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Lecturer(s)
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Course content
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I.Blok The emergence of sociology. Traditional x modern society. II.Blok Development of sociological approaches. Social groups. III.Block Sociology of Medicine. Health and disease in sociological context. IV.Blok Sociology in medicine x sociology of medicine. V.Blok Sociology of the recipient of care and family. VI.Role doctor and non-doctor. Health inequality. Patient Needs. VII.Block Medicinalization of life
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Learning activities and teaching methods
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Monologic Lecture(Interpretation, Training), Dialogic Lecture (Discussion, Dialog, Brainstorming), Work with Text (with Book, Textbook), Activating (Simulations, Games, Dramatization), Group work, Analyzing and producing audiovisual content
- Homework for Teaching
- 14 hours per semester
- Attendace
- 12 hours per semester
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Learning outcomes
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Learning outcomes of the course unit The subject acquaints students with basic sociological terminology, bring them into sociological way of thinking and view on health and disease from sociological point of view. Students should learn to understand a person in a socio-cultural context and better understand the phenomena of social nature with an emphasis on health and disease and apply it to specific areas of social reality in health care.
Upon completion students understand the impact of social, cultural, and economic factors on child and family health. They are able to identify social determinants of health in pediatric care, recognize the specific needs of vulnerable groups (e.g., children from low-income families, migrant children, children with special educational or social needs), and adapt communication and care approaches accordingly. They can apply sociological and ethical principles in everyday practice, understand the role of the family as a key participant in the care process, and support equitable access to healthcare for children from diverse social backgrounds.
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Prerequisites
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Students should have a basic understanding of how society and the healthcare system function, especially in the context of caring for children, adolescents, and their families. They should recognize that child health and illness are not purely biological phenomena but are influenced by the social environment, family situation, parental education, and cultural norms. They are expected to be open to recognizing social inequalities, to understand the psychosocial aspects of care, and to be willing to reflect on the values and attitudes of families in diverse life circumstances. The ability to work with academic texts and engage in discussions about the role of nursing care within society is essential.
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Assessment methods and criteria
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Student performance, Dialog, Systematic Observation of Student
Passing the course (90%). Verification of acquired knowledge and knowledge.
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Recommended literature
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Bártlová, S., Matulay, S. (2009). Sociologie zdraví, nemoci a rodiny. Martin: Osveta.
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Bártlová, S. (2002). Sociologie medicíny a zdravotnictví. Brno: IDVPZ.
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Boháček, J. (2024). Sociologie. Praha: Vysoká škola ekonomie a managementu.
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Hamplová, Dana (a kol.). (2014). Rodina a zdraví - jejich vzájemné souvislosti.. Praha: SLON.
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Illich, Ivan. (2012). Limity medicíny: Nemesis medicíny - zaprodané zdraví. Emitos.
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Jeřábek, Hynek. (2021). Slavné sociologické výzkumy. Praha : Univerzita Karlova.
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Nešporová, Olga. (2021). Homoparentální rodiny. Praha : VÚPSV, v.v.i.
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Tománek, P. (2021). Rodina v turbulenciách, alebo, O desenzibilizácii rodiny. Brno : Tribun EU, s.r.o.
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Urban, Lukáš. Sociologie : klíčová témata a pojmy. Praha. 2022.
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