FVP:UOLP011 Patient Education in the Pract - Course Information

UOLP011 Patient Education in the Practice of Dental Hygiene

Extent and Intensity

0/0/0. 2 credit(s). Type of Completion: z (credit).

Teacher(s)

PhDr. Jana Haluzíková, Ph.D. (lecturer)
MUDr. Ing. Daniela Mošová (seminar tutor)
Ing. Kateřina Ulrichová (seminar tutor)

Guaranteed by

doc. PhDr. Yvetta Vrublová, Ph.D.
Institute of Paramedical Health Studies – Faculty of Public Policies in Opava
Contact Person: Mgr. Veronika Slováček Hagenová

Prerequisites (in Czech)

FAKULTA(FVP) && TYP_STUDIA(B) && FORMA(P)

Course Enrolment Limitations

The course is only offered to the students of the study fields the course is directly associated with.

fields of study / plans the course is directly associated with

• Dental hygiene (programme FVP, DENH)

Course objectives

The course is conceived as a theoretical-practical one. The course objective is to acquaint students with basic knowledge and procedures in patient education which is an integral part of the work of a dental hygienist. Patient education and information improves the quality of care provided and the patient’s right to information is enshrined in legislation. The course briefly clarifies the social need for adult education, describes motivational factors for learning, hierarchy of learning, explains the importance of educating patients in dental hygiene, describes professional model of patient education in connection with health status. It lists the prerequisites and skill of a dental hygienist for educational activities, describes the principles of patient education. Having completed the course, students will further deepen and improve their ability to education and create educational plans in further study and clinical practice.

Learning outcomes

Professional Knowledge: Students are able to define the concepts of pedagogy, andragogy and education. They can describe the motivating factors for learning. They can explain the importance of patient's education in nursing, and characterize the patient's legal right to information. They can explain the context of education and of the patient’s health. They can characterize the principles of patient education. They can explain the influence of education on the process of behavioural change in the patient.
Professional Skills: They can assess the need for education in a patient. They can describe and explain the structure of the educational plan. They can create an educational plan on selected topic. They can conduct collective health-educational activity aimed at preventing caries, periodontpathy, orthodontic anomalies and irrational nutrition.
General Qualification: Students can independently decide and choose appropriate methodically correct procedure in creating an educational plan and providing information to a patient or a group of patients.
Competences: Students can properly educate and inform individuals, families and groups methodically about the current state of health, measures for its improvement and risk prevention of complications in their professional context.

Syllabus

• Lectures:
• 1. The history of pedagogy, pedagogical disciplines, pedagogy methodology, adult education, gerontoandragogy.
• 2. Pedagogical sciences and auxiliary support science.
• 3. Key categories and concepts of pedagogy and adult education (pedagogy, andragogy, gerontagogy, adult learner, motivation for learning, docility).
• 4. Basic teaching methods, motivation, teaching unit.
• 5. Personality of the teacher and educator, methods of work, competence.
• 6. Education in nursing (brief history, the patient's right to information, the current requirements for patient education, professional education model, education and health of the patient).
• 7. Prerequisites for effective patient education (skills of nursing practitioners in the role of educator, principles of education of patients, education and the change process, education documents).
• 8. Methodology of educational plan (examples of educational plan topics, assessing the educational needs of patients, the structure of the educational plan).
• Training:
• 1. Education in primary care - the creation of educational plans in preventive programs.
• 2. Education in secondary care - the creation of educational plans for specific diseases.
• 3. Education of family members, education in community care - the creation of educational plans based on clinical experience of professional practice, model situations.
• 4. Presentation of educational plans

Literature

required literature
• JUŘENÍKOVÁ, P. Zásady edukace v ošetřovatelské praxi. Praha: Grada Publishing, a. s., 2010. ISBN 978-80-247-2171-2. info
• MANDYSOVÁ, P. Příprava na edukaci v ošetřovatelství. Pardubice: Univerzita Pardubice, 2016. ISBN 978-80-7395-971-5.
• MASTILIAKOVÁ, D. Edukace v ošetřovatelství: respekt a úcta k lidské důstojnosti. V Trenčíne: Trenčianska univerzita Alexandra Dubčeka, Fakulta zdravotníctva, 2015. ISBN 978-80-7454-513-9.
• MASTILIAKOVÁ, D. Edukační činnost sestry. Distanční studijní opora a e-learningový kurz [online]. Opava: Slezská univerzita v Opavě, 2012
• VÖRÖSOVÁ, G., SOLGAJOVÁ, A., ARCHALOUSOVÁ, A. Ošetřovatelská diagnostika v práci sestry. Praha: Grada, 2015. ISBN 978-80-247-5538-0. info

recommended literature
• HALUZÍKOVÁ, J. Edukační činnost sestry. Distanční studijní opora a e-learningový kurz [online]. Opava: Slezská univerzita v Opavě, 2008. ISBN 978-80-7248-576-5. URL info
• HUNT, D. D. The New Nurse Educator : Mastering Academe. 2nd ed. New York, NY: Springer Publishing Company, 2017. ISBN 978-0-8261-8182-4.
• JAROŠOVÁ, D., MAJKUSOVÁ, K., KOZÁKOVÁ, R., ZELENÍKOVÁ, R. Klinické doporučené postupy v ošetřovatelství. 1. vyd. Praha: Grada, 2015. ISBN 978-80-247-5426-0.
• JAROŠOVÁ, D., ZELENÍKOVÁ, R. Ošetřovatelství založené na důkazech: evidence based nursing. Praha: Grada Publishing, a. s., 2014. ISBN 978-80-247-5345-4. info
• MAGUROVÁ, D., MAJERNÍKOVÁ, L. Edukácia a edukačný proces v ošetrovaťelstve. Martin: Osveta, 2009. ISBN 978-80-8063-326-4. info
• MAREČKOVÁ, J., KLUGAROVÁ, J. a kol. Evidence-Based Health Care: Zdravotnictví založené na vědeckých důkazech. 1. vyd. Olomouc: Univerzita Palackého v Olomouci, 2015. ISBN 978-80-244-4781-0.
• SVĚRÁKOVÁ, M. Edukační činnost sestry. Úvod do problematiky. Praha: Galén, 2012. ISBN 978-80-7262-845-2. info
• ZHAN, L., FINCH, L. P. Accelerated Education in Nursing : Challenges, Strategies, and Future Directions. New York: Springer Publishing Company, 2012. ISBN 978-0-8261-0763-3.

not specified
• BASTABLE, S. B. Nurse as Educator. Principles of Teaching and Learning for Nursing Practice. Sudbury: Jones and Bartlett Publishers, 2003. ISBN 0-7637-1441-0. info
• BENEŠ, M. Andragogika, 2. rozšiř. vyd. Praha: Grada, 2014. ISBN 978-80-247-4824-5. info
• HULKOVÁ, V. Štandardizácia v ošetrovateľstve.. Praha: Grada, 2016. ISBN 978-80-271-0063-7.
• HUMPL, L., PROKOP, J., TOBIÁŠOVÁ, A. První psychická pomoc ve zdravotnictví. Brno: Národní centrum ošetřovatelství a nelékařských zdravotnických oborů, 2013. ISBN: 978-80-7013-562-4.
• KUBEROVÁ, H. Didaktika ošetřovatelství.. Praha: Portál, 2010. ISBN 978-80-7367-684-1.
• MAZÁNEK, J. a kol. Stomatologie pro dentální hygienistky a zubní instrumentářky. Praha: Grada, 2015. ISBN 978-80-247-4865-8.
• PAZDERA, J., MAREK, O. Neodkladné situace ve stomatologii. Praha: Grada, 2005. ISBN 80-247-0622-9.
• ŠPATÉNKOVÁ, N., SMÉKALOVÁ, L. Edukace seniorů. Praha: Grada Publishing, 2015. ISBN 978-80-247-5446-8. info

Assessment methods

Credit requirements: 80% attendance at the seminars (students who could not attend compulsory instruction for serious reasons will be assigned an alternative way of fulfilling their study requirements).
Passing a credit test requires 80% success rate.
Development of an educational plan

Language of instruction

Czech

Further comments (probably available only in Czech)

The course can also be completed outside the examination period.
Information on the extent and intensity of the course: 10se+8cv/sem.

• Enrolment Statistics (Summer 2025, recent)
  
• Permalink: https://is.slu.cz/course/fvp/summer2025/UOLP011