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Lecturer(s)
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Veteška Jaroslav, prof. PhDr. Ph.D.
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Vostrý Michal, doc. PhDr. Ph.D.
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Course content
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Main Topics: 1. Theory and practice of human capital in healthcare, the development of education as a quaternary/knowledge-based sector of the economy, knowledge management, and workforce potential/limitations. 2. The economic value of education and the importance of further professional training; competitiveness of individuals and organisations in the context of development and technological progress. 3. Continuing professional education and development of healthcare workers ? models, strategies, and trends; systemic and strategic approaches. 4. The education cycle: identification of training needs, planning and implementation, evaluation of outcomes; effectiveness of continuing professional education (Kolb?s and Kirkpatrick?s models). 5. Workplace learning and learning for the workplace; modern trends in educational information and communication technologies; knowledge transfer and sharing within organisations. 6. Crisis management in healthcare and continuing professional education and development. 7. Education and development of talented employees and specialists in healthcare ? talent management, career management, and systemic career development. 8. Specifics of education and development of healthcare managers (principles of continuing education, its importance, concepts and systems, management of managerial development, MBA and other management education programmes). 9. Counselling process, interdisciplinarity in research and counselling practice; risk and threat management; healthcare innovation in the context of human capital development. 10. Principles and process of andragogical education in healthcare (functions, simulation, effectiveness of adult learning and education); autodidactics ? self-regulated learning, self-education of adults, principles and strategies; management of health education and patient prevention.
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Learning activities and teaching methods
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unspecified
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Learning outcomes
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The course Management and Development of Healthcare Workforce focuses on the theory of professional education of healthcare workers within organisations, adult counselling in healthcare, and the specifics of didactic processes in the learning and education of healthcare staff. Emphasis is placed on cultural, psychosocial, and economic aspects related to the healthcare sector. Attention is given to theories of human resources, human capital, knowledge management, learning organisations, and talent management in healthcare. A key focus is the establishment of an effective and strategic education system within healthcare organisations, supported by an appropriate managerial and organisational structure. The course presents a training needs identification cycle, including analysis of individual steps such as training needs assessment, planning and implementation, monitoring, evaluation of outcomes, and measurement of the effectiveness of professional education in healthcare. Students also gain knowledge of the concept of lifelong counselling for healthcare professionals (principles, philosophy, forms, and institutional framework), theoretical approaches in andragogical counselling processes, and methods of the counselling relationship between counsellor and client, taking into account the specific needs of different groups of healthcare staff. The course further focuses on the specifics of adult education didactics in healthcare, including the socio-cultural and educational influence of educators (tutors, lecturers, instructors, trainers) on adult learners in healthcare settings.
After completing the course, the student will be able to: 1. Understand the principles of managing and developing healthcare personnel, including theoretical approaches to human resources, human capital, and knowledge management. 2. Analyse the training needs of healthcare workers and design strategic educational programmes with an emphasis on effectiveness and measurable outcomes. 3. Apply methods of planning, implementation, and evaluation of professional education in healthcare organisations, including the use of Kolb?s and Kirkpatrick?s models. 4. Integrate modern educational technologies and innovations into the learning and development processes of healthcare staff. 5. Design and implement counselling programmes and lifelong learning strategies for healthcare professionals, taking into account their specific needs and professional development.
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Prerequisites
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unspecified
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Assessment methods and criteria
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unspecified
Active participation in lectures. The student will prepare a semester paper on a selected topic (see the main topics of the course) including a comprehensive analysis of the given issue. The results will be presented to the course instructors, and the student will lead an academic discussion on the topic.
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Recommended literature
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[1] Aase, K., Waring, J., & Schibevaag, L. (2017). Researching quality in care transitions: International perspectives. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-62346-7. ISBN 9783319623450..
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[1] Neugebauer, J. (2023). Regulace práce lékařských pracovníků v rámci systému univerzální zdravotní péče pohledem zdravotní ekonomie: Případ novely Zákoníku práce v České republice. New Perspectives on Political Economy, 19(1-2), 26-42..
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[2] Abuhav, I. (2018). ISO 13485. A complete guide to quality management in the medical device industry (2nd ed.). Boca Raton: Taylor & Francis. ISBN 978-1-138-03917-9..
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[2] Slouka, D. (2017). Vedení a marketing malých zdravotnických zařízení. Praha: Grada..
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[3] Geckler, V. (2017). Design controls, risk management & process validation for medical device professionals: A comprehensive handbook for interpreting and implementing design control regulation. Salt Lake City: Procenius Consulting. ISBN 978-0-692-83541-8..
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[3] Šupšáková, P. (2017). Řízení rizik při poskytování zdravotních služeb: manuál pro praxi. Praha: Grada..
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[4] HBR's 10 must reads on leadership for healthcare. (2018). Boston: Harvard Business Review Press. ISBN 978-1-63369-432-3..
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[4] Veteška, J., & Dostálek, R. (2024). Řízení a profesní rozvoj pracovníků v éře digitalizace. Prohuman, 2024(12), 15?29..
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[5] Jedličková, J. et al. (2024). Management kvality a rizik perioperační péče. Grada Publishing as..
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[5] Veteška, J., & kolektiv. (2025). Trendy a možnosti rozvoje dalšího profesního vzdělávání (3., aktualiz. a rozš. vyd.). Praha: Česká andragogická společnost.
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[6] Loh, E., Long, P. W., & Spurgeon, P. (2019). Textbook of medical administration and leadership. Singapore: Springer. ISBN 978-981-10-5453-2..
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[6] Veteška, J., & Tureckiová, M. (2020). Kompetence ve vzdělávání a strategie profesního rozvoje. Česká andragogická společnost..
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[7] Mamatha, H. K., Shalini, N., Rao, D., & Mahalakshmi, A. M. (2023). Human resource management in hospitals. In A guide to hospital administration and planning (pp. 51-65). Singapore: Springer Nature Singapore..
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