DUYU MOTOR KONGNİTİF DERS TANITIM VE UYGULAMA BİLGİLERİ

Kodu	Dersin Adı	Yarıyıl	Süresi(T+U)	Kredisi	AKTS Kredisi
ETY242	DUYU MOTOR KONGNİTİF	4	5	4	4

DERS BİLGİLERİ
Dersin Öğretim Dili :	Türkçe
Dersin Düzeyi	BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle
Dersin Türü	Zorunlu
Dersin Veriliş Şekli	-
Dersin Koordinatörü	Assist.Prof. ÇAĞIL ERTÜRK
Dersi Veren Öğretim Üyesi/Öğretim Görevlisi
Ders Ön Koşulu	Yok

AMAÇ VE İÇERİK
Amaç:	Explanation of sensory systems and their relationship with daily life, basic principles of theory and technique, integration techniques, clinical evaluation and treatment approaches, stroke, motor disorders, sensory disorders and perception disorders and occupational therapy principles have been developed on the basis of knowledge skills and behaviors.
İçerik:	In upper motor neuron diseases, sensory motor components are used for daily life, leisure time and production activities. To have information about evaluation and treatment approaches in stroke patients at different functional levels, the effectiveness of occupational therapy on related components and rehabilitation programs. Ability to apply assessment, evaluation and treatment approaches

DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.)
Will be able to explain the relation of sensory motor components with activity performance areas (daily life, leisure time, production).
Recognize the sensory motor problems related to stroke and their association with activity participation.
applies the principles of occupational therapy for functional evaluation in stroke patients.
Will be able to explain the effectiveness of occupational therapy in assessment and rehabilitation approaches.
Recognize the principles of occupational therapy to increase independence at home.
Will be able to explain different treatment options for a stroke patient's activity participation by searching library and web-based resources.
Applies the evaluation of sensory perception disorders in stroke patients. Explains the treatment of sensory perception disorders in stroke patients.
Explain the treatment of sensory perception disorders in stroke patients.
Applies different treatment options for the stroke patient on the case.

HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI
Hafta	Ön Hazırlık	Konular	Yöntem
1	literature	Functional Movement Evaluation	Lecture + Class discussion
2	literature	NEUROLOGICAL ASSESSMENT	Lecture + Class discussion
3	literature	SENSORY DISORDERS	Lecture + Class discussion
4	literature	Balance and Coordination Exercises	Lecture + Class discussion
5	literature	Cognitive and Language Assessment Disorders	Lecture + Class discussion
6	literature	Assessment of fine motor skills	Lecture + Class discussion
7	literature	PROPROCEPTIVE SENSE	Lecture + Class discussion
8	-	MID-TERM EXAM	-
9	literature	Ayres sensory integrity theory	Lecture + Class discussion
10	literature	Sensory integration dysfunctions in pediatrics	Lecture + Class discussion
11	literature	Sensory integration dysfunctions in pediatrics - case example	Lecture + Class discussion
12	literature	Giving theoretical information about the evaluation of motor functions in hemiplegic patients and showing them in practice, students' practice Treatment according to different stages of recovery- Circuit I theoretical	Lecture + Class discussion
13	literature	Circuit 1 and 2 practiceStudents prepare the rehabilitation approaches related to occupational therapy on case studies by researching library and web-based resources, and discuss them by presenting them in the classroom environment.	Lecture + Class discussion
14	literature	Circuits 2a and 3 are theoretical and practical. Students prepare rehabilitation approaches related to occupational therapy on case studies by researching library and web-based resources, presenting them in the classroom environment and discussing them.	Lecture + Class discussion
15	literature	Circuit 4 theory and practice The students prepare the rehabilitation approaches related to occupational therapy by researching the library and web-based resources on case studies, and discuss them by presenting them in the classroom.	Lecture + Class discussion
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

KAYNAKLAR
Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi Hacettepe Ünivesitesi Yayınları 1989
Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi Hacettepe Ünivesitesi Yayınları 1989

ÖLÇME VE DEĞERLENDİRME
Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi	Etkinlik Sayısı	Katkı Yüzdesi	Açıklama

(0) Etkisiz	(1) En Düşük	(2) Düşük	(3) Orta	(4) İyi	(5) Çok İyi
0	1	2	3	4	5

KNOWLEDGE
Theoretical
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	He fulfills all roles required by his professional performance, integrates the entire occupational therapy process, carries out his own practices using the information on theoretical and practical occupational therapy in his field. He actively participates in the development, advancement, and promotion of occupational therapy.			2

KNOWLEDGE
Factual
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	He explains the basic facts, principles, processes in the subfields of occupational therapy and the methods in the field of application makes advanced analyses and evaluations.				3
2	He uses the advanced knowledge he acquires to protect the community's health.					4

SKILLS
Cognitive
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	He studies, picks, analyzes and synthesizes theories and application models in the occupational therapy field that are supported by scientific publications and resources, with the purpose of carrying out the activities and vital roles of people and communities and determining health care needs, and plans the response.						5

SKILLS
Practical
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	He analyzes biological, medical, psychological, sociological and technological information within the scope of occupational therapy, synthesizes this information with information from theories about activity and participation, determines and analyzes the person's resources and constraints. Using this information, research and evidence-based solution proposals can be developed.						5

OCCUPATIONAL
Autonomy & Responsibility
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	By critically interpreting activity and participation constraints, he chooses a professional and independent role for himself (e.g. treatment, counseling) and works in a people-centric manner by using prevention, rehabilitation, and treatment activities.					4

OCCUPATIONAL
Learning to Learn
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	He determines the need for research on topics associated with occupational therapy practices and/or occupational therapy science, prepares related research questions, conducts independent research, and carries on lifelong learning.				3

OCCUPATIONAL
Communication & Social
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	By establishing close cooperation with the people and community, he carries out occupational therapy intervention, and works to improve community involvement by creating accessible and adaptable environments.						5
2	He works with those receiving services and providing care, with the team members, and other stakeholders in a cooperative and interdisciplinary manner to ensure roles and participation.						5
3	He has a computer license and foreign language proficiency adequate for use in Europe.					4

OCCUPATIONAL
Occupational and/or Vocational
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	He considers and respects personal differences, cultural beliefs, customs, and traditions and takes into account and respects their effect on participation in roles and activities. He combines these with scientific, cultural and ethical values.					4
2	He explains a person's daily life, production, and leisure time activities and his nature regarding his duties, and explains the connection between his performance regarding these and the connection between activities and health and wellbeing.						5
3	He acknowledges his own responsibility in the intervention he carries out and does so according to the principles of management and quality. He takes part in the process of quality development in occupational therapy and returns information to stakeholders.					4

DERSİN İŞ YÜKÜ VE AKTS KREDİSİ
Öğrenme-Öğretme Etkinlikleri İş Yükü
Öğrenme-Öğretme Etkinlikleri	Etkinlik(hafta sayısı)	Süresi(saat sayısı)	Toplam İş Yükü
Lecture & In-Class Activities	14	5	70
Preliminary & Further Study	1	1	1
Land Surveying	0	0	0
Group Work	1	1	1
Laboratory	14	1	14
Reading	0	0	0
Assignment (Homework)	2	1	2
Project Work	0	0	0
Seminar	2	2	4
Internship	0	0	0
Technical Visit	0	0	0
Web Based Learning	0	0	0
Implementation/Application/Practice	2	2	4
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
Final Exam	1	1	1
Preparation for the Final Exam	1	1	1
Mid-Term Exam	1	1	1
Preparation for the Mid-Term Exam	1	1	1
Short Exam	0	0	0
Preparation for the Short Exam	0	0	0
TOTAL	40	0	100