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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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## Lecture Topics: 1. Theory and practice of human capital in healthcare, development of education as a quaternary/knowledge-based sector of the economy, knowledge management, and workforce potential/limitations. 2. Economic value of education and the importance of continuing professional development; competitiveness of individuals and organisations in the context of technological development and progress. 3. Continuing professional education and workforce development in healthcare ? models, strategies, trends, and a systemic and strategic approach. 4. Education cycle: identification of training needs, planning and implementation, evaluation of outcomes; effectiveness of continuing professional education (Kolb and Kirkpatrick models). 5. Workplace learning and learning for the workplace, modern trends in educational information and communication technologies; knowledge sharing within organisations. 6. Crisis management in healthcare and continuing professional education and development. 7. Education and development of talented healthcare workers and specialists ? talent management, career management, and systemic career development. 8. Specifics of education and development of healthcare managers (principles of continuing education, importance, concepts and systems, managerial development, MBA and other programmes). 9. Counselling process, interdisciplinarity in research and counselling practice; risk and threat management; innovation in healthcare in the context of human capital development. 10. Process and principles of andragogy in healthcare (functions, simulation, effectiveness of adult learning and education); autodidactics ? self-regulated learning, self-education of adults, principles and strategies; health education and prevention for patients.
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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 in organisations, counselling for adults in healthcare, and the specifics of the didactic process of learning and education of healthcare staff. Emphasis is placed on cultural, psycho-social, 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 component is the establishment of an effective and strategic system of staff education in healthcare organisations, supported by an adequate managerial and organisational structure. The course presents a cycle of identifying training needs, including analysis of training requirements, planning and implementation, monitoring, evaluation of outcomes, and measurement of the effectiveness of professional education in healthcare. Students will also gain knowledge of the concept of lifelong counselling for healthcare professionals (principles, philosophy, forms, institutional background), 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 the didactic process of adult education in healthcare, including the socio-cultural and educational role of educators (tutors, lecturers, instructors, trainers) in a healthcare environment.
After completing the course, the student will be able to: 1. Understand the principles of workforce management and development in healthcare, including theoretical approaches to human resources, human capital, and knowledge management. 2. Analyse the educational needs of healthcare professionals and design strategic training 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 of healthcare staff. 5. Design and implement counselling programmes and strategies for lifelong learning of healthcare professionals, taking into account their specific needs and career 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 (based on the main topics of the course) including a comprehensive analysis of the chosen issue. The results will be presented to the course instructors, followed by an expert discussion on the topic led by the student.
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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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