Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| NURSING PROCESS | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Merve ÖZSOY DURMAZ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of the course is to the gain knowledge and skills related to the nursing process in order to provide nursing care with individual and holistic approach to the individual, family and society. |
| Course Content | This course contains; The purpose definition and importance of nursing process,,The Historical Development of the Nursing Process, Its Purpose, Definition and Importance,Nursing Process and Critical Thinking,Diagnostic stage-1: Diagnostic methods ,Diagnostic stage-2: Use of Model/Theory in diagnosis ,The Stage of Nursing Diagnosis, Common Language and Classification Systems in Nursing ,Stages of the Nursing Process: Planning and Implementation Phase,Stages of the Nursing Process: Evaluation ,Sample Care Plan Review,Diagnostic Process-Case Study,Nursing Diagnosis Process-Case Study,Planning and Implementation Process- Case Study,Evaluation Process- Case Study,Case Study. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Discusses the place of the nursing process in care. | 10, 9 | A |
| Explains the relationship between nursing process and critical thinking | 9 | A |
| Applies diagnostic skills | 8, 9 | E |
| Plans the care of the individual in accordance with the steps of nursing process | 10, 4, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 4: Inquiry-Based Learning, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The purpose definition and importance of nursing process, | 2. Section of the 1.source will be read. |
| 2 | The Historical Development of the Nursing Process, Its Purpose, Definition and Importance | MEBIS notes |
| 3 | Nursing Process and Critical Thinking | The section 10 of the 3.Reference will be read. (p: 95-100) |
| 4 | Diagnostic stage-1: Diagnostic methods | Read the 10th chapter of the 3rd Reference. (p: 138-175) |
| 5 | Diagnostic stage-2: Use of Model/Theory in diagnosis | Read the 10th chapter 10 of the 3 rd reference. (p: 138-175) |
| 6 | The Stage of Nursing Diagnosis, Common Language and Classification Systems in Nursing | Introducing the 11th section of the 3 rd reference (p: 178-190) The sections 1, 2, 3 and 4 of the 7th reference will be examined. |
| 7 | Stages of the Nursing Process: Planning and Implementation Phase | Introducing the 11th section of the 3 rd reference (p: 178-190), The sections 1, 2, 3 and 4 of the 7 th reference will be examined. |
| 8 | Stages of the Nursing Process: Evaluation | To be examined the sections 1, 2, 3 and 4 of the 7th reference |
| 9 | Sample Care Plan Review | to be examined the sections 1, 2, 3 and 4 of the 7 th resource |
| 10 | Diagnostic Process-Case Study | The 12th chapter of the 3rd resource will be read. (p: 193-200) |
| 11 | Nursing Diagnosis Process-Case Study | Read the section 13 of the 3rd reference (p: 202-208). |
| 12 | Planning and Implementation Process- Case Study | Read the section 13 of the 3 rd reference (p: 202-208). |
| 13 | Evaluation Process- Case Study | Read the section 13 of the 3 rd reference (p: 210-216). |
| 14 | Case Study | MEBIS notes |
| Resources |
| 1. Ay F, Ertem, Ü., Özcan, N ve ark. Edt. F A Ay. Temel Hemşirelik Kavramlar, İlkeler, Uygulamalar. İstanbul Medikal Yayıncılık (2014). 2. Birol L. Hemşirelik Süreci, Etki Matbaacılık, 10.Baskı, İzmir (2011). 3. Aştı T., Karadağ A. Hemşirelik Esasları; Hemşirelik Bilim Sanatı. Akademi Yayınevi, İstanbul (2014). 4. Perry AG, Potter PA. Fundamentals of Nursing, 7th Edition, Mosby, (2009). 5. Carpenito-Moyet LJ. Handbook of Nursing Diagnosis, Lippincott Williams & Wilkins; 11th edition, (2005). 6. Herdman TH. Kamitsuru S. Nursing diagnoses: Definitions&Classification. Çev. Ed. Acaroğlu R. Kaya H. HEmşirelik Tanıları: Tanımlar&Sınıflandırma. Nobel Tıp Kitabevi. 2018. İstanbul 7. Acaroğlu R., Kaya H. Hemşirelik Tanıları: Tanımlar ve Sınıflandırma 2015-2017. Nobel Tıp Kİtabevleri, 2018. İstanbul 8. MEBIS notes |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. He/she has sufficient knowledge that allows meeting the health needs of person, family and community by individual and holistic approach and toward nursing process. | X | |||||
| 2 | PY-2. He/she has abilities related to carrying out nursing care in order to protect and improve the health and when health is destroyed. | X | |||||
| 3 | PQ-3. He/she has general culture knowledge because of as being required contemporary person and vocation member. | X | |||||
| 4 | PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies. | X | |||||
| 5 | PQ-5. He/she carries out nursing practices in accordance with vocational essentials and standards. | X | |||||
| 6 | PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care. | X | |||||
| 7 | PQ-7. He/she give health education to the person, family and community and consultation. | X | |||||
| 8 | PQ-8. He/she follows management activities in accordance with executive role as in individual and team member. | X | |||||
| 9 | PQ-9. He/she takes roles in research, project and other activities as in collaboration with health team and other disciplines by consciousness for social responsibilities. | X | |||||
| 10 | PQ-10. He/she reaches international literature by using a foreign language in nursing domain and communicates as written and verbal. | X | |||||
| 11 | PQ-11. He/she improves a behavior that internalizes lifespan learning and open for improvement. | X | |||||
| 12 | PQ-12. He/she communicates as written and verbal, effectively. | X | |||||
| 13 | PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 2 | 14 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 1 | 14 | 14 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 1 | 5 | 5 | |||
| Total Workload(Hour) | 72 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(72/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| NURSING PROCESS | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Merve ÖZSOY DURMAZ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | The aim of the course is to the gain knowledge and skills related to the nursing process in order to provide nursing care with individual and holistic approach to the individual, family and society. |
| Course Content | This course contains; The purpose definition and importance of nursing process,,The Historical Development of the Nursing Process, Its Purpose, Definition and Importance,Nursing Process and Critical Thinking,Diagnostic stage-1: Diagnostic methods ,Diagnostic stage-2: Use of Model/Theory in diagnosis ,The Stage of Nursing Diagnosis, Common Language and Classification Systems in Nursing ,Stages of the Nursing Process: Planning and Implementation Phase,Stages of the Nursing Process: Evaluation ,Sample Care Plan Review,Diagnostic Process-Case Study,Nursing Diagnosis Process-Case Study,Planning and Implementation Process- Case Study,Evaluation Process- Case Study,Case Study. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Discusses the place of the nursing process in care. | 10, 9 | A |
| Explains the relationship between nursing process and critical thinking | 9 | A |
| Applies diagnostic skills | 8, 9 | E |
| Plans the care of the individual in accordance with the steps of nursing process | 10, 4, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 4: Inquiry-Based Learning, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The purpose definition and importance of nursing process, | 2. Section of the 1.source will be read. |
| 2 | The Historical Development of the Nursing Process, Its Purpose, Definition and Importance | MEBIS notes |
| 3 | Nursing Process and Critical Thinking | The section 10 of the 3.Reference will be read. (p: 95-100) |
| 4 | Diagnostic stage-1: Diagnostic methods | Read the 10th chapter of the 3rd Reference. (p: 138-175) |
| 5 | Diagnostic stage-2: Use of Model/Theory in diagnosis | Read the 10th chapter 10 of the 3 rd reference. (p: 138-175) |
| 6 | The Stage of Nursing Diagnosis, Common Language and Classification Systems in Nursing | Introducing the 11th section of the 3 rd reference (p: 178-190) The sections 1, 2, 3 and 4 of the 7th reference will be examined. |
| 7 | Stages of the Nursing Process: Planning and Implementation Phase | Introducing the 11th section of the 3 rd reference (p: 178-190), The sections 1, 2, 3 and 4 of the 7 th reference will be examined. |
| 8 | Stages of the Nursing Process: Evaluation | To be examined the sections 1, 2, 3 and 4 of the 7th reference |
| 9 | Sample Care Plan Review | to be examined the sections 1, 2, 3 and 4 of the 7 th resource |
| 10 | Diagnostic Process-Case Study | The 12th chapter of the 3rd resource will be read. (p: 193-200) |
| 11 | Nursing Diagnosis Process-Case Study | Read the section 13 of the 3rd reference (p: 202-208). |
| 12 | Planning and Implementation Process- Case Study | Read the section 13 of the 3 rd reference (p: 202-208). |
| 13 | Evaluation Process- Case Study | Read the section 13 of the 3 rd reference (p: 210-216). |
| 14 | Case Study | MEBIS notes |
| Resources |
| 1. Ay F, Ertem, Ü., Özcan, N ve ark. Edt. F A Ay. Temel Hemşirelik Kavramlar, İlkeler, Uygulamalar. İstanbul Medikal Yayıncılık (2014). 2. Birol L. Hemşirelik Süreci, Etki Matbaacılık, 10.Baskı, İzmir (2011). 3. Aştı T., Karadağ A. Hemşirelik Esasları; Hemşirelik Bilim Sanatı. Akademi Yayınevi, İstanbul (2014). 4. Perry AG, Potter PA. Fundamentals of Nursing, 7th Edition, Mosby, (2009). 5. Carpenito-Moyet LJ. Handbook of Nursing Diagnosis, Lippincott Williams & Wilkins; 11th edition, (2005). 6. Herdman TH. Kamitsuru S. Nursing diagnoses: Definitions&Classification. Çev. Ed. Acaroğlu R. Kaya H. HEmşirelik Tanıları: Tanımlar&Sınıflandırma. Nobel Tıp Kitabevi. 2018. İstanbul 7. Acaroğlu R., Kaya H. Hemşirelik Tanıları: Tanımlar ve Sınıflandırma 2015-2017. Nobel Tıp Kİtabevleri, 2018. İstanbul 8. MEBIS notes |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. He/she has sufficient knowledge that allows meeting the health needs of person, family and community by individual and holistic approach and toward nursing process. | X | |||||
| 2 | PY-2. He/she has abilities related to carrying out nursing care in order to protect and improve the health and when health is destroyed. | X | |||||
| 3 | PQ-3. He/she has general culture knowledge because of as being required contemporary person and vocation member. | X | |||||
| 4 | PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies. | X | |||||
| 5 | PQ-5. He/she carries out nursing practices in accordance with vocational essentials and standards. | X | |||||
| 6 | PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care. | X | |||||
| 7 | PQ-7. He/she give health education to the person, family and community and consultation. | X | |||||
| 8 | PQ-8. He/she follows management activities in accordance with executive role as in individual and team member. | X | |||||
| 9 | PQ-9. He/she takes roles in research, project and other activities as in collaboration with health team and other disciplines by consciousness for social responsibilities. | X | |||||
| 10 | PQ-10. He/she reaches international literature by using a foreign language in nursing domain and communicates as written and verbal. | X | |||||
| 11 | PQ-11. He/she improves a behavior that internalizes lifespan learning and open for improvement. | X | |||||
| 12 | PQ-12. He/she communicates as written and verbal, effectively. | X | |||||
| 13 | PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |