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Lecturer(s)
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Course content
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1. Introduction, aims of the course. 2. Homeostasis of the organism 3. Functional aspects of bio-psycho-socio-balance 4.Intervention systems for health protection 5.Intervention programmes - biological threats 6.Intervention programmes - life-threatening conditions 7. Model emergency situations 8. EMS and the use of first responders 9. Injuries in teaching practice, unconsciousness 10. Actions in life-saving situations 11. Teacher's preventive strategies for health crises 12. Psychological characteristics of crisis situations 13. Evaluation
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Learning activities and teaching methods
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- unspecified
- 5 hours per semester
- Practical training (number of hours)
- 14 hours per semester
- Contact hours
- 14 hours per semester
- unspecified
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| To perceive the distinctness of the somatic and mental aspects of human existence. |
| Skills |
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| A prerequisite for understanding the deviations in the psychological and physical sphere during sudden stress and change in salutogenetic conditions. |
| Competences |
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| N/A |
| N/A |
| bc. study: effectively uses a variety of learning strategies to acquire and process knowledge and information, seeks and develops effective practices in his/her learning, bc. studies: plans and organises own learning and work activities, bc. studies: applies appropriate methods and previously acquired knowledge and skills in problem solving, uses analytical and critical thinking in addition to creative thinking using imagination and intuition, mgr. studies: independently acquires additional professional knowledge, skills and competences based primarily on practical experience and its evaluation, but also by independent study of theoretical knowledge in the field of study mgr. study: they include reflection on the ethical dimension of problems in their problem solving, |
| learning outcomes |
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| Knowledge |
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| Professional knowledge - upon completion of the course, the student demonstrates knowledge of: Evaluates individual conditions based on current status, Navigates available interventions to minimize health risks, Analyzes pros and cons of individual interventions. |
| Skills |
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| Professional Skills - upon completion of the course, the student demonstrates the following skills: approaches intervention methods responsibly and uses them in a preventive manner |
| Competences |
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| General competences - after completing the course the student is able to: The student acquires additional professional knowledge, skills and competences based on the acquired knowledge and model states |
| teaching methods |
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| Knowledge |
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| Lecture |
| Lecture with visual aids |
| Task-based study method |
| Expertise - teaching methods Lecture with explanation, Problem solving, Critical thinking are used to achieve expertise |
| Skills |
|---|
| Lecture |
| Lecture with visual aids |
| Task-based study method |
| Professional skills - teaching methods used to achieve professional skills are Lecture with explanation, Problem solving, Critical thinking. |
| Competences |
|---|
| Lecture |
| Lecture with visual aids |
| Task-based study method |
| General competences - to achieve general competences, the following teaching methods are used: lecture with explanation, problem solving, critical thinking. |
| assessment methods |
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| Knowledge |
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| Combined exam |
| Professional knowledge - professional knowledge achieved by studying the course is verified by evaluation methods: by elaboration of written work in the framework of reflection of activities at the seminar |
| Skills |
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| Professional skills - professional skills achieved by studying the subject are verified by assessment methods: demonstration of skills by practical activity |
| Competences |
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| Professional competences - professional competences achieved by studying the course are verified by the following assessment methods: self-assessment and continuous assessment |
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Recommended literature
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Gustave Le Bon. Psychologie davu. Praha. 2016.
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Klíma, J. et al. Pediatrie pro nelékařské zdravotnické obory. Praha: Grada, 2016. ISBN 9788024750149.
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Mareš, Jiří. Posttraumatický rozvoj člověka. Praha: Grada, 2012. ISBN 9788024730073.
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Ondřej Franěk. ZACHRANNASLUZBA.CZ. .
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Petržela Daniel Michal. První pomoc pro každého. Praha: Grada. 2016.
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Šmarda, Jan et al. Biologie pro psychology a pedagogy. Praha: Portál, 2007. ISBN 9788073673437.
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Záchranný kruh. Doporučené postupy při život zachraňujících stavech. 2021.
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