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Lecturer(s)
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Course content
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1. Healthy lifestyle and nutrition 2. Blood, taking a blood sample, testing 3. Hygiene, infection, prevention 4. Vital signs (blood pressure, temperature, heart rate). 5. Medication 6. Admissions by emergency/referral 7. Obstetrics 8. Credit test
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Learning activities and teaching methods
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Seminar classes, Individual study, Textual studies
- Contact hours
- 26 hours per semester
- Preparation for formative assessments (2-20)
- 8 hours per semester
- Preparation for comprehensive test (10-40)
- 12 hours per semester
- Presentation preparation (report) (1-10)
- 6 hours per semester
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| prerequisite |
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| Knowledge |
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| Students can use basic vocabulary concerning the content of study and their future profession. |
| Students are able to read simple authentic texts dealing with the health-care topics. |
| Students form questions using all types of verbs. |
| Students can list health-care disciplines, professionals and hospital departments. |
| Students correctly use present and past continuous tenses. |
| Skills |
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| Students can simply describe their future working environment: a hospital or other medical facility. |
| They are familiar with the individual hospital wards and can provide patients with correct information. |
| Students are able to obtain patients´ personal details and their present and former symptoms. |
| They are able to provide information and make appointments over the phone. |
| Students know most common illnesses, various examination methods and the principles of first aid. |
| They can use patients´ cards for searching and storage of details and fill in medical history records. |
| Students are able to describe the human body and its parts, most common illnesses, various examination methods and life-threatening conditions. |
| Students can list and characterize common symptoms and types of pain. |
| Students are able to write and read elementary texts dealing with health care issues; are able to use the data available from the patient history card in English. |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| Students are able to use vocabulary concerning topics such as healthy lifestyle, hygiene and infections,monitoring the patients, medication, planned and urgent admissions. |
| Students are able to write and read elementary texts dealing with health care issues; are able to use the data available from the patient history card in English. |
| Students can use appropriate grammar means in the given communicative situations. |
| Students are able to list blood elements, blood types, circulation and related illnesses. |
| They can differentiate in the use of the zero and first conditionals. |
| Students can list and classify infectious diseases and accompanying symptoms. |
| Students can explain the necessity to obey hygienic rules. |
| Students understand the grammar markers for the usage of the past simple and present perfect tenses. |
| Students can justify the use of modal verbs when expressing advice, recommendation, possibility, bans, etc. |
| Students can describe the stages of pregnancy and childbirth and related problems. |
| Skills |
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| Works efficiently with the patient´s medical records. |
| Students know and can explain the types and forms of medicines, side effects and contraindications. |
| Students can apply the rules for the usage of modal verbs when expressing advice, recommendation, bans, etc. |
| They understand and can produce texts dealing with medical and healthcare topics and process written information. |
| Students can specify hygienic rules and thert application in healthcare. |
| Students can express and justify their opinions using appropriate grammar means. |
| Students can use passives when describing structures and procedures. |
| Students can explain the components of the circulation system and its functioning, possible complications. |
| Students can assess the patient condition on basis of the vital signs monitoring, trends in the progress. |
| Students can dive information to pregnant women and support them during the pregnancy and childbirth. |
| Competences |
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| N/A |
| N/A |
| N/A |
| teaching methods |
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| Knowledge |
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| Textual studies |
| Individual study |
| Collaborative instruction |
| Discussion |
| Skills |
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| Skills demonstration |
| Discussion |
| Self-study of literature |
| Collaborative instruction |
| Competences |
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| Collaborative instruction |
| Practicum |
| Self-study of literature |
| Discussion |
| Textual studies |
| assessment methods |
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| Knowledge |
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| Test |
| Individual presentation at a seminar |
| Skills demonstration during practicum |
| Skills |
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| Test |
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Competences |
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| Test |
| Individual presentation at a seminar |
| Skills demonstration during practicum |
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Recommended literature
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Buldov, Sergej Vladislav; Maxerová, Marie. Angličtina pro zdravotní sestry = English for nurses : příručka odborných textů, výrazů a cvičení. Praha : Informatorium, 2003. ISBN 80-7333-018-0.
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Grice, T., Greenan, J.:. Nursing 2.
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Grice, T. Nursing 1. OUP, 2008.
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Harrison, Adrienne. Flash on English for Nursing. Recanati, Italy, 2016. ISBN 976-88-536-2177-1.
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Parkinson, Joy; Brooker, Christine. Angličtina pro sestry : manuál pro praxi. Praha : Grada, 2005. ISBN 80-247-1282-2.
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Topilová, Věra. Anglicko-český česko-anglický lékařský slovník. Praha : Grada, 1999. ISBN 80-7169-284-0.
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