| Nursing | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | HEM037 | ||||
| Course Name: | Sociology of Health | ||||
| Semester: |
Fall Spring |
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| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Doç. Dr. SİNAN ÇAYA | ||||
| Course Lecturer(s): | Sinan Çaya, Ph.D. | ||||
| Course Assistants: |
| Course Objectives: | The purpose of this course is to familiarize the students with basic topics of Anthropology in general in a manner which concentrates on the Physical aspects of the discipline. |
| Course Content: | This course covers basic concepts and topics related to topics of General Anthropology. We start with necessary definitions and prerequisite knowledge about natural history (glacial eras, Stone Age and Mining Age taxonomies) and go on to specific pure anthropological concepts, their explanations and convenient examples. |
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The students who have succeeded in this course;
1) I. He/she grasps that even if material and moral possibilities do exist; creed and attitudes are effective in accepting the cure offered by the science of Medicine. 2) II. He/she perceives the social institutions present within the society. He /she also places the health institution among them. 3) III. He-she explains sickness as a disorder, work-hours-loss, anxiety for oneself and one’s close associates and a collection of other negative consequences. 4) IV. He/she takes it as a sheer right to attain the essential cure. |
| Week | Subject | Related Preparation |
| 1) | The social dimension of the human body and the related theories of Parsons, Michel Foucault, Agamben. | ppt slides |
| 2) | Definition of Health Sociology and a birdview-glancee at the circuculum | ppt slides |
| 3) | How come in certain communities all kinds of healers are preferred to medical doctors? What are the grounds beyond this choice? Reasonable and rational dimension of folk-healing (like bone-setting in rural areas) compared with its magical or spiritual side (which, nevertheless may produce a psychological placebo-effect in suggestible patients). Being cautious for quackery: Health had historically been a lucrative field for many charlatans, whose sole purpose is to deceive their victims and make gains. | ppt slides |
| 4) | Debating two principles of magic-healing (Sympathetic magic and Contagious magic) and their still-lingering residues in the mind of the modern man. A glance at talismans of all sort, which supposedly enhance the chances of betterment, mysteriously; especially in cultural settings, where traditional mentalities prevail. Cultural interpretations of physical beauty in males and females. Facial and bodily sacrifications and their modern versions today in radical fashions like piercing. Comparing this cultural behavior with self-inflicted wounds (auto-mutilation) of alcoholics or drug-addicts as a pure pathological act. | ppt slides |
| 5) | An overview of epidemics in history (bubonic plague, leprosy, smallpox, tuberculosis etc.). Related social concussions. An additional list of venerial diseases. Hygiene of the mouth and the teeth. Historical data from World War II America, regarding military inspections for army recruitments (from Smillie). | ppt slides |
| 6) | Remnants of traditional treatment of diseases and disorders in today’s western world are brought up with specific examples from Spain and Italy, as mentioned in literary works. The arguments also shed light onto the social history of Europe. | ppt slides |
| 7) | The Concept of Paraphilias. Replacing the former rigidly-labeling terms like “deviance” with more pluralistic and democratic words and phrases, also comes into the play, here. After all, discrimination against all minorities is frowned upon, today. | |
| 8) | The General Evolution of Industrial Work, along the course of Near History with a view to the related employee-health aspects (a quick glance at the classical work-management, followed by the accidental discoveries at Hawthorne by Elton Mayo and his team. Significance of emotions of workers and human relations and job satisfaction. Worker’s alienation and chronic fatigue within the framework of Work Physiology, are the topics to be elaborated further, in this respect. | ppt slides |
| 9) | Poison in History: Getting Motivated for a “Soft” Version of Toxicology! Mention of the best-known historical personalities who had died of intoxication: Hannibal, Ottoman Sultan Bayezid The First, Mehmed the Conqueror’s son Shehzade Jem, Napoleon Bonapart, Queen Cleopatra, Rasputin. Mass suicide cases in Guyana in 1979 (Members of the Cult of People’s Temple drinking cyanide solutions. Sarin-gas (C4H10FO2P) release in Tokyo subway as a terrorist attack. Outline of a typical toxicology booklet whereby branches of the science are displayed. The legend of saltpeter (or its corresponding equivalent alum in Turkish popular culture). Two pieces of didactic poems referring to history of hygiene. Poisons in Literature and Art (a short story by William Faulkner & a movie starring Clint Eastwood). | ppt slides |
| 10) | The topic of substance addiction: A degeneration of the frustrated youth. Categorizing drugs acting on the central nervous system. Abuse of legal drugs subject to green-prescriptions, by the addicts, for the sake of convenience. | ppt slides |
| 11) | Highlights of the Occupational Diseases. Lung and Skin hazards as a broad categorization. A list of high-risk occupations is provided. A look at the development of Industrial Toxicology. Istanbul-Kartal Hospital of Occupational Diseases is mentioned. Some specific disorders are enumerated one by one. | ppt slides |
| 12) | Efforts of ILO [International Labour Organization] to prevent work hazards and accidents. Desired Standards. Related Laws and regulations. Mention of specially designed companies which employ wheeled / mobile services to carry out tests on the spot and soon after the incident. | ppt slides |
| 13) | Safety Engineering and all sorts of related concepts. PtD (Prevention through design / ergonomy). The mention of certain industrial activities which are perilous by the sheer nature of the task in question. Narration of a tragic case history in an arsenal. | ppt slides |
| 14) | Worldwide Occupational Scenes. Glimpses of Turkey’s artisans and craftsmen dating back to early twentieth century from the archive of National Geographic Journal are also provided to watch and make spontaneous comments on. | ppt slides |
| Course Notes / Textbooks: | Öğretim üyesinin çeşitli kaynaklardan terkip ettiği (sentezlediği) ders notları (yansılar suretinde) esastır. Ağırlıklı bilgiler: HAVILAND, W.A. et al. (2008). Cultural Anthropology: The Human Challenge, Thomson Higher Education, Belmont, CA KOTTAK, Conrad Phillip (2018). Window onHumanity: A Concise Introduction to Anthropology, eighth edition, McGraw-Hill Education. N.Y. NOLAN, Patrick & LENSKI, Gerhard (2009). Human Societies: An Introduction to Macrosociology, eleventh edition, Paradigm Publishers, Boulder [Colorado] & London. |
| References: | The basic material is the compiled class-notes of the lecturer in the format of power point slides. Essentil material is based on: HAVILAND, W.A. et al. (2008). Cultural Anthropology: The Human Challenge, Thomson Higher Education, Belmont, CA KOTTAK, Conrad Phillip (2018). Window onHumanity: A Concise Introduction to Anthropology, eighth edition, McGraw-Hill Education. N.Y. NOLAN, Patrick & LENSKI, Gerhard (2009). Human Societies: An Introduction to Macrosociology, eleventh edition, Paradigm Publishers, Boulder [Colorado] & London. |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
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| Program Outcomes | ||||||||||||||||||||||||||||
| 1) Based on the qualifications gained in secondary education; Understand the concepts and concepts related to the field of health at the undergraduate level, and have advanced theoretical and practical knowledge supported by textbooks, application tools and other sources of current information in the field of health. | ||||||||||||||||||||||||||||
| 2) Knowledge of nature, source, limits, accuracy, reliability and validity of knowledge. | ||||||||||||||||||||||||||||
| 3) Uses the field-specific, advanced theoretical and factual knowledge acquired at the undergraduate level. | ||||||||||||||||||||||||||||
| 4) Interprets, evaluates, identifies, analyzes, shares information and makes team work by using the advanced knowledge and skills acquired in the field of health. | ||||||||||||||||||||||||||||
| 5) Use computer programs, related technologies and educational tools related to the field of health. | ||||||||||||||||||||||||||||
| 6) Carries out a study independently by using his advanced knowledge on the field of health and takes responsibility as a team member in cooperation with other professional groups working in this field. | ||||||||||||||||||||||||||||
| 7) Takes responsibility as an individual and team member to solve complex and unpredictable problems encountered in applications related to health field. | ||||||||||||||||||||||||||||
| 8) Plans, manages and monitors and evaluates the activities for the development of the employees working under their responsibility. | ||||||||||||||||||||||||||||
| 9) Evaluates the advanced knowledge and skills acquired in the field of health with a critical approach. | ||||||||||||||||||||||||||||
| 10) Identifies learning needs and learning resources, and directs the learning function by using resources effectively. | ||||||||||||||||||||||||||||
| 11) Develops a positive attitude towards life-long learning and transforms it into behavior. | ||||||||||||||||||||||||||||
| 12) Informs relevant persons and institutions on health related issues; conveys their thoughts and suggestions for solutions to problems in written and orally, and takes their opinions, requests and expectations. | ||||||||||||||||||||||||||||
| 13) He / she shares his / her thoughts and suggestions for solutions to the problems with the experts and non-experts in teamwork and as an active member of the process by supporting them with quantitative and qualitative data. | ||||||||||||||||||||||||||||
| 14) Organize and implement projects and activities in cooperation with other professional groups for the social environment with a sense of social responsibility. | ||||||||||||||||||||||||||||
| 15) Follow the information in his / her field and communicate with colleagues by using a foreign language at least at European Language Portfolio B1 General Level. | ||||||||||||||||||||||||||||
| 16) Uses information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field. | ||||||||||||||||||||||||||||
| 17) Monitor and evaluate the events / developments on the agenda of the society and the world in the field of health. | ||||||||||||||||||||||||||||
| 18) Expresses himself / herself effectively verbally and in writing. | ||||||||||||||||||||||||||||
| 19) It cooperates with people from related disciplines and acts in accordance with social, scientific, cultural and ethical values in the stages of gathering, interpreting, implementing and announcing the data related to the field of health. | ||||||||||||||||||||||||||||
| 20) Acts and participates in Quality Management and Processes. | ||||||||||||||||||||||||||||
| 21) Has enough consciousness about the individual and public health, environmental protection and occupational safety. | ||||||||||||||||||||||||||||
| 22) It acts in accordance with laws, regulations, legislation and professional ethics rules related to its duties, rights and responsibilities as individuals. | ||||||||||||||||||||||||||||
| 23) Its appearance, attitude, attitude and behavior make it an example for society. | ||||||||||||||||||||||||||||
| 24) Have the knowledge of understanding the structure, physiological functions, behaviors of healthy and sick individuals and the relationship between health and physical and social environment at advanced level. | ||||||||||||||||||||||||||||
| 25) Has the ability of health personnel to participate in practice training and working experience with these staff. | ||||||||||||||||||||||||||||
| 26) It has an adequate clinical experience by conducting clinical practices in areas where it is planned in accordance with the essence and purpose of the program and supervised by qualified authorities in its field. | ||||||||||||||||||||||||||||
| 27) Has experience in working with other health disciplines. | ||||||||||||||||||||||||||||
| 28) He / she has sufficient experience to use professional autonomy in international standards and to make clinical applications in program creation, planning, execution and evaluation. | ||||||||||||||||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Based on the qualifications gained in secondary education; Understand the concepts and concepts related to the field of health at the undergraduate level, and have advanced theoretical and practical knowledge supported by textbooks, application tools and other sources of current information in the field of health. | |
| 2) | Knowledge of nature, source, limits, accuracy, reliability and validity of knowledge. | |
| 3) | Uses the field-specific, advanced theoretical and factual knowledge acquired at the undergraduate level. | |
| 4) | Interprets, evaluates, identifies, analyzes, shares information and makes team work by using the advanced knowledge and skills acquired in the field of health. | 1 |
| 5) | Use computer programs, related technologies and educational tools related to the field of health. | |
| 6) | Carries out a study independently by using his advanced knowledge on the field of health and takes responsibility as a team member in cooperation with other professional groups working in this field. | |
| 7) | Takes responsibility as an individual and team member to solve complex and unpredictable problems encountered in applications related to health field. | 1 |
| 8) | Plans, manages and monitors and evaluates the activities for the development of the employees working under their responsibility. | |
| 9) | Evaluates the advanced knowledge and skills acquired in the field of health with a critical approach. | |
| 10) | Identifies learning needs and learning resources, and directs the learning function by using resources effectively. | |
| 11) | Develops a positive attitude towards life-long learning and transforms it into behavior. | |
| 12) | Informs relevant persons and institutions on health related issues; conveys their thoughts and suggestions for solutions to problems in written and orally, and takes their opinions, requests and expectations. | |
| 13) | He / she shares his / her thoughts and suggestions for solutions to the problems with the experts and non-experts in teamwork and as an active member of the process by supporting them with quantitative and qualitative data. | |
| 14) | Organize and implement projects and activities in cooperation with other professional groups for the social environment with a sense of social responsibility. | |
| 15) | Follow the information in his / her field and communicate with colleagues by using a foreign language at least at European Language Portfolio B1 General Level. | |
| 16) | Uses information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field. | |
| 17) | Monitor and evaluate the events / developments on the agenda of the society and the world in the field of health. | |
| 18) | Expresses himself / herself effectively verbally and in writing. | |
| 19) | It cooperates with people from related disciplines and acts in accordance with social, scientific, cultural and ethical values in the stages of gathering, interpreting, implementing and announcing the data related to the field of health. | |
| 20) | Acts and participates in Quality Management and Processes. | |
| 21) | Has enough consciousness about the individual and public health, environmental protection and occupational safety. | |
| 22) | It acts in accordance with laws, regulations, legislation and professional ethics rules related to its duties, rights and responsibilities as individuals. | |
| 23) | Its appearance, attitude, attitude and behavior make it an example for society. | |
| 24) | Have the knowledge of understanding the structure, physiological functions, behaviors of healthy and sick individuals and the relationship between health and physical and social environment at advanced level. | |
| 25) | Has the ability of health personnel to participate in practice training and working experience with these staff. | |
| 26) | It has an adequate clinical experience by conducting clinical practices in areas where it is planned in accordance with the essence and purpose of the program and supervised by qualified authorities in its field. | |
| 27) | Has experience in working with other health disciplines. | |
| 28) | He / she has sufficient experience to use professional autonomy in international standards and to make clinical applications in program creation, planning, execution and evaluation. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 50 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 28 |
| Study Hours Out of Class | 13 | 26 |
| Homework Assignments | 6 | 12 |
| Midterms | 1 | 1 |
| Final | 1 | 1 |
| Total Workload | 68 | |