Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING ın NURSING PRACTICE | - | Spring Semester | 0+4 | 2 | 5 |
| 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) | Assist.Prof. Merve ÖZSOY DURMAZ |
| Assistant(s) | |
| Aim | To gain the ability to apply the teaching process for information requirements in order to improve health behaviors by diagnosing the needs of a healthy/sick individual, family and society. |
| Course Content | This course contains; Introduction of the course, establishing the relationship between course learning outcomes and program competencies Orientation Training Forming small groups,Groups choosing their cases,Discussion of sample case data of groups,Discussion of sample case data of groups,Discussion of the groups in terms of case studies, educational areas,Discussion of the groups in terms of case studies, educational areas,Discussion of the groups in terms of case studies, educational areas,Midterm Exam,Discussion of sample cases of groups in terms of educational areas,Group discussion in terms of case studies, diagnoses, and goals,Group discussion in terms of case studies, applicable teaching methods and materials to be used.,Group discussion in terms of case studies, applicable teaching methods and materials to be used.,Presentations by groups ,Presentations by groups. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Collects data on an individual's learning ability | 10, 12, 13, 16 | E, H |
| Diagnoses the health needs and problems of the healthy/sick individual | 12, 13, 5, 6 | E, H |
| Creates appropriate goals for the healthy/sick individual's their learning needs. | 10, 17, 5, 6 | E, H |
| Implements instruction in accordance with the instructional plan | 11, 15, 4, 5, 6 | E, H |
| Evaluates the applied teaching with appropriate techniques. | 12, 15, 5 | E, H |
| Critically evaluates the training given in group studies and in accordance with the teaching objectives. | 10, 15, 19 | E, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 17: Experimental Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning |
| Assessment Methods: | E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course, establishing the relationship between course learning outcomes and program competencies Orientation Training Forming small groups | Examining the introduction of the 1st source, Reading the 2nd and 3rd source |
| 2 | Groups choosing their cases | Examining the 2nd and 3rd source |
| 3 | Discussion of sample case data of groups | Preparing students for their own cases |
| 4 | Discussion of sample case data of groups | Examining the 2nd and 3rd source |
| 5 | Discussion of the groups in terms of case studies, educational areas | Examining the 2nd and 3rd source |
| 6 | Discussion of the groups in terms of case studies, educational areas | Examining the 2nd and 3rd source Examination of the 'Development theorists' section of the 4th resource |
| 7 | Discussion of the groups in terms of case studies, educational areas | Examining the 2nd source |
| 8 | Midterm Exam | |
| 9 | Discussion of sample cases of groups in terms of educational areas | Examining the second source. Examining the 'contact examples' section of the 5th resource |
| 10 | Group discussion in terms of case studies, diagnoses, and goals | Examining the 2nd source |
| 11 | Group discussion in terms of case studies, applicable teaching methods and materials to be used. | Examining the 'interactive education methods' section of the 1st resource. Examination of the 2nd source |
| 12 | Group discussion in terms of case studies, applicable teaching methods and materials to be used. | Examining the 'visual and audio materials' section of the 1st resource |
| 13 | Presentations by groups | Listening to the case presentations prepared by the students |
| 14 | Presentations by groups | Listening to the case presentations prepared by the students |
| Resources |
| 1.Sullivan R., Magarick R, Bergthold G, Blouse A, Mclntosh N. (1999). Tıp Eğitimcileri için Eğitim Becerileri Rehberi. Şahin N (çev.). Ankara: Hacettepe Halk Sağlığı Vakfı. 2. Bayat M. (2005). Öğretim süreci ve hemşirelik. Sağlık Bilimleri Dergisi, 14, 66-72. 3. Gökkoca ZU. (2001). Sağlık Eğitimi Açısından Temel İlkeler. Sted, 10(10), 371-374. 4. Senemoğlu N. (2012). Gelişim, Öğrenme ve Öğretim. Ankara: PEGEM Yayıncılık. 5. Özcan A. (2006). Hemşire-Hasta İlişkisi ve İletişim, Ankara. |
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 |
|---|---|---|---|---|---|
| TEACHING ın NURSING PRACTICE | - | Spring Semester | 0+4 | 2 | 5 |
| 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) | Assist.Prof. Merve ÖZSOY DURMAZ |
| Assistant(s) | |
| Aim | To gain the ability to apply the teaching process for information requirements in order to improve health behaviors by diagnosing the needs of a healthy/sick individual, family and society. |
| Course Content | This course contains; Introduction of the course, establishing the relationship between course learning outcomes and program competencies Orientation Training Forming small groups,Groups choosing their cases,Discussion of sample case data of groups,Discussion of sample case data of groups,Discussion of the groups in terms of case studies, educational areas,Discussion of the groups in terms of case studies, educational areas,Discussion of the groups in terms of case studies, educational areas,Midterm Exam,Discussion of sample cases of groups in terms of educational areas,Group discussion in terms of case studies, diagnoses, and goals,Group discussion in terms of case studies, applicable teaching methods and materials to be used.,Group discussion in terms of case studies, applicable teaching methods and materials to be used.,Presentations by groups ,Presentations by groups. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Collects data on an individual's learning ability | 10, 12, 13, 16 | E, H |
| Diagnoses the health needs and problems of the healthy/sick individual | 12, 13, 5, 6 | E, H |
| Creates appropriate goals for the healthy/sick individual's their learning needs. | 10, 17, 5, 6 | E, H |
| Implements instruction in accordance with the instructional plan | 11, 15, 4, 5, 6 | E, H |
| Evaluates the applied teaching with appropriate techniques. | 12, 15, 5 | E, H |
| Critically evaluates the training given in group studies and in accordance with the teaching objectives. | 10, 15, 19 | E, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 13: Case Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 17: Experimental Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning |
| Assessment Methods: | E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course, establishing the relationship between course learning outcomes and program competencies Orientation Training Forming small groups | Examining the introduction of the 1st source, Reading the 2nd and 3rd source |
| 2 | Groups choosing their cases | Examining the 2nd and 3rd source |
| 3 | Discussion of sample case data of groups | Preparing students for their own cases |
| 4 | Discussion of sample case data of groups | Examining the 2nd and 3rd source |
| 5 | Discussion of the groups in terms of case studies, educational areas | Examining the 2nd and 3rd source |
| 6 | Discussion of the groups in terms of case studies, educational areas | Examining the 2nd and 3rd source Examination of the 'Development theorists' section of the 4th resource |
| 7 | Discussion of the groups in terms of case studies, educational areas | Examining the 2nd source |
| 8 | Midterm Exam | |
| 9 | Discussion of sample cases of groups in terms of educational areas | Examining the second source. Examining the 'contact examples' section of the 5th resource |
| 10 | Group discussion in terms of case studies, diagnoses, and goals | Examining the 2nd source |
| 11 | Group discussion in terms of case studies, applicable teaching methods and materials to be used. | Examining the 'interactive education methods' section of the 1st resource. Examination of the 2nd source |
| 12 | Group discussion in terms of case studies, applicable teaching methods and materials to be used. | Examining the 'visual and audio materials' section of the 1st resource |
| 13 | Presentations by groups | Listening to the case presentations prepared by the students |
| 14 | Presentations by groups | Listening to the case presentations prepared by the students |
| Resources |
| 1.Sullivan R., Magarick R, Bergthold G, Blouse A, Mclntosh N. (1999). Tıp Eğitimcileri için Eğitim Becerileri Rehberi. Şahin N (çev.). Ankara: Hacettepe Halk Sağlığı Vakfı. 2. Bayat M. (2005). Öğretim süreci ve hemşirelik. Sağlık Bilimleri Dergisi, 14, 66-72. 3. Gökkoca ZU. (2001). Sağlık Eğitimi Açısından Temel İlkeler. Sted, 10(10), 371-374. 4. Senemoğlu N. (2012). Gelişim, Öğrenme ve Öğretim. Ankara: PEGEM Yayıncılık. 5. Özcan A. (2006). Hemşire-Hasta İlişkisi ve İletişim, Ankara. |
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 | |