Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CRITICAL THINKING | - | 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 | Elective |
| Course Coordinator | Assist.Prof. Merve ÖZSOY DURMAZ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To provide students with critical thinking skills about individual, family and community health and care. |
| Course Content | This course contains; Introduction to criticakl thinking,Basic concepts associated with critical thinkingThe relationship of critical thinking with other types of thinking,Critical thinking skills, strategies and prerequisite skills, Critical thinking standards,Basic approaches in acquiring critical thinking skills,Evaluation of critical thinking,The importance of critical thinking in nursing practice,The relationship between critical thinking and nursing process,Midterm Week,Critical Thinking activities: Debate,Critical Thinking activities: Reading critical articles,Critical Thinking activities: Problem solving,Critical Thinking activities: Concept Map,Critical Thinking activities: Clinical decision making,Critical Thinking activities: Case analysis. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the concepts of critical thinking | 10, 13, 4, 5, 9 | A, E |
| Lists critical thinking methods. | 10, 9 | A |
| Discusses the importance of critical thinking for nursing. | 10, 16, 9 | A |
| Uses critical thinking skills in matters related to nursing care. | 10, 13, 19, 20, 23, 4, 5, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to criticakl thinking | First week |
| 2 | Basic concepts associated with critical thinkingThe relationship of critical thinking with other types of thinking | Reading the first source from 1 to 5 |
| 3 | Critical thinking skills, strategies and prerequisite skills, Critical thinking standards | Reading the 1st source from 90 to 130 |
| 4 | Basic approaches in acquiring critical thinking skills | Reading the first source from 13 to 18 and 2nd source from 27 to 31 |
| 5 | Evaluation of critical thinking | Reading the 1st source from 49 to 83 |
| 6 | The importance of critical thinking in nursing practice | Reading the first source from 14 to 52 |
| 7 | The relationship between critical thinking and nursing process | Reading the first source from 139 to 142 and 2nd source from 36 to 42 |
| 8 | Midterm Week | |
| 9 | Critical Thinking activities: Debate | Reviewing of the 1st source |
| 10 | Critical Thinking activities: Reading critical articles | Reading the first source from 163 to 167 and 3rd source from 14 to 52 |
| 11 | Critical Thinking activities: Problem solving | Reading the first source from 18 to 28 and 2nd source from 21 to 37 |
| 12 | Critical Thinking activities: Concept Map | Reading the first source from 167 to 169 and 3rd source from 14 to 52 |
| 13 | Critical Thinking activities: Clinical decision making | Reading the first source from 91 to 97 and 4th source from 1 to 270 |
| 14 | Critical Thinking activities: Case analysis | Reading the first source from 91 to 97 and 2nd source from 1 to 270 |
| Resources |
| 1-Eleştirel Düşünme Rehberi, Gearld M. Nosich, Anı Yayıncılık, Ankara, 2015 2-Kritik Düşünce, Ricahard Paul ve ark. Nobel yayıncılık, 2013 3- Eleştirel Medya Okur Yazarlığı, Abdurahman Şahin, 4- 2011Bir Bilim Adamının Romanı, Oğuz Atay, 39. Baskı, İstanbul, 2013 5- Birsel AYBEK, Eleştirel Düşünme Rehberi, 1. Baskı, Anı Yayıncılık, Ankara, 2011 6- Belgin ÖZERUZ YILDIRIM, Ed. Süheyla ALTUĞ ÖZSOY, Hemşirelikte Eleştirel Düşünme, Tuna Matbaacılık, Aydın, 2010. 7- Doğan CÜCELOĞLU, İyi Düşün Doğru Karar Ver, 50. Basım, Remzi Kitabevi, İstanbul, 2008. 8- Küçük Prens , Saint Esscupery, 2015" 1. Şahinel S. Eleştirel Düşünme. Pegem A Yayıncılık, Ankara, 2002."KAYNAKLAR 1-Eleştirel Düşünme Rehberi, Gearld M. Nosich, Anı Yayıncılık, Ankara, 2015 2-Kritik Düşünce, Ricahard Paul ve ark. Nobel yayıncılık, 2013 |
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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| CRITICAL THINKING | - | 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 | Elective |
| Course Coordinator | Assist.Prof. Merve ÖZSOY DURMAZ |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To provide students with critical thinking skills about individual, family and community health and care. |
| Course Content | This course contains; Introduction to criticakl thinking,Basic concepts associated with critical thinkingThe relationship of critical thinking with other types of thinking,Critical thinking skills, strategies and prerequisite skills, Critical thinking standards,Basic approaches in acquiring critical thinking skills,Evaluation of critical thinking,The importance of critical thinking in nursing practice,The relationship between critical thinking and nursing process,Midterm Week,Critical Thinking activities: Debate,Critical Thinking activities: Reading critical articles,Critical Thinking activities: Problem solving,Critical Thinking activities: Concept Map,Critical Thinking activities: Clinical decision making,Critical Thinking activities: Case analysis. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the concepts of critical thinking | 10, 13, 4, 5, 9 | A, E |
| Lists critical thinking methods. | 10, 9 | A |
| Discusses the importance of critical thinking for nursing. | 10, 16, 9 | A |
| Uses critical thinking skills in matters related to nursing care. | 10, 13, 19, 20, 23, 4, 5, 9 | E |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 23: Concept Map Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to criticakl thinking | First week |
| 2 | Basic concepts associated with critical thinkingThe relationship of critical thinking with other types of thinking | Reading the first source from 1 to 5 |
| 3 | Critical thinking skills, strategies and prerequisite skills, Critical thinking standards | Reading the 1st source from 90 to 130 |
| 4 | Basic approaches in acquiring critical thinking skills | Reading the first source from 13 to 18 and 2nd source from 27 to 31 |
| 5 | Evaluation of critical thinking | Reading the 1st source from 49 to 83 |
| 6 | The importance of critical thinking in nursing practice | Reading the first source from 14 to 52 |
| 7 | The relationship between critical thinking and nursing process | Reading the first source from 139 to 142 and 2nd source from 36 to 42 |
| 8 | Midterm Week | |
| 9 | Critical Thinking activities: Debate | Reviewing of the 1st source |
| 10 | Critical Thinking activities: Reading critical articles | Reading the first source from 163 to 167 and 3rd source from 14 to 52 |
| 11 | Critical Thinking activities: Problem solving | Reading the first source from 18 to 28 and 2nd source from 21 to 37 |
| 12 | Critical Thinking activities: Concept Map | Reading the first source from 167 to 169 and 3rd source from 14 to 52 |
| 13 | Critical Thinking activities: Clinical decision making | Reading the first source from 91 to 97 and 4th source from 1 to 270 |
| 14 | Critical Thinking activities: Case analysis | Reading the first source from 91 to 97 and 2nd source from 1 to 270 |
| Resources |
| 1-Eleştirel Düşünme Rehberi, Gearld M. Nosich, Anı Yayıncılık, Ankara, 2015 2-Kritik Düşünce, Ricahard Paul ve ark. Nobel yayıncılık, 2013 3- Eleştirel Medya Okur Yazarlığı, Abdurahman Şahin, 4- 2011Bir Bilim Adamının Romanı, Oğuz Atay, 39. Baskı, İstanbul, 2013 5- Birsel AYBEK, Eleştirel Düşünme Rehberi, 1. Baskı, Anı Yayıncılık, Ankara, 2011 6- Belgin ÖZERUZ YILDIRIM, Ed. Süheyla ALTUĞ ÖZSOY, Hemşirelikte Eleştirel Düşünme, Tuna Matbaacılık, Aydın, 2010. 7- Doğan CÜCELOĞLU, İyi Düşün Doğru Karar Ver, 50. Basım, Remzi Kitabevi, İstanbul, 2008. 8- Küçük Prens , Saint Esscupery, 2015" 1. Şahinel S. Eleştirel Düşünme. Pegem A Yayıncılık, Ankara, 2002."KAYNAKLAR 1-Eleştirel Düşünme Rehberi, Gearld M. Nosich, Anı Yayıncılık, Ankara, 2015 2-Kritik Düşünce, Ricahard Paul ve ark. Nobel yayıncılık, 2013 |
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 | |