Program Information
Aim
Our program aims to train nurses who protect, maintain, improve to health of the individual, family and public who provide nursing care when required, who embrace lifelong learning and have skills of education, administration, and research in accordance with universal values and the realities and requirements of the country.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyGraduation Requirements
Students who have succesfully complete all of the courses,a seminar and a thesis who have taken the 90 to 120 ECTS have a right to receive a diploma.Recognition of Prior Learning
Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
Program Qualification
Theoretical, Factual
1. Has knowledge for develop and deepen to their information in particular fields of nursing as based on nursing graduate degree level qualifications
2. Comprehend to interdisciplinary interaction associated with the area of expertise.
Has proper knowledge of nursing practices and related regulations.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
Employment Opportunities
Students who completed the program successfully can participate in various studies, can work in the universities as research assistants or lecturers or continue with their doctorate programmes on condition that they succeed in their Academic Personnel and Postgraduate Education Entrance Exam (ALES) and Foreign Language exams.Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
Assessment and grading done with writing exams, verbal exams and a presentation of an article or a topic by students. The minimum score to success in postgraduate degree program is 65. Percentage of midterm exams are %50 and, the final exams percentage are %50 with a total score of 100.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Care Plan | ||
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Self Assessment Technique | Self-evaluation of the student's own learning product or performance is applied in terms of developing the student's reflective thinking skills. The results of self- evaluation are examined by the instructor. | Self-assessment form (can be used in the form of checklist rubric, grading scale) |
Group Assessment Technique | In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade. | Group evaluation form (can be used in contor list rubric, grading scale form) |
Clinical Oriented Reasoning Examination |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CONCEPT & THEORY in NURSING I | 3 | 3 | 3 | 4 | 4 | 3 | 4 | 3 | 4 | 3 | 3 | 2 | 3 | 3 | 4 | 3 |
| CONCEPT & THEORY in NURSING II | 3 | 3 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 3 | 4 | 2 | 2 | 3 | 4 | 3 |
| ETHICS in NURSING | 3 | 2 | 4 | 2 | 2 | 2 | 2 | 2 | 4 | 3 | 3 | 1 | 3 | 3 | 5 | 4 |
| FUNDAMENTALS of NURSING | 4 | 4 | 4 | 5 | 3 | 2 | 4 | 3 | 2 | 4 | 3 | 3 | 2 | 2 | 4 | 5 |
| FUNDAMENTALS of NURSING PRACTICE I | 3 | 2 | 3 | 3 | 4 | 3 | 5 | 4 | 3 | 2 | 3 | 1 | 2 | 3 | 3 | 4 |
| FUNDAMENTALS of NURSING SEMINAR I | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 3 | 4 | 5 | 4 | 4 | 4 | 5 | 4 |
| FUNDAMENTALS of NURSING SEMINAR II | 3 | 3 | 1 | 4 | 4 | 2 | 3 | 5 | 2 | 4 | 5 | 3 | 3 | 1 | 3 | 2 |
| HEALTH ASSESSMENT | 4 | 2 | 3 | 4 | 3 | 3 | 3 | 4 | 3 | 3 | 2 | 2 | 3 | 3 | 4 | 4 |
| HEALTH POLICIES | 3 | 3 | 2 | 4 | 4 | 2 | 3 | 3 | 3 | 4 | 3 | 1 | 3 | 3 | 4 | 5 |
| INTERNAL DISEASES NURSING I | 5 | 5 | 4 | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 4 | 4 |
| INTERNAL DISEASES NURSING PRACTICE I | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 4 | 5 | 4 | 5 | 3 | 4 | 3 | 4 | 5 |
| INTERNAL DISEASES NURSING PRACTICE II | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 4 | 5 | 4 | 5 | 3 | 4 | 3 | 4 | 5 |
| INTERNAL DISEASES NURSING SEMINARY I | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 3 | 5 | 5 | 4 | 4 | 4 | 5 | 4 |
| INTERNAL DISEASES NURSING SEMINARY II | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 5 | 3 | 5 | 5 | 4 | 4 | 4 | 5 | 4 |
| INTRODUCTION to FUNDAMENTALS of NURSING | 4 | 2 | 4 | 4 | 4 | 3 | 4 | 4 | 3 | 3 | 4 | 3 | 3 | 3 | 5 | 4 |
| MANAGEMENT in NURSING I | 3 | 3 | 2 | 3 | 3 | 2 | 0 | 3 | 3 | 3 | 3 | 2 | 3 | 0 | 3 | 2 |
| MANAGEMENT in NURSING II | 4 | 4 | 5 | 4 | 3 | 5 | 4 | 4 | 4 | 3 | 4 | 2 | 3 | 4 | 4 | 4 |
| MANAGEMENT in NURSING PRACTICE II | 3 | 3 | 4 | 3 | 3 | 4 | 3 | 4 | 4 | 3 | 3 | 2 | 3 | 4 | 3 | 3 |
| MANAGEMENT in NURSING PRACTICE I | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 3 | 5 | 2 | 3 | 3 | 4 | 5 |
| MANAGEMENT in NURSING SEMINARY I | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 3 | 2 | 3 | 3 |
| MANAGEMENT in NURSING SEMINARY II | 3 | 3 | 4 | 3 | 4 | 4 | 3 | 3 | 4 | 3 | 3 | 2 | 3 | 3 | 3 | 3 |
| MANAGEMENT of NURSING STAFF | 4 | 3 | 3 | 4 | 4 | 4 | 5 | 4 | 3 | 4 | 2 | 2 | 2 | 3 | 3 | 4 |
| NEUROBIOLOGICAL BASIS in HUMAN BEHAVIOR | 2 | 2 | 1 | 3 | 3 | 1 | 3 | 2 | 2 | 3 | 3 | 2 | 3 | 1 | 3 | 1 |
| NURSING PROCESS | 5 | 5 | 4 | 3 | 3 | 5 | 4 | 5 | 4 | 4 | 4 | 2 | 3 | 1 | 5 | 5 |
| OCCUPATIONAL HEALTH | 3 | 4 | 3 | 3 | 2 | 2 | 4 | 3 | 3 | 4 | 2 | 1 | 4 | 4 | 4 | 3 |
| OPERATING ROOM NURSING | 3 | 4 | 4 | 3 | 2 | 3 | 1 | 4 | 4 | 3 | 2 | 2 | 1 | 3 | 4 | 3 |
| PHYSIOPATHOLOGY I | 5 | 3 | 2 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 3 |
| PSYCHIATRIC NURSING I | 4 | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 3 | 4 | 3 |
| PSYCHIATRIC NURSING II | 4 | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 3 | 4 | 3 |
| PSYCHIATRIC NURSING SEMINARY I | 3 | 3 | 3 | 3 | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 2 | 3 | 3 | 3 | 3 |
| PSYCHIATRIC NURSING SEMINARY II | 3 | 4 | 3 | 3 | 4 | 3 | 4 | 3 | 4 | 4 | 3 | 3 | 3 | 2 | 3 | 3 |
| PUBLIC HEALTH NURSING I | 5 | 4 | 3 | 5 | 4 | 3 | 4 | 5 | 3 | 4 | 3 | 2 | 4 | 4 | 4 | 3 |
| PUBLIC HEALTH NURSING II | 3 | 3 | 2 | 4 | 4 | 3 | 5 | 4 | 3 | 3 | 4 | 1 | 4 | 3 | 5 | 5 |
| PUBLIC HEALTH NURSING SEMINARY I | 4 | 3 | 3 | 4 | 4 | 2 | 5 | 5 | 3 | 4 | 3 | 1 | 2 | 3 | 3 | 4 |
| PUBLIC HEALTH NURSING SEMINARY II | 3 | 3 | 2 | 5 | 4 | 4 | 5 | 4 | 3 | 2 | 4 | 3 | 3 | 5 | 5 | 3 |
| RESEARCH in NURSING | 5 | 4 | 5 | 5 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | 3 | 3 | 3 | 4 | 4 |
| SURGICAL DISEASES NURSING | 2 | 4 | 3 | 4 | 3 | 4 | 2 | 4 | 3 | 4 | 3 | 2 | 2 | 3 | 4 | 1 |
| SURGICAL DISEASES NURSING II | 2 | 4 | 3 | 4 | 3 | 4 | 2 | 4 | 3 | 4 | 3 | 2 | 2 | 3 | 4 | 1 |
| SURGICAL DISEASES NURSING PRACTICE I | 3 | 3 | 2 | 4 | 3 | 4 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | 0 | 4 | 2 |
| SURGICAL DISEASES NURSING PRACTICE II | 2 | 3 | 2 | 4 | 3 | 4 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | 0 | 3 | 2 |
| SURGICAL DISEASES NURSING SEMINARY I | 3 | 1 | 2 | 1 | 2 | 2 | 4 | 4 | 0 | 3 | 3 | 2 | 2 | 2 | 4 | 3 |
| SURGICAL DISEASES NURSING SEMINARY II | 3 | 1 | 2 | 1 | 2 | 2 | 4 | 4 | 0 | 3 | 3 | 2 | 2 | 2 | 4 | 3 |
| SURGICAL NURSING of TRAUMA & EMERGENCY | 3 | 4 | 4 | 3 | 2 | 3 | 1 | 4 | 4 | 5 | 2 | 2 | 1 | 3 | 4 | 3 |
| İlişkili Ders Sayısı / 43/58 | 160 | 153 | 146 | 163 | 157 | 149 | 159 | 169 | 142 | 156 | 154 | 105 | 129 | 123 | 171 | 149 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |