15 (5), 16 (5), 17 (5)

Assessment
Assessment & Grading of In-Term Activities Number of
Activities		 Degree of Contribution (%)
Mid-Term Exam 1 % 50
Computer Based Presentation 0 -
Short Exam 0 -
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 1 % 50
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 0 0
Preliminary & Further Study 14 0 0
Land Surveying 0 0 0
Group Work 0 0 0
Laboratory 0 0 0
Reading 0 0 0
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 - - 0
Workload for Assessment Activities
Type of the Assessment Activites # of Assessment Activities
 Duration
(hours, h)		 Workload (h)
Final Exam 1 0 0
Preparation for the Final Exam 0 0 0
Mid-Term Exam 1 0 0
Preparation for the Mid-Term Exam 0 0 0
Short Exam 0 0 0
Preparation for the Short Exam 0 0 0
Total Workload for Assessment Activities - - 0
Total Workload of the Course Unit - - 0
Workload (h) / 25.5 0.0
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.