Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ACADEMIC PRESENTATION TECHNIQUES | HEM3140330 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve TARHAN |
| Name of Lecturer(s) | Assist.Prof. Merve TARHAN |
| Assistant(s) | |
| Aim | It is to gain the skills of effectively designing and presenting scientific research as a poster and oral presentation. |
| Course Content | This course contains; What is a scientific presentation or not?,Components of a scientific research article,Scientists as effective designers and presenters,Visual elements in academic presentations: colors and typography,Visual elements in academic presentations: tables, graphs, photographs,Presentation design with Microsoft Office PowerPoint,The structure of poster presentations,Design and layout of poster presentations,Performing poster presentation,Evaluation of poster presentations,The structure of oral presentations,Design and layout of oral presentations,Performancing oral presentations,Oral presentation performances of the groups . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Explaining the principles of content, design, and performance for effective academic presentations. | 10, 16, 9 | A |
| 2. Designing scientific research as a poster and oral presentation. | 10, 16, 5, 9 | H |
| 3. Distinguishing between effective and ineffective academic presentations. | 10, 13, 14, 16 | A, H |
| 4. Evaluating academic presentations based on effective content, design, and performance principles. | 10, 13, 14 | A, H |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is a scientific presentation or not? | ''What is scientific presentation, or not?'' answering the discussion question |
| 2 | Components of a scientific research article | Reading the first source from 281 to 305 pages |
| 3 | Scientists as effective designers and presenters | Reading the second source |
| 4 | Visual elements in academic presentations: colors and typography | Reading the third source |
| 5 | Visual elements in academic presentations: tables, graphs, photographs | Reading the third source |
| 6 | Presentation design with Microsoft Office PowerPoint | Watching informative videos about essential PowerPoint applications |
| 7 | The structure of poster presentations | Reading the fourth, fifth, and sixth sources |
| 8 | Design and layout of poster presentations | Reading the fourth, fifth, and sixth sources |
| 9 | Performing poster presentation | Reading the fourth, fifth, and sixth sources |
| 10 | Evaluation of poster presentations | Establishment of evaluation criteria for poster presentation |
| 11 | The structure of oral presentations | Reading the seventh and eighth sources |
| 12 | Design and layout of oral presentations | Reading the seventh and eighth sources |
| 13 | Performancing oral presentations | Reading the seventh and eighth sources |
| 14 | Oral presentation performances of the groups | Printing the Academic Presentation Techniques Evaluation Form |
| Resources |
| 1. Erdoğan S, Nahcivan N, Esin MN. (Ed). (2014). Research in nursing: process, practice and critical. Istanbul: Nobel Publishing. 2. Chatterjee, D., Yaster, M., Lockman, J.L., Glass, N. L., Schreiner, M.S., Sinskey, J.L., & Fiadjoe, J.E. (2020). Challenging the status quo of scientific presentations. Pediatric Anesthesia, 31: 116-122. https://doi.org/10.1111/pan.14064 3. Dalyan, V. (2015). Killer slides. Istanbul: Artifarma Publications. 4. Christenbery TL, Latham TG. (2013). Creating effective scholarly posters: a guide for DNP students. J Am Assoc Nurse Pract. 25 (1): 16-23. 5. Üstdal KM. (2009). What should be known in the preparation and presentation of a scientific poster. Erciyes Medical Journal. 31 (3): 282-290. 6. Bulucu, B. (2007). How should an effective presentation be prepared? On Dokuz May University Dentistry Journal of Dentistry. 7. TUBITAK Handbook for Effective Presentations 8. Gürüz, D., ET, Ayşen. (2016). Effective presentation techniques. Ankara: Detay publishing |
| Course notes and other scientific sources related to scientific presentation skills |
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. | ||||||
| 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 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 14 | 1 | 14 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 2 | 1 | 2 | |||
| Total Workload(Hour) | 60 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(60/30) | 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 |
|---|---|---|---|---|---|
| ACADEMIC PRESENTATION TECHNIQUES | HEM3140330 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve TARHAN |
| Name of Lecturer(s) | Assist.Prof. Merve TARHAN |
| Assistant(s) | |
| Aim | It is to gain the skills of effectively designing and presenting scientific research as a poster and oral presentation. |
| Course Content | This course contains; What is a scientific presentation or not?,Components of a scientific research article,Scientists as effective designers and presenters,Visual elements in academic presentations: colors and typography,Visual elements in academic presentations: tables, graphs, photographs,Presentation design with Microsoft Office PowerPoint,The structure of poster presentations,Design and layout of poster presentations,Performing poster presentation,Evaluation of poster presentations,The structure of oral presentations,Design and layout of oral presentations,Performancing oral presentations,Oral presentation performances of the groups . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Explaining the principles of content, design, and performance for effective academic presentations. | 10, 16, 9 | A |
| 2. Designing scientific research as a poster and oral presentation. | 10, 16, 5, 9 | H |
| 3. Distinguishing between effective and ineffective academic presentations. | 10, 13, 14, 16 | A, H |
| 4. Evaluating academic presentations based on effective content, design, and performance principles. | 10, 13, 14 | A, H |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is a scientific presentation or not? | ''What is scientific presentation, or not?'' answering the discussion question |
| 2 | Components of a scientific research article | Reading the first source from 281 to 305 pages |
| 3 | Scientists as effective designers and presenters | Reading the second source |
| 4 | Visual elements in academic presentations: colors and typography | Reading the third source |
| 5 | Visual elements in academic presentations: tables, graphs, photographs | Reading the third source |
| 6 | Presentation design with Microsoft Office PowerPoint | Watching informative videos about essential PowerPoint applications |
| 7 | The structure of poster presentations | Reading the fourth, fifth, and sixth sources |
| 8 | Design and layout of poster presentations | Reading the fourth, fifth, and sixth sources |
| 9 | Performing poster presentation | Reading the fourth, fifth, and sixth sources |
| 10 | Evaluation of poster presentations | Establishment of evaluation criteria for poster presentation |
| 11 | The structure of oral presentations | Reading the seventh and eighth sources |
| 12 | Design and layout of oral presentations | Reading the seventh and eighth sources |
| 13 | Performancing oral presentations | Reading the seventh and eighth sources |
| 14 | Oral presentation performances of the groups | Printing the Academic Presentation Techniques Evaluation Form |
| Resources |
| 1. Erdoğan S, Nahcivan N, Esin MN. (Ed). (2014). Research in nursing: process, practice and critical. Istanbul: Nobel Publishing. 2. Chatterjee, D., Yaster, M., Lockman, J.L., Glass, N. L., Schreiner, M.S., Sinskey, J.L., & Fiadjoe, J.E. (2020). Challenging the status quo of scientific presentations. Pediatric Anesthesia, 31: 116-122. https://doi.org/10.1111/pan.14064 3. Dalyan, V. (2015). Killer slides. Istanbul: Artifarma Publications. 4. Christenbery TL, Latham TG. (2013). Creating effective scholarly posters: a guide for DNP students. J Am Assoc Nurse Pract. 25 (1): 16-23. 5. Üstdal KM. (2009). What should be known in the preparation and presentation of a scientific poster. Erciyes Medical Journal. 31 (3): 282-290. 6. Bulucu, B. (2007). How should an effective presentation be prepared? On Dokuz May University Dentistry Journal of Dentistry. 7. TUBITAK Handbook for Effective Presentations 8. Gürüz, D., ET, Ayşen. (2016). Effective presentation techniques. Ankara: Detay publishing |
| Course notes and other scientific sources related to scientific presentation skills |
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. | ||||||
| 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 | |