Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING in NURSING PRACTICE | HEM3240180 | Spring Semester | 0+4 | 2 | 5 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 Pazartesi 15:30-16:15 Pazartesi 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Gülşah KÖRPE |
| Name of Lecturer(s) | Assist.Prof. Gülşah KÖRPE |
| Assistant(s) | |
| Aim | It is to gain the ability to apply the teaching process for information needs in order to improve health behaviors by diagnosing the needs of the 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,Mid exam,Group discussion in terms of case studies, diagnoses, and goals,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,Presentations by groups. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Ability to collect data on an individual's learning ability | 10, 12, 13, 16 | E, H |
| To be able to diagnose the health needs and problems of the healthy/sick individual | 12, 13, 5, 6 | E, H |
| The ability of the healthy/sick individual to create appropriate goals for their learning needs. | 10, 4, 5, 6 | E, H |
| Ability to implement instruction in accordance with the instructional plan | 11, 15, 4, 5, 6 | E, H |
| Evaluate the applied teaching with appropriate techniques. | 12, 15, 5 | E, H |
| To be able to critically evaluate the training given in group studies and in accordance with the teaching objectives. | 10, 19, 20 | 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, 19: Brainstorming Technique, 20: Reverse 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 | Mid exam | |
| 9 | Group discussion in terms of case studies, diagnoses, and goals | 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 |
| 15 | Presentations by groups | Listening to the case presentations prepared by the students. Filling in evaluation forms |
| 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. Has the theoretical knowledge and skills to fulfill their professional roles and responsibilities. | X | |||||
| 2 | PQ-2. Has the necessary professional attitude and behaviours. | X | |||||
| 3 | PQ-3. Performs quality and safe nursing care in line with evidence-based practices | X | |||||
| 4 | PQ-4. Uses critical thinking, problem solving and leadership skills in nursing decisions and practices. | X | |||||
| 5 | PQ-5. Does teamwork with colleagues and other health professionals. | X | |||||
| 6 | PQ-6. Takes part in scientific and social projects that will contribute to individual and professional development. | X | |||||
| 7 | PQ-7. Reaches the literature by using a foreign language in the field of nursing and uses it in its professional practices. | X | |||||
| 8 | PQ-8. Adopts life long learning and continuous development as a principle. | X | |||||
| 9 | PQ-9. Communicates effectively by cooperating with the individual, family and society in meeting the developing and changing health care needs | X | |||||
| 10 | PQ-10. Provides individual-centered care by considering professional ethical principles and values. | X | |||||
| 11 | PQ-11. Reflects technological and innovative care methods to their professional practices. | 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 | 14 | 4 | 56 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 16 | 16 | |||
| Term Project | 14 | 3 | 42 | |||
| 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 | 2 | 18 | 36 | |||
| Total Workload(Hour) | 150 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(150/30) | 5 | |||||
| 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 in NURSING PRACTICE | HEM3240180 | Spring Semester | 0+4 | 2 | 5 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 Pazartesi 15:30-16:15 Pazartesi 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Gülşah KÖRPE |
| Name of Lecturer(s) | Assist.Prof. Gülşah KÖRPE |
| Assistant(s) | |
| Aim | It is to gain the ability to apply the teaching process for information needs in order to improve health behaviors by diagnosing the needs of the 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,Mid exam,Group discussion in terms of case studies, diagnoses, and goals,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,Presentations by groups. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Ability to collect data on an individual's learning ability | 10, 12, 13, 16 | E, H |
| To be able to diagnose the health needs and problems of the healthy/sick individual | 12, 13, 5, 6 | E, H |
| The ability of the healthy/sick individual to create appropriate goals for their learning needs. | 10, 4, 5, 6 | E, H |
| Ability to implement instruction in accordance with the instructional plan | 11, 15, 4, 5, 6 | E, H |
| Evaluate the applied teaching with appropriate techniques. | 12, 15, 5 | E, H |
| To be able to critically evaluate the training given in group studies and in accordance with the teaching objectives. | 10, 19, 20 | 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, 19: Brainstorming Technique, 20: Reverse 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 | Mid exam | |
| 9 | Group discussion in terms of case studies, diagnoses, and goals | 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 |
| 15 | Presentations by groups | Listening to the case presentations prepared by the students. Filling in evaluation forms |
| 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. Has the theoretical knowledge and skills to fulfill their professional roles and responsibilities. | X | |||||
| 2 | PQ-2. Has the necessary professional attitude and behaviours. | X | |||||
| 3 | PQ-3. Performs quality and safe nursing care in line with evidence-based practices | X | |||||
| 4 | PQ-4. Uses critical thinking, problem solving and leadership skills in nursing decisions and practices. | X | |||||
| 5 | PQ-5. Does teamwork with colleagues and other health professionals. | X | |||||
| 6 | PQ-6. Takes part in scientific and social projects that will contribute to individual and professional development. | X | |||||
| 7 | PQ-7. Reaches the literature by using a foreign language in the field of nursing and uses it in its professional practices. | X | |||||
| 8 | PQ-8. Adopts life long learning and continuous development as a principle. | X | |||||
| 9 | PQ-9. Communicates effectively by cooperating with the individual, family and society in meeting the developing and changing health care needs | X | |||||
| 10 | PQ-10. Provides individual-centered care by considering professional ethical principles and values. | X | |||||
| 11 | PQ-11. Reflects technological and innovative care methods to their professional practices. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |