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Lecturer(s)
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Dorková Zlatica, Mgr. Ph.D.
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Petřeková Miroslava, Mgr.
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Chovancová Petra, Mgr.
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Course content
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Social impact of selected diseases that may occur in social service facilities (basic characteristics of the disease - causes, symptoms, prevention, changes in the client's life situation caused by health restrictions). Basics of hygiene and epidemiology (basic concepts, forms and spread of infection, anti-epidemic measures, the most common infectious diseases occurring in some social services, prevention of infectious diseases). People with disabilities - terminology and basic characteristics of selected target groups. Exercises: Basics of first aid - personal safety, orientation at the scene of an accident, providing assistance, urgent resuscitation, serious injuries, sudden conditions.
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Learning activities and teaching methods
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Lecture, Dialogic Lecture (Discussion, Dialog, Brainstorming), Group work
- Attendace
- 27 hours per semester
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Learning outcomes
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The student is able to assess specific social problems that may have health causes, as well as situations where social conditions are one of the factors contributing to the development of the disease. They provide the opportunity to perceive the mutual connections and impacts of changes in the health status and changes in the client's life situation. The student will understand the issue of the development of infectious diseases in the context of social work, including adequate preventive measures. The aim of teaching the basics of first aid is to learn to provide lay first aid.
The student will gain basic orientation in changes in the client's life situation in selected diseases that a social worker may encounter in the performance of his profession. He will also be introduced to the basics of hygiene and epidemiology in the context of social work. Within the course, the student will be introduced to basic information on the topic of people with disabilities. Exercise: The student will gain basic knowledge and skills in the basics of first aid.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Written exam
To successfully complete the course, it is necessary to complete three components of the assessment: 1/ Active participation in solving model situations in PBL seminars The work in ten PBL seminars is assessed collectively, on a three-point scale: "failed - completed - completed above standard". The following is assessed: Attendance - in accordance with the attendance rules described in the PBL Methodology for full-time study (posted in Teams in the PBL team for students). Active participation - especially its components: involvement, content of the message and preparation. Criteria for evaluating active participation: Involvement: - Failed: does not respond to the challenge. - Completed: participates in the challenge. - Completed above standard: often participates proactively with respect to other participants. Content of the message: - Failed: the message is irrelevant, possibly shallow or banal. - Passed: the message is mostly relevant and demonstrates orientation in the topic. - Passed above standard: regularly brings beneficial content and new ideas, taking into account above-standard professional knowledge. Preparation: - Failed: does not demonstrate knowledge of the assigned sources and does not rely on them in the discussion. - Passed: demonstrates work with the assigned sources and relies on them in the discussion. - Passed above standard: demonstrates systematic and extensive preparation; connects sources and uses them in argumentation at a higher level. 2/ Verification of professional knowledge The course includes a test focused on the application of knowledge from the discussed thematic areas of law. The result is expressed in percentages (0-100%). The student has three options for repetition. Final assessment The final assessment of the course is a combination of the assessment of active participation in PBL seminars and the result of the final test. The assessment of active participation is the determinant of the minimum threshold for success in the test and at the same time a condition for the possibility of completing the subject overall. The link between the assessment of active participation in PBL, the assessment of the final test and the final assessment: If active participation in PBL is assessed as "failed", then: - 0-79% in the test: failed. - 80-100% in the test: passed. If active participation in PBL is assessed as "passed", then: - 0-59% in the test: failed. - 60-100% in the test: passed. If active participation in PBL is assessed as "passed above standard", then: - 0-49% in the test: failed. - 50-100% in the test: passed. 3. 80% attendance in practice classes - first aid test and verification of practical first aid skills. To successfully complete the course, three components of the assessment must be met: 1/ Active participation in solving model situations in PBL seminars The work in ten PBL seminars is assessed collectively, on a three-point scale: "failed - passed - passed above standard". The following is assessed: Attendance - in accordance with the attendance rules described in the PBL Methodology for full-time study (posted in Teams in the PBL team for students). Active participation - especially its components: involvement, content of the message and preparation. Active participation assessment criteria: Involvement: - Failed: does not respond to the challenge. - Passed: participates in the challenge. - Passed above standard: often participates proactively with respect to other participants. Content of the message: - Failed: the message is irrelevant, possibly shallow or banal. - Passed: the message is mostly relevant and demonstrates orientation in the topic. - Passed above standard: regularly brings beneficial content and new ideas, taking into account above-standard professional knowledge. Preparation: - Failed: does not demonstrate knowledge of the assigned sources and does not rely on them in the discussion.
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Recommended literature
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HALUZÍKOVÁ, Jana. Základy první pomoci a přednemocniční péče pro nelékařské obory. Praha. 2023.
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Hamplová, L. Mikrobiologie, epidemiologie, hygiena. Praha. 2015.
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Michalík, J. (2011). Zdravotní postižení a pomáhající profese. Praha.
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Navrátil, L. Vnitřní lékařství. Praha. 2017.
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Nejedlá, M. Klinická propedeutika. Praha. 2015.
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Nováková, I. Zdravotní nauka 2. díl. Praha. 2011.
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Nováková, I. Zdravotní nauka 3. díl. Praha. 2013.
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Orel, M. Neurologie pro humanitní obory. Praha. 2023.
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Vágnerová, M. (2014). Současná psychopatologie pro pomáhající profese. Praha.
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Valenta, M. Mentální postižení. Praha. 2018.
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