Course: Pedagogy and Healthcare Based on Scientific Evidence

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Course title Pedagogy and Healthcare Based on Scientific Evidence
Course code KAZ/KNVD@
Organizational form of instruction Lecture
Level of course Master
Year of study not specified
Semester Winter
Number of ECTS credits 1
Language of instruction Czech
Status of course Compulsory-optional
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Cichá Martina, doc. Mgr. Ph.D.
  • Marečková Jana, doc. PhDr. Ph.D.
Course content
Evidence-based Pedagogy (EBPed), objectives, visions and principle of using it in practice. Connection between EBPed and Evidence-based Healthcare (EBHC). Important world-wide organizations focusing on problematics of Evidence Based Practice (Joanna Briggs Institute, Cohrane, The Campbell Collaboration, Czech centre EBHC: Centrum excellence Joanna Briggs Institute). Difference between the importance of literary review and systematic review - products of secondary research. Process of creating the quantitative or qualitative concept of a systematic review. Principles of critical evaluation of the methodological quality and reliability rate of the studies, according to the scientific proof hierarchy in nursery care and other medical disciplines.

Learning activities and teaching methods
Monologic Lecture(Interpretation, Training), Work with Text (with Book, Textbook), Demonstration
Learning outcomes
After passing the course students should be able to: - Describe the principles of Evidence-based Pedagogy (EBPed); - Describe the principle of using it in practice; - Clarify the connection between EBPed and Evidence-based Healthcare (EBHC); - Characterize the important world-wide organizations focusing on problematics of Evidence Based Practice; - Specify the difference between the importance of the literary review and systematic review; - Describe the principle of creating quantitative or qualitative concept of systematic review; - State the principles of critical evaluation of the methodological quality and reliability rate of the studies, according to the scientific proof hierarchy.
Students know and understand the principles of EBPed.
Prerequisites
none

Assessment methods and criteria
Student performance, Didactic Test, Seminar Work

Student elaborates a final paper on chosen topic, including one systematic review and one literary review. Student is also supposed to describe their characteristics. Student will obtain credit based on the correctly elaborated and submitted final paper. equirements for students with an Individual Study Plan (ISP): same conditions + participation in a combined course of study.
Recommended literature
  • AROMATARIS E, MUNN Z (Editors). Joanna Briggs Institute Reviewer's Manual. The Joanna Briggs Institute, 2017. Available from: https://reviewersmanual.joannabriggs.org/.
  • BUŽGOVÁ, R., SIKOROVÁ, L. Ošetřovatelský výzkum a praxe založená na důkazech [i.e. důkazech] [CD-ROM]. Ostrava: Ostravská univerzita, 2010. ISBN 978-80-7368-694-9..
  • KLUGAR, M., ČÁP, J., KLUGAROVÁ, J., MAREČKOVÁ, J., ROBERSON, DN., KELNAROVÁ, Z. The personal active aging strategies of older adults in Europe: a systematic review of qualitative evidence. JBI Database of Systematic Reviews and Implementation Reports: 2016, roč. 14, č. 5, s. 193-257. ISSN 2202-4433..
  • KLUGAR, M. Systematická review ve zdravotnictví. Olomouc: Univerzita Palackého v Olomouci, 2015. ISBN 978-80-244-4782-7..
  • KLUGAROVÁ, J., KLUGAR, M., MAREČKOVÁ, J., HÁJEK, M. Metodologie tvorby systematických review: Efekt hyperbarické oxygenoterapie na úmrtnost pacientů po kraniotraumatu. Česká a slovenská neurologie a neurochirurgie, 2015, roč. 78, č. 5, s. 555-561. ISSN 1210-7859..
  • KLŮZOVÁ KRÁČMAROVÁ, L., TAVEL, P. Rostoucí význam internetu jako prostředku k vyhledávání informací souvisejících se zdravím. E-psychologie (Praha). 2016, roč. 10, č. 1, s. 63-76..
  • MAREČKOVÁ, J., KLUGAROVÁ, J. Evidence-Based Health Care. Zdravotnictví založené na vědeckých důkazech. Olomouc: Univerzita Palackého, 2015, 94 s. ISBN 978-80-244-4781-0..
  • MAREŠ, J. Přehledové studie: jejich typologie, funkce a způsob vytváření. Pedagogická orientace, 2013, 23(4), 427?454. DOI: http://dx.doi.org/10.5817/PedOr2013-4-427.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Education Study plan (Version): Teaching Professional Courses for Nursing Schools (NA21) Category: Pedagogy, teacher training and social care 2 Recommended year of study:2, Recommended semester: Winter
Faculty: Faculty of Education Study plan (Version): Teaching Professional Courses for Nursing Schools (NA20) Category: Pedagogy, teacher training and social care 2 Recommended year of study:2, Recommended semester: Winter
Faculty: Faculty of Education Study plan (Version): Teaching Professional Courses for Nursing Schools (NA23) Category: Pedagogy, teacher training and social care 2 Recommended year of study:2, Recommended semester: Winter
Faculty: Faculty of Education Study plan (Version): Teaching Professional Courses for Nursing Schools (NA22) Category: Pedagogy, teacher training and social care 2 Recommended year of study:2, Recommended semester: Winter
Faculty: Faculty of Education Study plan (Version): Teaching Professional Courses for Nursing Schools (NA19) Category: Pedagogy, teacher training and social care 2 Recommended year of study:2, Recommended semester: Winter
Faculty: Faculty of Education Study plan (Version): Teaching Professional Courses for Nursing Schools (NA24) Category: Pedagogy, teacher training and social care 2 Recommended year of study:2, Recommended semester: Winter