HSE608 - SLEEP HYGIENE and HEALTH
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| SLEEP HYGIENE and HEALTH | HSE608 | Any Semester/Year | 2 | 0 | 2 | 4 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Team/Group Work Preparing and/or Presenting Reports Other: Invited Speaker | |||||
| Instructor (s) | Assoc. Prof. Sibel Kıran MD PhD | |||||
| Course objective | The aim of this course is to inform students about sleep hygiene and its importance for health and improving awareness about sleep hygiene, sleep disorders and related health problems | |||||
| Learning outcomes |
| |||||
| Course Content | Analysis of basic concepts of sleep Sleep and health interrelations Healthy sleep, sleep hygiene and influential factors Defined sleep disturbances and related conditions Identification of sleep disturbances and their evaluations | |||||
| References | Uyku Fizyolojisi Ve Hastalıkları ( Ed: Prof Dr Sadık Ardıç, Prof Dr Hakan Kaynak, Türk Uyku Tıbbı Derneği (TUTD) Yayını, 2011 Sağlıklı Uyku, TUTD 2011 Uluslararası Uyku Bozuklukları Sınıflaması, TUTD, 2011 Insomni, TUTD, 2011 Uyku İlişkili Solunum Bozukluğu TUTD, 2011 Parasomni, TUTD, 2011 Huzursuz Bacak Sendromu, TUTD, 2011 Aşırı Gündüz Uykululuk, TUTD, 2011 Vardiyalı Çalışmalarda İş Sağlığı ve Güvenliği Konuları, A Naci Yıldız, Fatma Gülay Gedikli, Burcu Küçükbiçer, Türkiye İşçi Sendikaları Konfederasyonu, Kasım 2012 Current literature examples Murray W. Johns - A New Method For Measuring Daytime Sleepiness: The Epworth Sleepiness Scale - Sleep 1991; 14:540-5 SIGN - Guideline No. 73: Management of obstructive sleep Apnea-hypopnea syndrome in adults - 2003 | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Definitions and concepts in sleep |
| Week 2 | Place and importance of sleep in life cycle; childhood and youth periods |
| Week 3 | Place and importance of sleep in life cycle; adulthood and geriatric periods |
| Week 4 | Features of sleep pattern and individual variations (gender, height, weight etc) |
| Week 5 | Healthy sleep and evaluation of sleep |
| Week 6 | Sleep epidemiology |
| Week 7 | Evaluation of sleep quality |
| Week 8 | Sleep related disorders and International classification of sleep disorders |
| Week 9 | Work life and sleep |
| Week 10 | Shift work and sleep and sleep hygiene |
| Week 11 | Excess Daytime sleepiness, measuring daytime sleepiness |
| Week 12 | Sleep hygiene education |
| Week 13 | Evaluation of sleep hygiene |
| Week 14 | Seminars |
| Week 15 | Exam preparation |
| Week 16 | Genel sınav |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 3 | 30 |
| Presentation | 3 | 10 |
| Project | 0 | 0 |
| Seminar | 3 | 10 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 9 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 13 | 5 | 65 |
| Presentation / Seminar Preparation | 4 | 3 | 12 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 5 | 10 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 5 | 5 |
| Total Workload | 34 | 20 | 120 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Have up-to-date knowledge on health education and promotion, which s/he can enhance and deepen | X | ||||
| 2. Comprehend, assess, and interpret interdisciplinary interaction on health education and promotion | X | ||||
| 3. Have a grasp of health promotion models, and development, management and evaluation of health education and promotion program | X | ||||
| 4. Have knowledge on research and statistical methods used in health education and promotion research | X | ||||
| 5. Utilize his/her theoretical and applied knowledge in health education and promotion | X | ||||
| 6. Identify problems, suggest solutions, and develop policy recommendations in the area of health education and promotion by use of his/her knowledge and skills | X | ||||
| 7. Plan, conduct, analyze, and report a research study on health education and promo | X | ||||
| 8. Work in teams and share his/her knowledge in identifying area-specific problems and solutions with respect to health education and promotion | X | ||||
| 9. Assess progress in health education and promotion area in line with the current situation in the country. | X | ||||
| 10. Have knowledge on ethical principles with respect to all kinds of scientific and professional work in the area of health education and promotion, and act accordingly | X | ||||
| 11. Conduct scientific research, make presentations and write scientific papers on priority areas of health education and promotion | X | ||||
| 12. Contribute to the health policy work with respect to health promotion at the national and international level. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest