Leerdoelen: Aan het eind van de module kan de student:
1. … de verschillende (disciplinaire) perspectieven identificeren en voorts verschillen, overlap en
overeenkomsten benoemen
2. … actoren en elementen van het zorgsysteem benoemen en deze onderbrengen in betekenisvolle
categorieën (bijv. micro/meso/macro – preventie/cure/care/palliatie)
3. … het zorgproces van een gegeven chronische aandoening beschrijven en op basaal niveau analyseren
4. … op basaal niveau, een gegeven situatie analyseren met gebruikmaking van de kerncomponenten van
theorie en wetenschappelijke methoden
5. … deze inzichten toepassen in het ontwerp van betekenisvolle alternatieven
6. … samenwerken met groepsleden in leerprocessen
7. … eenvoudige interviews voorbereiden, afnemen en analyseren
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In this module students will discover the concepts of health, disease and illness in relation to health care systems and organization of care. Subsequently students will unravel a given chronic condition to get insights in the various layers and the multidisciplinary nature of the health care problem: what ís the condition, what causes it, what is the disease burden, how does the current care arrangement look like, what is the role of the patient (sickrole/ self-management)? Which care providers are involved, in what context? What are the (physical / social) possibilities/means of the patients, what is desirable and feasible from the perspective of the health care organization and system? In order to teach this, knowledge is provided about the background and causes of chronic conditions and their impact on patients, care processes, (rule) systems and organization of care. Students are taught to produce a systematic description of the current care arrangements for people with a chronic condition. For this, they need knowledge on health care systems in general; stakeholders and incentives in care processes as part of such a system, and the increasing role of technology. Subsequently, students are taught to describe as precise as possible the limitations of the current care arrangements for people with a chronic condition (regarding aspects as patient-centeredness, effects and costs of care. Alternative systems en organization models of chronic care (e.g. case management, chronic care model) are identified, described and compared based on theory and practice examples. Students are taught to critically analyze the situation of a chronically ill person, and from this, identify the limitations in the current care arrangements and argue which of these limitations can or cannot possibly be “solved” by alternative care arrangements, and why. Based on the taught knowledge and skills (identifying and describing problems, analyzing care models/arrangements), students are finally challenged to describe a care model that solves as much as possible of the current limitations in chronic care. The focus is on the description of the problems/limitations regarding multidisciplinarity and organization of care and how / to what extent the alternative model meets these challenges. Most important in all this is that the students are taught from the beginning of their education to not “jump to conclusions/solutions” without a thorough analysis of the problem and its background.
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