| Week |
Subject |
Related Preparation |
| 1) |
Concept, Scope and Importance of Health Promotion |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 2) |
Factors Affecting Health Promotion |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 3) |
Models Related to Health Promotion |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 4) |
Health Literacy |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 5) |
Nutrition and Health Promotion |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 6) |
Health Promotion and Physical Activity |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 7) |
Stress Management and Health Promotion |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 8) |
Improving the Health of the Elderly |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 9) |
Tobacco Control and Health Promotion |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 10) |
Promoting Health in the Work Environment |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 11) |
Improving school health |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 12) |
Health promotion practices in the world and in our country |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 13) |
The Role of the Nurse in Health Promotion |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| 14) |
Submission of homework, evaluation of the course |
Ayaz Alkaya S. Sağlığın Geliştirilmesi. Hedef Basın Yayın. Ankara, 2017. |
| |
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 |
| 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 |
| 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. |
2 |
| 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. |
2 |
| 5) |
Implements the occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments. |
2 |
| 6) |
It works collaboratively and interdisciplinarily with service users, caregivers, team members, and other stakeholders in ensuring their roles and participation. |
2 |
| 7) |
Considers and respects personal differences, cultural beliefs, customs and their impact on activity, role and participation |
1 |
| 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. |
2 |
| 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. |
2 |
| 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. |
3 |
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