Aim
PG 1: They are preferred in health care areas by meeting the health care needs of individuals, families and communities in a quality and safe way with an evidence-based and holistic approach. PG 2: They will be a professional member of the health care team who can establish interprofessional cooperation by adopting professional values and ethical principles in their duties, powers and responsibilities. PG 3: They assume the roles of educator, researcher and leader by using scientific researches, health care technologies and innovative applications in order to contribute to nursing care. PG 4: They continue their professional and personal development with the awareness of lifelong learning.Qualification Awarded
Bachelor's DegreeRegistration and Admission Requirements
In order to be accepted to this program, it is necessary to have completed a high school or equivalent education and to have a diploma and to have obtained enough points in Higher Education Institutions Examination. Students are accepted to the program according to AYT NUMERICAL score type and the principles determined by Higher Education Council. Foreign Students are accepted according to the success criteria determined by the Senate.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - AKTS 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.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| HEM1182320 | ANATOMY I | Turkish | 2+2 | - | 4 | |
| HEM1111800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | - | 2 | |
| HEM1114367 | CAREER PLANNING | Turkish | 2 | - | 2 | |
| HEM1114368 | CONCEPTIAL FRAMEWORK and HISTORY of NURSING | Turkish | 3 | - | 4 | |
| HEM1115000 | COMMUNICATION in HEALTH SERVICES | Turkish | 2 | - | 2 | |
| HEM1182330 | MEDICAL BIOLOGY and GENETICS | Turkish | 3 | - | 4 | |
| HEM1139840 | INTRODUCTION to NURSING | Turkish | 2 | - | 2 | |
| ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | - | 2 | |
| İNG1111200 | ENGLISH I | English | 4 | - | 4 | |
| TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | - | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| HEM1210700 | ANATOMY II | Turkish | 2+2 | - | 4 | |
| HEM1211900 | INFORMATION TECHNOLOGIES and TOOLS II | Turkish | 2 | - | 2 | |
| HEM1216000 | MEDICAL FIRST AID | Turkish | 2 | - | 2 | |
| HEM1214369 | FUNDAMENTALS of NURSING | Turkish | 3 | - | 3 | |
| HEM1214371 | FUNDAMENTALS of NURSING PRACTICE | Turkish | - | 5 | ||
| HEM1217000 | BEHAVIORAL SCIENCES | Turkish | 2 | - | 2 | |
| HEM1282310 | PHYSIOLOGY | Turkish | 3 | - | 4 | |
| ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | - | 2 | |
| İNG1211300 | ENGLISH II | English | 4 | - | 4 | |
| TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | - | 2 | |
Program Qualification
Theoretical, Factual
1.) Has the theoretical knowledge and skills to fulfill their professional roles and responsibilities.
Employment Opportunities
Graduated could work in department institutes, private hospitals, research institutes or universities.Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's mid-term and mid-term exams, practical work, group work and similar studies and the final exam together. Students who do not get at least 50 points from the general exam are considered to be unsuccessful. In order to be successful in the course, at least 60 points or 2.27 success coefficient is required at the end of the semester.Head of Department
Assist.Prof. Nihal SUNALTeaching Methods
Teaching - learning methods and strategies are selected in such a way as to increase the skills of the students such as self - study, lifelong learning, observation, teaching to others, critical thinking, team work, effective use of information. It is also noted that the teaching style is designed to support students with different abilities. The teaching methods used in the program are given in the following list **:
Education Teaching Procedure * | Learning Activities | Tools Used |
|---|---|---|
Lecture | Listening and understanding | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Brainstorming | Listening and understanding, observing/processing situations, critical thinking, development, teamwor | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Seminar | Learn to transferring one subject an audience by preparing presentations on various subjects and to speaking in front of the public. | Standard classroom technologies, multimedia tools, projector, computer |
Case study | Ability to interpret the case report | |
Experiment / Laboratory | Performance experiments, support visual learning and develop manual skills. | Laboratory, Laboratory equipment and tools |
Self-Study | Investigation of details within the scope of the lecture or similar subjects | Investigation of details within the scope of the lecture or computer, textbook/ supplementary books, databases of similar subjects |
Problem solving | Pre-planned special skills | |
Project Based Learning | Describing the subject, determining the methods to be used and interpreting the results | databases, books |
Reflective Thinking | Supporting learning by an active, persistent, and careful consideration of a belief or supposed form of knowledge | |
Case Study | Pre-planned special skills | |
Concept map | ||
Question - Answer | Interactive brainstorming with question-answer | Standard classroom technologies, multimedia tools, projector, computer |
Discussion | Listening and understanding, observation/processing situations, critical thinking, question development | Standard classroom technologies, multimedia tools, projector, computer |
Exercise, Practice | Research and lifelong learning, writing, reading, critical thinking and application | Laboratory, standard classroom technologies, multimedia tools, projector, computer |
Demonstration | Field trip, demonstration of the subjects/techniques learned in the lectures and visits at the facilities. | Mannequin, laboratory equipment and device |
Role Model, Making an example | Supporting learning by seeing | Video, film, databases |
Role Play | Supporting learning by creating related situation | Standard classroom technologies, special equipment |
Teamwork | Realization of projects, assignments and experiments, learning, gaining teamwork skills | Standard classroom technologies, library |
Simulation | Supporting learning by the imitation of the operation of a real-world process or system over time | Computer models, virtual reality tools |
Written Exam | Research – lifelong learning, processing situations, question development, interpretation | |
Oral Exam | Research – lifelong learning, processing situations, question development, interpretation, presentation | |
Homework | Research – lifelong learning, writing, reading, Informatics | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Project / Design | 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 | Learning, processing context/states, learning questions, interpreting | |
Performance task | Project-based presentation techniques | Presentation, smart board, projector, computer. |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 |
|---|---|---|---|---|---|---|---|---|---|---|---|
| ACADEMIC PRESENTATION TECHNIQUES | 2 | 2 | 5 | 5 | 2 | 4 | 2 | 0 | 5 | 2 | 5 |
| ACADEMICAL WRITING and READING | 5 | 3 | 4 | 5 | 3 | 4 | 2 | 0 | 4 | 5 | 3 |
| ANATOMY I | 4 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ANATOMY II | 0 | 0 | 2 | 0 | 3 | 0 | 0 | 0 | 0 | 1 | 2 |
| BEHAVIORAL SCIENCES | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| BIOISTATISTICS | 0 | 0 | 3 | 4 | 0 | 4 | 0 | 4 | 5 | 0 | 3 |
| CARE in INFECTIOUS DISEASES | 3 | 4 | 3 | 2 | 3 | 2 | 4 | 2 | 0 | 1 | 3 |
| CHILD HEALTH & DISEASES NURSING PRACTICE | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 4 | 0 | 5 | 0 |
| CHILD HEALTH and DISEASES NURSING | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 5 | 0 | 5 | 0 |
| COMMUNICATION in HEALTH SERVICES | 4 | 4 | 3 | 0 | 3 | 4 | 4 | 3 | 4 | 0 | 4 |
| CONCEPTIAL FRAMEWORK and HISTORY of NURSING | 5 | 2 | 4 | 5 | 4 | 3 | 3 | 3 | 3 | 4 | 3 |
| CRITICAL THINKING | 5 | 5 | 5 | 4 | 4 | 3 | 5 | 5 | 5 | 3 | 5 |
| DIABETS NURSING | 0 | 4 | 3 | 4 | 4 | 5 | 5 | 4 | 4 | 3 | 4 |
| DISASTER NURSING | 4 | 4 | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 4 |
| EMERGENCY NURSING | 4 | 4 | 0 | 0 | 4 | 3 | 4 | 0 | 0 | 0 | 0 |
| ETHICS in NURSING and DEONTOLOGY | 3 | 3 | 3 | 4 | 3 | 3 | 0 | 0 | 0 | 4 | 0 |
| EVIDENCE-BASED NURSING | 1 | 2 | 1 | 5 | 3 | 4 | 2 | 1 | 2 | 2 | 3 |
| FIRST AID | 5 | 3 | 3 | 3 | 3 | 3 | 4 | 1 | 1 | 0 | 3 |
| FUNDAMENTALS of NURSING II | 5 | 5 | 1 | 1 | 5 | 4 | 1 | 1 | 1 | 1 | 1 |
| FUNDAMENTALS of NURSING II PRACTICE | 5 | 5 | 3 | 0 | 5 | 4 | 0 | 0 | 0 | 0 | 0 |
| GERIATRIC NURSING | 4 | 4 | 1 | 1 | 3 | 3 | 3 | 1 | 3 | 2 | 1 |
| HEALTH ASSESSMENT in NURSING | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HEALTH LITERACY | 4 | 3 | 4 | 3 | 3 | 4 | 5 | 3 | 4 | 4 | 3 |
| HEALTH PROMOTION | 4 | 4 | 4 | 4 | 4 | 4 | 5 | 3 | 4 | 4 | 5 |
| HOME CARE NURSING | 5 | 5 | 5 | 1 | 5 | 5 | 5 | 5 | 5 | 5 | 3 |
| INFORMATICS in NURSING and INNOVATION | 3 | 2 | 4 | 5 | 2 | 5 | 2 | 2 | 3 | 3 | 4 |
| INTENSIVE CARE NURSING | 5 | 5 | 4 | 3 | 2 | 5 | 3 | 2 | 2 | 4 | 2 |
| INTERCULTURAL NURSING | 4 | 4 | 5 | 5 | 3 | 3 | 5 | 3 | 3 | 4 | 2 |
| INTERNAL MEDICINE NURSING | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 3 | 3 |
| INTRODUCTION to NURSING | 3 | 3 | 5 | 3 | 5 | 4 | 3 | 3 | 4 | 2 | 3 |
| MANAGEMENT in NURSING | 4 | 4 | 3 | 5 | 3 | 5 | 0 | 5 | 3 | 1 | 2 |
| MANAGEMENT PRACTICE in NURSING | 4 | 4 | 3 | 4 | 3 | 5 | 0 | 5 | 1 | 5 | 3 |
| MEDICAL FIRST AID | 5 | 3 | 3 | 3 | 3 | 3 | 4 | 1 | 1 | 0 | 3 |
| MENTAL HEALTH and DISEASES NURSING | 5 | 5 | 5 | 1 | 5 | 4 | 5 | 4 | 4 | 0 | 4 |
| MENTAL HEALTH and DISEASES NURSING PRACTICE | 5 | 5 | 5 | 5 | 3 | 4 | 5 | 5 | 4 | 1 | 3 |
| NURSING and HEALTH POLICIES | 3 | 2 | 5 | 5 | 4 | 3 | 1 | 5 | 3 | 0 | 3 |
| NURSING CARE for DISABLED PERSON | 0 | 3 | 4 | 0 | 3 | 3 | 5 | 0 | 5 | 0 | 3 |
| NURSING CARE MANAGEMENT-I | 5 | 5 | 3 | 4 | 5 | 4 | 4 | 4 | 3 | 1 | 5 |
| NURSING PROCESS | 5 | 5 | 4 | 3 | 3 | 5 | 3 | 1 | 1 | 5 | 1 |
| NURSING RESEARCH | 2 | 1 | 5 | 5 | 5 | 5 | 5 | 1 | 5 | 5 | 4 |
| ONCOLOGY NURSING | 5 | 5 | 3 | 4 | 5 | 5 | 3 | 0 | 0 | 0 | 3 |
| PALLIATIVE and END of LIFE CARE | 5 | 4 | 3 | 0 | 4 | 4 | 4 | 0 | 0 | 0 | 0 |
| PHARMACOLOGY | 5 | 3 | 3 | 3 | 3 | 3 | 4 | 1 | 1 | 0 | 3 |
| PHYSIOLOGY | 4 | 0 | 4 | 3 | 0 | 4 | 0 | 0 | 0 | 0 | 4 |
| PRACTICE of PUBLIC HEALTH NURSING | 5 | 5 | 0 | 0 | 5 | 5 | 5 | 0 | 5 | 0 | 0 |
| PROFESSIONAL ENGLISH I | 0 | 0 | 4 | 3 | 3 | 0 | 4 | 0 | 0 | 4 | 5 |
| PROFESSIONAL ENGLISH II | 3 | 0 | 5 | 0 | 0 | 0 | 5 | 0 | 0 | 4 | 5 |
| PSYCHOSOCIAL NURSING | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 3 | 4 | 0 | 4 |
| PUBLIC HEALTH NURSING | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 0 | 3 | 0 | 3 |
| QUALITY and SAFETY in HEALTH | 4 | 5 | 2 | 2 | 5 | 5 | 0 | 4 | 2 | 1 | 2 |
| REPRODUCTIVE HEALTH and FAMILY PLANNING | 5 | 4 | 4 | 4 | 3 | 3 | 4 | 0 | 0 | 3 | 0 |
| SOCIAL VIOLENCE and REHABILITATION | 3 | 4 | 5 | 4 | 5 | 5 | 4 | 3 | 3 | 5 | 3 |
| SURGICAL NURSING | 5 | 5 | 4 | 3 | 3 | 5 | 4 | 2 | 2 | 4 | 2 |
| SURGICAL NURSING PRATICE | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 2 | 2 | 4 | 2 |
| TEACHING in NURSING | 5 | 0 | 4 | 4 | 0 | 4 | 5 | 0 | 0 | 5 | 0 |
| TEACHING in NURSING PRACTICE | 5 | 0 | 4 | 4 | 0 | 4 | 5 | 0 | 0 | 5 | 0 |
| TRANSITION to PROFESSIONAL LIFE | 5 | 5 | 3 | 3 | 4 | 4 | 2 | 2 | 3 | 2 | 3 |
| TRANSPLANTATION NURSING | 4 | 4 | 4 | 4 | 5 | 5 | 3 | 3 | 3 | 3 | 1 |
| WOMEN HEALTH and DISEASES NURSING PRACTICE | 4 | 5 | 4 | 3 | 4 | 5 | 5 | 3 | 3 | 4 | 3 |
| WOUND CARE and STOMA NURSING | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 3 | 4 | 3 | 5 |
| İlişkili Ders Sayısı / 60/75 | 235 | 214 | 213 | 189 | 199 | 225 | 197 | 129 | 139 | 139 | 150 |
Surveys for Students
| Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
|---|---|---|---|---|---|---|
| Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
| Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
| Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
| Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
| Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
| Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
| Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
| Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
| Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
| Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
| Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
| Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
| Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
| Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
| Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
| Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
| Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
| Ders güncel konu ve konuklarla desteklenir. | ||||||
| Yukarıdaki sorular dışında iletmek istedikleriniz |