BİLGİ PAKETİ / DERS KATALOĞU
1214311003 Performance Areas - Sensory Motor
Degree Programs
DEPARTMENT OF OCCUPATIONAL THERAPY
Diploma SupplementNational Qualifications
DEPARTMENT OF OCCUPATIONAL THERAPY
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Ders Genel Tanıtım Bilgileri

Course Code: 1214311003
Ders İsmi: Performance Areas - Sensory Motor
Ders Yarıyılı: Fall
Ders Kredileri:
Theoretical Practical Credit ECTS
2 2 3 5
Language of instruction: TR
Ders Koşulu:
Ders İş Deneyimini Gerektiriyor mu?: No
Type of course: Necessary
Course Level:
Bachelor TR-NQF-HE:6. Master`s Degree QF-EHEA:First Cycle EQF-LLL:6. Master`s Degree
Mode of Delivery: Face to face
Course Coordinator : Dr.Öğr.Üyesi Aybüke ERSİN
Course Lecturer(s):
Course Assistants:

Dersin Amaç ve İçeriği

Course Objectives: Knowledge, skills and behavior are developed in the subjects of stroke, motor disorders, evaluation of sensory disorders and perception disorders, and occupational therapy principles based on the basic principles of the theory and techniques of sensory integrity, clinical evaluation and treatment approaches.
Course Content: This course; Ayres Sensory Integrity Theory, Learning the Neurophysiological Basics of Sensory Systems, Learning the Neurophysiological Basics of Sensory Systems, Stress / Dysfunction, Sensory integration dysfunctions that can be seen in pediatrics, Sensory integration dysfunctions seen in pediatrics - Case example, Demonstration of motor functions in hemiplegic patient as a case study , Practicing the students Treatment according to different phases of recovery- Theoretical in Phase I, Practice in Circuit 1 and 2 Students prepare rehabilitation approaches related to occupational therapy by researching library and web-based resources on sample cases, presenting them in the classroom environment.

Learning Outcomes

The students who have succeeded in this course;
Learning Outcomes
1 - Knowledge
Theoretical - Conceptual
1) Explains the relation of sensory motor components with activity performance areas (daily life, leisure time, production.
2) Recognize the sensory-motor problems associated with stroke and their association with activity participation.
3) Apply the principles of ergotherapy for functional assessment in stroke patients.
4) Knows the effectiveness of occupational therapy in measurement and rehabilitation approaches.
5) Explain the relationship between sensory systems and daily life.
6) Explains the different treatment options for a stroke patient's activity participation by searching the library and web-based resources.
7) Applies the assessment of sensory perception disorders in stroke patients. Describes the treatment of sensory perception disorders in stroke patients.
8) Explains the treatment of sensory perception disorders in stroke patients.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Ders Akış Planı

Week Subject Related Preparation
1) Sensory integrity theory of Ayres 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
2) Learning the Neurophysiological Basics of Sensory Systems 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
3) "Learning the Neurophysiological Basics of Sensory Systems FUNCTION / DISFUNCTION " 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
4) Sensory integration dysfunctions seen in pediatrics 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
5) Sensory integration dysfunctions seen in pediatrics - case example 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
6) Providing theoretical information about the evaluation of motor functions in hemiplegic patients and demonstrating them practically, practicing the students Treatment according to different phases of recovery- Phase I theoretical 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
7) Period 2a and 3 theoretical and practical, Students prepare rehabilitation approaches related to occupational therapy on sample cases by researching library and web-based resources, presenting them in the classroom environment, and discussing them in the classroom. present and discuss them in the classroom. 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
8) Midterm Exam 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
9) Circuit 4 theory and practice The students prepare the rehabilitation approaches related to occupational therapy by researching the library and web-based resources on sample cases, and presenting them in the classroom environment. 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
10) Measuring and evaluating sensory-perception problems in hemiplegic patients (theoretically and practically) 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
11) Period 1 and 2 implementation Students prepare their rehabilitation approaches related to occupational therapy by researching the library and web-based resources on case studies, and presenting them in the classroom environment. 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
12) Period 1 and 2 implementation Students prepare their rehabilitation approaches related to occupational therapy by researching the library and web-based resources on case studies, and presenting them in the classroom environment. 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
13) Treatment of sensory-perception disorders in hemiplegic patients (theoretical and practical) 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
14) Examination of the Sensory Integration system by age group 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
15) The relationship of sensory systems with daily life (theory and practice) 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
16) Final examination 1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002 2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989

Sources

Course Notes / Textbooks: "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
References: YOK/NON

Ders - Program Öğrenme Kazanım İlişkisi

Ders Öğrenme Kazanımları

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Program Outcomes
1) Has the basic medical knowledge required for evaluations and interventions in the field of ergotherapy.
2) Biopsychosocially evaluates the needs of the person, plans and conducts occupational therapy interventions.
3) Makes occupational therapy applications in order to achieve the most independent level in life activities within the skill and possibilities of the person.
4) It carries out its professional practices within an ethical framework.
5) It makes necessary home, work and social environment arrangements for the independence of the person.
6) It evaluates the person as person-centered and plans her/his interventions accordingly.
7) It works to eliminate the obstacles related to the adaptation of the person to business life and social life.
8) It works in harmony with the multidisciplinary team and makes applications related to occupational therapy.
9) Follows scientific developments related to ergotherapy, constantly updates their knowledge and is open to lifelong learning.
10) Contributes to social arrangements by collaborating with individuals, communities and stakeholders.
11) It respects people's physical, social, cultural and economic differences.
12) Participates in professional, scientific and social meetings, takes an active role in the development and promotion of the occupational therapy profession.
13) Has the ability to develop and execute projects related to occupational therapy field.
14) She/he knows English enough to follow scientific publications.
15) As an occupational therapist, she/he takes responsibility for all her treatments and studies.

Ders - Öğrenme Kazanımı İlişkisi

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) Has the basic medical knowledge required for evaluations and interventions in the field of ergotherapy. 1
2) Biopsychosocially evaluates the needs of the person, plans and conducts occupational therapy interventions. 3
3) Makes occupational therapy applications in order to achieve the most independent level in life activities within the skill and possibilities of the person. 3
4) It carries out its professional practices within an ethical framework. 2
5) It makes necessary home, work and social environment arrangements for the independence of the person. 3
6) It evaluates the person as person-centered and plans her/his interventions accordingly. 3
7) It works to eliminate the obstacles related to the adaptation of the person to business life and social life. 3
8) It works in harmony with the multidisciplinary team and makes applications related to occupational therapy. 2
9) Follows scientific developments related to ergotherapy, constantly updates their knowledge and is open to lifelong learning. 2
10) Contributes to social arrangements by collaborating with individuals, communities and stakeholders. 2
11) It respects people's physical, social, cultural and economic differences. 2
12) Participates in professional, scientific and social meetings, takes an active role in the development and promotion of the occupational therapy profession. 2
13) Has the ability to develop and execute projects related to occupational therapy field. 2
14) She/he knows English enough to follow scientific publications. 1
15) As an occupational therapist, she/he takes responsibility for all her treatments and studies. 2

Öğrenme Etkinliği ve Öğretme Yöntemleri

Anlatım
Course
Uygulama (Modelleme, Tasarım, Maket, Simülasyon, Deney vs.)

Ölçme ve Değerlendirme Yöntemleri ve Kriterleri

Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama)

Assessment & Grading

Semester Requirements Number of Activities Level of Contribution
Attendance 16 % 10
Midterms 1 % 40
Semester Final Exam 1 % 50
total % 100
PERCENTAGE OF SEMESTER WORK % 50
PERCENTAGE OF FINAL WORK % 50
total % 100

İş Yükü ve AKTS Kredisi Hesaplaması

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Study Hours Out of Class 14 5 70
Midterms 1 6 6
Final 1 8 8
Total Workload 126