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Syllabus for

Academic year
ARK260 - Space for healtcare, housing and work 3B. Care
 
Syllabus adopted 2008-02-25 by Head of Programme (or corresponding)
Owner: MPARC
15,0 Credits
Grading: UG - Fail, pass
Education cycle: Second-cycle
Major subject: Architecture
Department: 55 - ARCHITECTURE


Teaching language: English

Course module   Credit distribution   Examination dates
Sp1 Sp2 Sp3 Sp4 No Sp
0108 Project, part A 8,0 c Grading: UG   8,0 c    
0208 Project, part B 7,0 c Grading: UG   7,0 c    

In programs

MPARC ARCHITECTURE, MSC PROGR, Year 2 (elective)

Examiner:




Eligibility:

For single subject courses within Chalmers programmes the same eligibility requirements apply, as to the programme(s) that the course is part of.

Course specific prerequisites

Minimum 40 credits from courses (the first year of the masterprogramme) with architectural design focus or corresponding qualifications. English.

Aim

The students shall obtain knowledge of and ability to design a new health care building. Designing space for care is one of the most complex and challenging design commissions. You must be able to coordinate a good patient environment with demands for high-quality work conditions, sufficient space for treatment, advanced systems design etc.

Learning outcomes (after completion of the course the student should be able to)

- Design, as a teamworker, a complex health care building.
- Understand, and be able to apply, the concepts of space for care.
- Take place in a work of programming for space for care, combining aspects of spaces for care, work environment and architectural systems thinking.
- Design and Communicate in the process of adding a new building to a larger complex of several interrelated buildings.

Content

The application in this project will be the design of a new building supplied with a study on consequences on the building complex level and hospital logistics. Designing for health care means designing for constant change. The fast progress in medicine and new therapies, new patient demands etc are the driving forces for rapid change. The time you spend inside the hospital ward are shorter. Patient flows are moving from in-patient to out-patient care. Development in medical therapy leads to more integrated care where older functional and organisational barriers are loosened up and instead you can see new multi disciplinary and patient-focused therapy lines. Instead of moving the patient around the care is centred around the patient. All this means that standard architectural solutions do not work anymore. New commission has to be tailored according to its specific context. And the knowledge of what is happening in the frontline is carried by doctors and health care staff. We will therefore use and discuss concepts and practice different techniques for user-participation and for briefing. The students will also get the opportunity to work with different tools (3D, design games) that can support communication with health care personnel etc.

Organisation

The education consists of design-exercises with assistance of teachers, lectures and study-visits etc. The project will have its task outside Göteborg. That means approximately three short journeys with over night stays. There will opportunities for close cooperation and feedback from health care personnel, doctors, client representatives etc

Literature

Literature will be in English, but also, for the Swedish students, in Swedish. The students are requested to reflect on the read literature, and make parallels with other literature or of their own experiences. Some examples of literature are:

Ulrich, Roger (2001) Effects on Healthcare environmental design on medical outcomes.

Anjali J. The Role of the Physical Environment in Promoting Health, Safety, and Effectiveness in the Healthcare Workplace The Center for Health Design, November 2006

Bertelsen, S, FuhrPetersen, K & Davidsen H. (2002) The client as Agent for Changes - Towards a New Culture in Building, Byggherreforeningen, Danmark

Douglas, C., & Douglas, M. (2005). Patient-centred improvements in health-care built environments: perspectives and design indicators. Health Expectations, 8, 264-276.

Edvardsson, D., Sandman, PO., & Rasmussen, B. (2005). Sensing an atmosphere of ease - a tentative theory of supportive care settings. Scandinavian Journal of Caring Sciences, 19(4):344-353.

Edvardsson D. (2006) Ward atmosphere scale. Umeå University.

Kamara, J.M, Amumba, CJ, & Evbuomwan, N.F.O. (2002) Capturing client requirements in construction projects, Thomas Telford, London. Kitzinger J. Qualitative research. Introducing focus groups. BMJ 1995; 311:299-302.

Examination


Page manager Published: Mon 28 Nov 2016.