Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
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ETY242 | SENSORY MOTOR CONNECTIVE | 4 | 5 | 4 | 4 |
GENERAL INFORMATION |
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Language of Instruction : | Turkish |
Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
Type of the Course : | Compulsory |
Mode of Delivery of the Course Unit | - |
Coordinator of the Course Unit | Assist.Prof. ÇAĞIL ERTÜRK |
Instructor(s) of the Course Unit | |
Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
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Objectives of the Course Unit: | 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. |
Contents of the Course Unit: | 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 |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
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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. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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Week | Preparatory | Topics(Subjects) | Method |
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 | - |
SOURCE MATERIALS & RECOMMENDED READING |
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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 |
ASSESSMENT |
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Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description |
Level of Contribution | |||||
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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Theoretical |
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Programme Learning Outcomes | Level of Contribution | ||||||
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.
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2 |
KNOWLEDGE |
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Factual |
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Programme Learning Outcomes | Level of Contribution | ||||||
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.
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3 | |||||
2 |
He uses the advanced knowledge he acquires to protect the community's health.
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4 |
SKILLS |
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Cognitive |
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Programme Learning Outcomes | Level of Contribution | ||||||
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.
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5 |
SKILLS |
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Practical |
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Programme Learning Outcomes | Level of Contribution | ||||||
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.
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5 |
OCCUPATIONAL |
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Autonomy & Responsibility |
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Programme Learning Outcomes | Level of Contribution | ||||||
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.
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4 |
OCCUPATIONAL |
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Learning to Learn |
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Programme Learning Outcomes | Level of Contribution | ||||||
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.
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3 |
OCCUPATIONAL |
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Communication & Social |
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Programme Learning Outcomes | Level of Contribution | ||||||
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.
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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.
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5 | |||||
3 |
He has a computer license and foreign language proficiency adequate for use in Europe.
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4 |
OCCUPATIONAL |
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Occupational and/or Vocational |
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Programme Learning Outcomes | Level of Contribution | ||||||
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.
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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.
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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.
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4 |
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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Workload for Learning & Teaching Activities |
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Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
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 |
Total Workload of the Course Unit | 100 | ||
Workload (h) / 25.5 | 3,9 | ||
ECTS Credits allocated for the Course Unit | 4,0 |