Syllabus database for doctoral courses
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Syllabus database for doctoral courses
SYLLABI FOR DOCTORAL COURSES
| Swedish title | Hälsovetenskap och vårdvetenskap: Konceptuella grunder |
|---|---|
| English title | Healthcare Science and Care Sciences: Conceptual Foundations |
| Course number | 5741 |
| Credits | 1.5 |
| Responsible KI department | Institutionen för neurobiologi, vårdvetenskap och samhälle |
| Specific entry requirements | |
| Grading | Passed /Not passed |
| Established by | The Committee for Doctoral Education |
| Established | 2023-09-07 |
| Purpose of the course | The aim of the course is two-fold. First, to introduce concepts that shape and are shaped by ideas and histories in the spectrum of healthcare science and care sciences. Secondly, to trigger critical reflection about how these ideas impact on a knowledge continuum relevant in understanding choice of research methods as well as in impacting on research, higher education, and practice. |
| Intended learning outcomes | Based on relevant conceptual resources, upon completion of the course the learner is expected to be able to:
1. Identify, situate, and compare central concepts and ideas in healthcare science and care sciences research. 2. Reflect and critically explore an alignment between relevant concepts and methodologies, such as design, clinical/community research, and implementation in a continuum of healthcare and care sciences research. 3. Identify models and methods that form the basis for studying interventions aimed at promoting health, preventing and treating disease, rehabilitation, and contributing to the development of sustainable, ethically grounded, evidence-based, and person-centered care. |
| Contents of the course | The course commences with an introduction of concepts related to healthcare science and care sciences, to trigger critical dialogue about: what is care science, what is healthcare science, and what is it not? Illustrations will be used to generate discussion about research methodologies, methods, and how these are situated in conceptual contexts of relevance. The course builds on illustrations from different fields such as nursing, occupational therapy, physical therapy, psychology, public health, and social work. |
| Teaching and learning activities | The course is designed to constitute a series of expert lectures, and seminars in combination with active group work, individual writing, and oral presentations, which will culminate in a written examination. The learning experience builds on a combination of active reading and own reflection in combination with dialogue around learning activities with other course participants and faculty. |
| Compulsory elements | All course activities are mandatory and will be offered in a combination of on-campus and online meetings. Absence of max 20% can be compensated for by additional tasks in agreement with the course organiser. Passing the final examination and fulfilling attendance requirements is mandatory for a grade of "pass" in the course. |
| Examination | The examination will consist of an individual oral presentation. Each participant has to show that all the ILOs are reached.
Results will be assessed as pass/not pass |
| Literature and other teaching material | Recommended course literature
Alderson, P. (1998). Theories in Health Care and Research: The Importance of Theories in Health Care. BMJ, 317(7164), 1007-1010. Lacasse, M., Douville, F., Gagnon, J., Simard, C., & Côté, L. (2019). Theories and Models in Health Sciences Education – a Literature Review. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). Meleis, A. I. (1992). Directions for Nursing Theory Development in the 21st Century. Nursing Science Quarterly, 5:3, 112-117. Paradis, E. , Nimmon, L. , Wondimagegn, D. & Whitehead, C. (2020). Critical Theory: Broadening Our Thinking to Explore the Structural Factors at Play in Health Professions Education. Academic Medicine, 95 (6), 842-845. Further readings associated with current topics will be communicated at commencement of course. Below is literature for further study. McCartney, G., Popham, F., McMaster, R., & Cumbers, A. (2019). Defining health and health inequities, Public Health, 172, 22-30. https://www.sciencedirect.com/science/article/pii/S0033350619301076 United Nations. (2015). Transforming our world: The 2030 Agenda for sustainable development. New York: UN. FULLTEXT: https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf |
Course responsible |
Eric Asaba Institutionen för neurobiologi, vårdvetenskap och samhälle 0852483838 0702303058 Eric.Asaba@ki.se |
| Contact person |
