Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTENSIVE CARE NURSING | HEM4136110 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Rabia EREN |
| Name of Lecturer(s) | Assist.Prof. Rabia EREN |
| Assistant(s) | |
| Aim | At the end of this course, the student will be able to learn about intensive care design, manpower and the roles and responsibilities of the ICU nurse, patients requiring ICU and entry and exit criteria, ICU stress factors, ICU monitoring and comprehensive patient care, acid base and liquid electrolyte imbalances in the ICU patient, skin care and to provide information about nutrition, patient position and family education. |
| Course Content | This course contains; Introducing the course, Establishing the relationship between the learning outcomes and program competencies Intensive Care Nursing,Intensive Care Unit Intensive Care Design and Organization of Safe Care,Manpower in Intensive Care Units - Intensive Care Nurse Roles and Responsibilities, Following the Breath: The Intensive Care Nurse and Critically Patient Journey Group Study,Stress Factors in Intensive Care,Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-I ,Beyond the Monitor: A Comprehensive Patient Assessment Group Study in the Intensive Care Unit,Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-II ,Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-III ,Reading Lifelines: Patient Assessment and Follow-up in Intensive Care Units,Maintaining Fluid Electrolyte and Acid Base Balance in the Intensive Care Unit,Patient Position in the Intensive Care Unit,Intensive Care Nursing Photovoice Study,Decision Making at the Last Breath of Life: Ethical Stance in Intensive Care Unit Group Study. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Ability to define intensive care unit design and safe care | 10, 16, 8, 9 | C |
| To be able to explain the roles and responsibilities of the intensive care nurse, | 10, 13, 14, 16, 19, 8, 9 | C |
| Ability to identify patients who need intensive care unit and entry-exit criteria | 10, 13, 14, 16, 19, 9 | C |
| Explain the stress factors in the intensive care unit, | 13, 16, 20 | C, E |
| To be able to perform comprehensive patient care, physical examination and evaluation during the Intensive Care Unit process, and to have knowledge about monitoring, | 10, 13, 32, 8, 9 | C |
| Ability to explain infection, nutrition and skin evaluation of a patient in the intensive care unit | 10, 13, 16, 19, 32, 9 | C |
| To be informed about intensive care unit patient and family education and ethical issues | 10, 13, 14, 16, 19, 32, 8, 9 | C, E, L |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 32: Six Thinking Hats, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing the course, Establishing the relationship between the learning outcomes and program competencies Intensive Care Nursing | Examination of the second referance of 1-9 pages.Yoğun Bakım Hemşireliği Dergisi |
| 2 | Intensive Care Unit Intensive Care Design and Organization of Safe Care | 1. Examination of the source. www.tybhd.org.tr |
| 3 | Manpower in Intensive Care Units - Intensive Care Nurse Roles and Responsibilities | 1. Examination of the source. www.tybhd.org.tr |
| 4 | Following the Breath: The Intensive Care Nurse and Critically Patient Journey Group Study | |
| 5 | Stress Factors in Intensive Care | 2. Examination of the source. www.yogunbakim.org.tr |
| 6 | Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-I | 2. Examination of the source. |
| 7 | Beyond the Monitor: A Comprehensive Patient Assessment Group Study in the Intensive Care Unit | |
| 8 | Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-II | www.yogunbakim.org.tr 2. Examination of the source. |
| 9 | Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-III | 3. Kaynağın incelenmesi. www.yogunbakim.org.tr 3. Examination of the source. www.yogunbakim.org.tr |
| 10 | Reading Lifelines: Patient Assessment and Follow-up in Intensive Care Units | |
| 11 | Maintaining Fluid Electrolyte and Acid Base Balance in the Intensive Care Unit | 3. Examination of the source. www.tybhd.org.tr |
| 12 | Patient Position in the Intensive Care Unit | 3. Examination of the source. www.tybhd.org.tr |
| 13 | Intensive Care Nursing Photovoice Study | |
| 14 | Decision Making at the Last Breath of Life: Ethical Stance in Intensive Care Unit Group Study |
| Resources |
| 1-Eti F.E. (Eds.). Surgical Care: With Case Studies. Academician Medical Kitbevi, Ankara, 2016. 2- Çelik S. (Eds.). Basic Problems and Nursing Care in Adult Intensive Care Patients. Nobel Medical Bookstore, Istanbul, 2014. 3- Şahinoğlu H. (Eds). Intensive Care Problems and Treatments. Nobel Medical Bookstore, Istanbul, 2011. 4-Journal of Intensive Care Nursing 5-www.yogunbakim.org.tr 6- www.tybhd.org.tr |
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 | 2 | 28 | |||
| 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 | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 46 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(46/30) | 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 |
|---|---|---|---|---|---|
| INTENSIVE CARE NURSING | HEM4136110 | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Rabia EREN |
| Name of Lecturer(s) | Assist.Prof. Rabia EREN |
| Assistant(s) | |
| Aim | At the end of this course, the student will be able to learn about intensive care design, manpower and the roles and responsibilities of the ICU nurse, patients requiring ICU and entry and exit criteria, ICU stress factors, ICU monitoring and comprehensive patient care, acid base and liquid electrolyte imbalances in the ICU patient, skin care and to provide information about nutrition, patient position and family education. |
| Course Content | This course contains; Introducing the course, Establishing the relationship between the learning outcomes and program competencies Intensive Care Nursing,Intensive Care Unit Intensive Care Design and Organization of Safe Care,Manpower in Intensive Care Units - Intensive Care Nurse Roles and Responsibilities, Following the Breath: The Intensive Care Nurse and Critically Patient Journey Group Study,Stress Factors in Intensive Care,Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-I ,Beyond the Monitor: A Comprehensive Patient Assessment Group Study in the Intensive Care Unit,Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-II ,Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-III ,Reading Lifelines: Patient Assessment and Follow-up in Intensive Care Units,Maintaining Fluid Electrolyte and Acid Base Balance in the Intensive Care Unit,Patient Position in the Intensive Care Unit,Intensive Care Nursing Photovoice Study,Decision Making at the Last Breath of Life: Ethical Stance in Intensive Care Unit Group Study. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Ability to define intensive care unit design and safe care | 10, 16, 8, 9 | C |
| To be able to explain the roles and responsibilities of the intensive care nurse, | 10, 13, 14, 16, 19, 8, 9 | C |
| Ability to identify patients who need intensive care unit and entry-exit criteria | 10, 13, 14, 16, 19, 9 | C |
| Explain the stress factors in the intensive care unit, | 13, 16, 20 | C, E |
| To be able to perform comprehensive patient care, physical examination and evaluation during the Intensive Care Unit process, and to have knowledge about monitoring, | 10, 13, 32, 8, 9 | C |
| Ability to explain infection, nutrition and skin evaluation of a patient in the intensive care unit | 10, 13, 16, 19, 32, 9 | C |
| To be informed about intensive care unit patient and family education and ethical issues | 10, 13, 14, 16, 19, 32, 8, 9 | C, E, L |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 32: Six Thinking Hats, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, L: Group Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing the course, Establishing the relationship between the learning outcomes and program competencies Intensive Care Nursing | Examination of the second referance of 1-9 pages.Yoğun Bakım Hemşireliği Dergisi |
| 2 | Intensive Care Unit Intensive Care Design and Organization of Safe Care | 1. Examination of the source. www.tybhd.org.tr |
| 3 | Manpower in Intensive Care Units - Intensive Care Nurse Roles and Responsibilities | 1. Examination of the source. www.tybhd.org.tr |
| 4 | Following the Breath: The Intensive Care Nurse and Critically Patient Journey Group Study | |
| 5 | Stress Factors in Intensive Care | 2. Examination of the source. www.yogunbakim.org.tr |
| 6 | Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-I | 2. Examination of the source. |
| 7 | Beyond the Monitor: A Comprehensive Patient Assessment Group Study in the Intensive Care Unit | |
| 8 | Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-II | www.yogunbakim.org.tr 2. Examination of the source. |
| 9 | Comprehensive Patient Care During Intensive Care Process – Physical Examination, Evaluation and Monitoring-III | 3. Kaynağın incelenmesi. www.yogunbakim.org.tr 3. Examination of the source. www.yogunbakim.org.tr |
| 10 | Reading Lifelines: Patient Assessment and Follow-up in Intensive Care Units | |
| 11 | Maintaining Fluid Electrolyte and Acid Base Balance in the Intensive Care Unit | 3. Examination of the source. www.tybhd.org.tr |
| 12 | Patient Position in the Intensive Care Unit | 3. Examination of the source. www.tybhd.org.tr |
| 13 | Intensive Care Nursing Photovoice Study | |
| 14 | Decision Making at the Last Breath of Life: Ethical Stance in Intensive Care Unit Group Study |
| Resources |
| 1-Eti F.E. (Eds.). Surgical Care: With Case Studies. Academician Medical Kitbevi, Ankara, 2016. 2- Çelik S. (Eds.). Basic Problems and Nursing Care in Adult Intensive Care Patients. Nobel Medical Bookstore, Istanbul, 2014. 3- Şahinoğlu H. (Eds). Intensive Care Problems and Treatments. Nobel Medical Bookstore, Istanbul, 2011. 4-Journal of Intensive Care Nursing 5-www.yogunbakim.org.tr 6- www.tybhd.org.tr |
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 | |