| Study programme competencies |
|
Code
|
Study programme competences
|
| A4 |
To be able to assume responsibility for their own professional development and their specialization in both the socio-health and health care for the older people in order to join the interdisciplinary teams of Geronto-geriatric assessment and intervention |
| A5 |
Acquire knowledge that allows the student to establish the appropriate Geronto-geriatric resource according to the characteristics of the older person |
| A6 |
Develop sufficient autonomy to participate in research projects and scientific or technological collaborations within the field of Gerontology, in interdisciplinary contexts both public and private and, where appropriate, with a high component of knowledge transfer. |
| B1 |
Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context |
| B2 |
That students know how to apply the knowledge acquired and their ability to solving problems in new or little-known environments within broader (or multidisciplinary) contexts related to gerontology and geriatrics |
| B3 |
That students are able to integrate knowledge and face the complexity of making judgments from information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments. |
| B4 |
That students know how to communicate their conclusions – and the knowledge and ultimate reasons that support them – to specialized and non-specialized audiences in a clear and unambiguous way |
| B5 |
That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous |
| C1 |
Adequate oral and written expression in the official languages |
| C2 |
Mastering oral and written expression in a foreign language |
| C3 |
Using ICT in working contexts and lifelong learning |
| Learning aims |
| Learning outcomes |
Study programme competences |
| Students should be able to read and understand written and spoken texts in English of intermediate level related to the field of Gerontology. |
AJ4
AJ5
AR1
|
BC1
BC2
BC3
BC4
BC5
|
CC3
|
| Students should be able to write simple texts about their speciality and summarise texts and articles. |
AJ4
AJ5
|
BC1
BC3
|
CC1
CC2
|
| Students should be able to discuss with relative ease topics related to their speciality in everyday situations in English either with their colleagues or patients. |
AJ4
AJ5
|
BC1
BC3
|
CC1
CC2
|
| Students should be able to make oral presentations in English related to the subject of Gerontology. |
AJ4
AJ5
|
BC1
BC3
|
CC1
CC2
|
| Contents |
| Topic |
Sub-topic |
| Introduction. English in the Health Sciences. |
Lexical and syntactic features (elementary). Verb tenses and forms.
An Old Person I Know: essay practice. Analysis and correction of mistakes. Asking for and giving directions. |
| My Speciality. |
Presentation and essay practice. "My Speciality". Presentation strategies. |
| Where and when? |
Secrets of a long life. |
| Everyday practice with the elderly: tasks, medication and helpful devices. |
Lexical and syntactic features (intermediate). |
| Old age and the brain. |
Dementia and Alzheimer's Disease |
Treatment of the elderly (1)
|
Medication. The treatment of the Eldery (1) |
| Treatment of the elderly (2) |
The robotic. The treatment of the Eldery (2) |
Treatment of the elderly (3)
|
Alternative treatments. The treatment of the Eldery (3) |
| Planning |
| Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Workbook |
A5 A6 B2 B4 B5 C1 C2 C3 |
0 |
8 |
8 |
| Collaborative learning |
C1 C2 |
3 |
9 |
12 |
| Oral presentation |
A4 B3 |
4 |
8 |
12 |
| Guest lecture / keynote speech |
B1 B3 |
14 |
0 |
14 |
| Student portfolio |
A5 |
0 |
18 |
18 |
| Supervised projects |
|
0 |
10 |
10 |
| |
| Personalized attention |
|
1 |
0 |
1 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
|
Methodologies |
Description |
| Workbook |
Articles, texts and various 'hand outs' throughout the course. Videos and other audio and visual materials. |
| Collaborative learning |
Pair- and group-work, with some use of ICT's where necessary. |
| Oral presentation |
Oral presentations in class, without the use of written notes, backed up by PowerPoint or similar. One rehearsal during the course; the final presentación will take place towards the end of the four-month period. Possible Structure (optional): TITLE SLIDE, CONTENTS, BODY, REVIEW AND CONCLUSIONS. |
| Guest lecture / keynote speech |
Lectures given by the teacher(s). |
| Student portfolio |
Written coursework, attendance and participation. |
| Supervised projects |
Coursework, in the form of a written assignment (see "Personalised Attention"). |
| Personalized attention |
|
Methodologies
|
| Supervised projects |
|
| Description |
Coursework assignment, monitored by and with the collaboration of teacher in charge of the subject. It consists of a written piece of work 6 - 7 pages in length, Times New Roman 12, double space. Topic in the field of geriatrics and gerontology. Students can choose title, but permission should be sought from the teacher in charge of the subject prior to writing the assignment. Teachers dispose of the programme Turnitin, to avoid plagiarism.
This assignment will probably form the basis of the presentation in class, unless permission is expressly given by the teacher. |
|
| Assessment |
|
Methodologies
|
Competencies |
Description
|
Qualification
|
| Oral presentation |
A4 B3 |
Presentation in English towards the end of the four-month period, using Power Point o Prezi or similar, on a topic chosen by the student her/himself, related to the speciality of Gerontology. |
30 |
| Supervised projects |
|
Written assignment on a theme related to Gerontology. It should be 6 or 7 pages in length. Teachers have the programme "Turnitin" in order to avoid plagiarism.
In order to comply with the Green Campus norms, work will be submitted in digital format unless otherwise stipulated. |
35 |
| Collaborative learning |
C1 C2 |
Working among students. |
5 |
| Student portfolio |
A5 |
Other pieces of work during the course. Participation and attendance. |
30 |
| |
|
Assessment comments |
|
Students should be in touch with teachers in the event of special circumstances. Second Opportunity: Students who did not fulfil the requirements of the section "Participation and attendance" in the first opportunity will be required to do an extra piece of written work, whose characteristics should be consulted beforehand with the teacher(s) involved. Otherwise, the assessment criteria will be the same as in the first opportunity sesión.
|
| Sources of information |
|
Basic
|
Grice, Tony (2007). Nursing 1 (Students' book) . Oxford University Press ISBN: 978-0-19-456977-4
|
|
THERE IS NO SET TEXTBOOK. THE ONE BY GRICE CAN BE USED FOR PREPARATION OF THE SUBJECT. THE FOLLOWING ARE FOR FURTHER READING. MANY OF THESE BOOKS ARE AVAILABLE IN THE LIBRARY OF THE FACULTY IN THE CAMPUS OF OZA.
Baker, Ann. Introducing english pronunciation a teacher’s guide to: tree or three? and ship or sheep? Cambridge [etc.]: Cambridge University Press, 1982.
Birren, James E. Encyclopedia of gerontology. 2nd ed. Oxford: Elsevier, 2007.
Bond, John. Ageing in society an introduction to social gerontology 2nd ed. London: Sage, 1994.
Bradley, Robin A. English for nursing and health care a course in general and professional English. Milano: McGraw-Hill, 2005.
Brocklehurst·s textbook of geriatric medicine and gerontology. 6th edition. London: Churchill Livingstone, 2003.
Diccionario de términos y frases médicas inglés-español, español-inglés. Madrid: Paraninfo, 1996.
Edo Marzá, Nuria. English for patient-administration and non-clinical hospital staff. Alcalá la Real (Jaén): Formación Alcalá, 2011.
Fitzgerald, Patrick. English for medicine in higher education studies: coursebook. Reading, UK: Garnet Education, 2010.
Greenhalgh, Trisha. English for physicians english for medical conferences & presentations = inglés para médicos: inglés para congresosy presentaciones médicas. Madrid: Churchill Livingstone España, 1995.
Moody, Harry R. Aging: concepts and controversies. 6th ed. Thousand Oaks (California): Pine Forge Press, 2010.
Worsfold, Brian. Acculturating age: approaches to cultural gerontology. Lleida: Edicions i Publicacions de la Universitat de Lleida, 2011. Print. Dedal-Lit (Universitat de Lleida) 7
|
|
Complementary
|
|
|
| Recommendations |
| Subjects that it is recommended to have taken before |
|
| Subjects that are recommended to be taken simultaneously |
|
| Subjects that continue the syllabus |
|
| Other comments |
|
In order to help to achieve a sustainable environment and fulfil the strategic aims 1 e 2 of the "III Plan de Acción do Programa Green Campus FCS (2018-2020)" the coursework handed in in this subject will be mainly asked for in digital and virtual format. |
|