| Week |
Subject |
Related Preparation |
| 1) |
Explaining the purpose and scope of the course, explaining course resources |
not necessary |
| 2) |
Explanation of career, career management, talent, competence concepts |
Prepared Presentation File |
| 3) |
Providing students with information about exchange programs that will contribute to their education |
Presentation file containing exchange programs |
| 4) |
The importance of personal communication, official correspondence culture, use of social platforms |
Sample Correspondence |
| 5) |
The expectation of the sector is to make presentations that can create career opportunities for new graduates. |
Sectoral information presentation file |
| 6) |
Career journey meaning, knowing yourself and identifying and completing your shortcomings |
Not necessary |
| 7) |
The effects of private and public institutions on students' career plans |
Sectoral Information |
| 8) |
Giving information about effective speaking and effective presentation techniques |
Effective speech presentation |
| 9) |
Curriculum Vitae (CV) and resume preparation, cover letter preparation workshop |
Effective Resume Preparation |
| 10) |
Midterm exam and evaluation |
Not necessary |
| 11) |
Interview techniques and sample interviews in the classroom |
Mülakat Teknikleri Sunum |
| 12) |
Providing information about scholarships and exams for students who want to pursue an academic career |
Presentation about academic career and programs |
| 13) |
Transfer of information about the experiences of exemplary people in the field of entrepreneurship |
entrepreneurship presentation |
| 14) |
Final and term project |
Not necessary |
| |
Program Outcomes |
Level of Contribution |
| 1) |
It describes a person's daily life, production, leisure activities and tasks, needs, performance, and the relationship between activity and health and well-being. |
|
| 2) |
It analyzes biological, medical, human, psychological, social, technological, and occupational therapy information, synthesizes this information with theories about activity and participation, and determines the possibilities and constraints of the person. |
|
| 3) |
It works person-centered by critically interpreting the limitations of activity and participation, choosing one of the professional roles (treatment, counseling, etc.), and using activities in prevention, rehabilitation, and treatment. |
|
| 4) |
Selects analyzes and synthesizes appropriate theories and models and plans intervention to fulfill the activity and vital roles of individuals and communities and to determine their health needs. |
|
| 5) |
Implements the occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments. |
|
| 6) |
It works collaboratively and interdisciplinarily with service users, caregivers, team members, and other stakeholders in ensuring their roles and participation. |
|
| 7) |
Considers and respects personal differences, cultural beliefs, customs and their impact on activity, role and participation |
|
| 8) |
Identifies needs for research on occupational therapy practices and/or occupational therapy science-related issues, formulates relevant research questions, researches independently, and pursues lifelong learning. |
|
| 9) |
It carries its responsibility in the intervention it implements, and does so by the principles of management and quality. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. |
|
| 10) |
It fulfills all the roles required by its professional performance, integrates the entire occupational therapy process, and performs its practices with occupational therapy knowledge. It takes an active role in the development, advancement, and promotion of occupational therapy. |
|
Istanbul Health and Technology University INFORMATION PACKAGE / COURSE CATALOGUE