Program Information(Ing)
Program Information(Ing)
Aim
OP-1. To be able to have the ability to present a quality and trustworthy care to person, families and communities in the direction of national and international field. OP-2. To be able to be a professional member of health care team by adopting nursing values and being able to work cooperatively with other fields OP-3. To be able to have qualification to contribute for scientific knowledge of nursing profession. OP-4. To be able to maintain professional and individual development and be preffered in the healthcare fieldsQualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
In order to be accepted to this program, it is necessary to have completed a high school or equivalent education and to have a diploma and to have obtained enough points in Higher Education Institutions Examination (YKS). Students are accepted to the program according to AYT NUMERICAL score type and the principles determined by Higher Education Council. Foreign Students are accepted according to the success criteria determined by the Senate.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| NRS1112100 | INFORMATION TECHNOLOGIES and TOOLS I | English | 2 | 2 | 2 | |
| NRS1114394 | CAREER PLANNING | English | 2 | 2 | 2 | |
| NRS1114395 | CONCEPTIAL FRAMEWORK and HISTORY of NURSING | English | 3 | 3 | 4 | |
| NRS1114396 | MEDICAL TERMINOLOGY I | English | 2 | 2 | 4 | |
| NRS1115974 | MEDICAL BIOLOGY & GENETICS | English | 2 | 2 | 4 | |
| NRS1139720 | ANATOMY I | English | 2+2 | 3 | 4 | |
| NRS1139750 | COMMUNICATION in HEALTH SERVICES | English | 2 | 2 | 2 | |
| NRS1111522 | INTRODUCTION to NURSING | English | 2 | 2 | 2 | |
| ATA1110300 | HISTORY of the TURKISH REPUBLIC I | English | 2 | 2 | 2 | |
| TDL1110400 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| NRS1212200 | INFORMATION TECHNOLOGIES and TOOLS II | English | 2 | 2 | 2 | |
| NRS1239590 | MEDICAL FIRST AID | English | 2 | 2 | 2 | |
| NRS1254230 | BEHAVIORAL SCIENCES | English | 2 | 2 | 2 | |
| NRS1211564 | MEDICAL TERMINOLOGY II | English | 4 | 4 | 4 | |
| NRS1214397 | FUNDAMENTALS of NURSING | English | 3 | 3 | 3 | |
| NRS1214398 | FUNDAMENTALS of NURSING PRACTICE | English | 0+10 | 5 | 5 | |
| NRS1239770 | ANATOMY II | English | 2+2 | 3 | 4 | |
| NRS1239780 | PHYSIOLOGY | English | 3 | 3 | 4 | |
| ATA1210500 | HISTORY of the TURKISH REPUBLIC II | English | 2 | 2 | 2 | |
| TDL1210600 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
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.
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.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level.
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3 - PQ-3. He/she has general culture knowledge because of as being required contemporary person and vocation member.
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. |
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2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health.
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4 - PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies.
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3-Defining the importance of ethical principles and ethical committees for individuals and society.
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4 - PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies.
10 - PQ-10. He/she reaches international literature by using a foreign language in nursing domain and communicates as written and verbal. |
| SKILLS | |
| Cognitive, Practical | |
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1- Interpreting and evaluating data using basic knowledge and skills acquired in the field of health, identifying and analyzing problems and taking part/responsibility in studies planned for solution.
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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.
6 - PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care. |
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2- Using basic computer programs and related technologies related to the field of health.
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4 - PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies.
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7 - PQ-7. He/she give health education to the person, family and community and consultation.
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6 - PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care.
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| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Carrying out a given task independently by using the basic knowledge it has about the field of health.
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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.
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2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.
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6 - PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care.
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3- Carrying out activities for the development of employees within the framework of a project under its responsibility.
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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.
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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.
8 - PQ-8. He/she follows management activities in accordance with executive role as in individual and team member. | |
| Learning Competence | |
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1- Evaluating the basic knowledge and skills with a critical approach.
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6 - PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care.
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2- Being able to determine learning needs and directing learning.
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5 - PQ-5. He/she carries out nursing practices in accordance with vocational essentials and standards.
11 - PQ-11. He/she improves a behavior that internalizes lifespan learning and open for improvement. |
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3- Consciousness of lifelong learning.
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10 - PQ-10. He/she reaches international literature by using a foreign language in nursing domain and communicates as written and verbal.
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11 - PQ-11. He/she improves a behavior that internalizes lifespan learning and open for improvement.
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6 - PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care.
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| Communication and Social Competence | |
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1- Informing the relevant persons and institutions by using the basic knowledge and skills in the field of health, and conveying his/her thoughts and solution suggestions for problems in writing and verbally.
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12 - PQ-12. He/she communicates as written and verbal, effectively.
7 - PQ-7. He/she give health education to the person, family and community and consultation. |
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2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.
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12 - PQ-12. He/she communicates as written and verbal, effectively.
8 - PQ-8. He/she follows management activities in accordance with executive role as in individual and team member. 4 - PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies. |
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3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility.
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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.
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4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.
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10 - PQ-10. He/she reaches international literature by using a foreign language in nursing domain and communicates as written and verbal.
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5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.
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4 - PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies.
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6-It is monitoring the events on the agenda of the society and the world in the field of health and is sensitive to developments.
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4 - PQ-4. He/she conducts the nursing care in accordance with scientific researches, evidence, improving technology and current health policies.
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12 - PQ-12. He/she communicates as written and verbal, effectively.
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3 - PQ-3. He/she has general culture knowledge because of as being required contemporary person and vocation member.
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13 - PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values.
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| Field-based Competence | |
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1- Acting in accordance with social, scientific, cultural and ethical values during the stages of collecting, interpreting, applying and announcing the results of data related to the health field.
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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.
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2- Acting in accordance with quality management and processes and participates in these processes.
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5 - PQ-5. He/she carries out nursing practices in accordance with vocational essentials and standards.
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3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.
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7 - PQ-7. He/she give health education to the person, family and community and consultation.
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4- As an individual, he/she is acting in accordance with the laws, regulations, legislation and professional ethics rules related to his/her duties, rights and responsibilities.
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13 - PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values.
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5-It is an example to society with its appearance, attitude, attitudes and behaviors.
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13 - PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values.
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6-Having experience in working with other health disciplines.
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6 - PQ-6. He/she uses critical thinking, problem solving and decision making abilities in nursing care.
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7- Developing solution suggestions by considering professional and ethical values.
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11 - PQ-11. He/she improves a behavior that internalizes lifespan learning and open for improvement.
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13 - PQ-13. He/She is a model for colleagues and society by behaving as consonant with vocational essentials and values.
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Employment Opportunities
Graduates could work in public institutions, private sector, research institutes or universities.Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's mid-term and mid-term exams, practical work, group work and similar studies and the final exam together. Students who do not get at least 50 points from the general exam are considered to be unsuccessful. In order to be successful in the course, at least 60 points or 2.27 success coefficient is required at the end of the semester.Head of Department/Program
Head Of Department
Prof.Dr. Sema KUĞUOĞLUHead Of Department
Dr.Öğr.Üye. Aysel KÖKCÜ DOĞANLearning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Care Plan | ||
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Multiple-Choice Exam | ||
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACADEMIC PRESENTATION TECHNIQUES | 0 | 0 | 5 | 5 | 0 | 5 | 0 | 0 | 5 | 5 | 5 | 5 | 0 |
| ANATOMY I | 4 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ANATOMY II | 0 | 0 | 2 | 0 | 3 | 0 | 0 | 0 | 0 | 1 | 2 | 0 | 1 |
| BEHAVIORAL SCIENCES | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 0 |
| BIOCHEMISTRY | 3 | 4 | 4 | 5 | 3 | 2 | 2 | 2 | 5 | 5 | 5 | 5 | 5 |
| BIOSTATISTICS | 0 | 0 | 3 | 4 | 0 | 4 | 0 | 4 | 5 | 0 | 3 | 0 | 0 |
| CARE in INFECTIOUS DISEASES | 5 | 5 | 5 | 3 | 5 | 4 | 5 | 0 | 0 | 5 | 5 | 0 | 0 |
| CARE TECHNOLOGY | 3 | 2 | 3 | 5 | 3 | 4 | 1 | 1 | 3 | 3 | 4 | 4 | 2 |
| CAREER PLANNING | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 0 |
| CHILD HEALTH and DISEASES NURSING | 4 | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 5 |
| CHILD HEALTH and DISEASES NURSING PRACTICE | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 4 |
| COMMUNICATION in HEALTH SERVICES | 4 | 4 | 3 | 0 | 3 | 4 | 4 | 3 | 4 | 0 | 4 | 4 | 4 |
| CONCEPTIAL FRAMEWORK and HISTORY of NURSING | 4 | 3 | 5 | 4 | 4 | 4 | 3 | 4 | 3 | 5 | 5 | 5 | 5 |
| CRITICAL THINKING | 3 | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 |
| EMERGENCY NURSING | 4 | 4 | 4 | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 3 |
| ETHICS in NURSING and DEONTOLOGY | 0 | 0 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 5 | 5 | 5 | 5 |
| EVIDENCE-BASED NURSING | 5 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 4 | 5 | 4 | 0 | 0 |
| FUNDAMENTALS of NURSING | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 5 | 5 | 5 | 5 |
| FUNDAMENTALS of NURSING PRACTICE | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 5 | 5 | 5 | 5 |
| GERIATRIC NURSING | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 0 | 0 | 0 | 5 | 5 | 5 |
| HEALTH ASSESMENT | 4 | 4 | 1 | 2 | 4 | 2 | 2 | 0 | 1 | 1 | 3 | 4 | 4 |
| HEALTH LAW | 0 | 0 | 3 | 1 | 3 | 3 | 0 | 0 | 1 | 0 | 2 | 3 | 2 |
| HEALTH LITERACY | 2 | 2 | 5 | 5 | 0 | 5 | 5 | 0 | 0 | 5 | 5 | 5 | 0 |
| HEALTH POLICIES and NURSING | 4 | 2 | 4 | 4 | 3 | 3 | 2 | 3 | 4 | 3 | 4 | 3 | 4 |
| HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS I | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 2 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS II | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 |
| INTENSIVE CARE NURSING | 4 | 4 | 3 | 5 | 4 | 4 | 3 | 4 | 3 | 4 | 4 | 4 | 4 |
| INTERCULTURAL NURSING | 4 | 4 | 4 | 2 | 3 | 5 | 5 | 3 | 3 | 3 | 5 | 5 | 4 |
| INTERNAL DISEASES NURSING PRACTICE | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 0 | 0 | 5 | 0 | 4 | 3 |
| INTERNAL MEDICINE NURSING | 5 | 5 | 3 | 5 | 5 | 5 | 5 | 4 | 5 | 3 | 3 | 4 | 4 |
| INTRODUCTION to NURSING | 4 | 3 | 5 | 2 | 4 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 5 |
| MANAGEMENT in NURSING | 0 | 0 | 5 | 5 | 5 | 5 | 0 | 5 | 0 | 0 | 0 | 5 | 5 |
| MANAGEMENT in NURSING PRACTICE | 0 | 0 | 5 | 5 | 5 | 5 | 0 | 5 | 0 | 5 | 5 | 5 | 5 |
| MEDICAL BIOLOGY & GENETICS | 0 | 2 | 2 | 1 | 3 | 2 | 1 | 0 | 2 | 0 | 2 | 3 | 3 |
| MEDICAL FIRST AID | 0 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 5 |
| MEDICAL TERMINOLOGY I | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 5 | 0 |
| MEDICAL TERMINOLOGY II | 0 | 0 | 5 | 0 | 3 | 3 | 3 | 0 | 3 | 5 | 5 | 5 | 0 |
| MENTAL HEALTH and DISEASES NURSING | 4 | 4 | 3 | 3 | 4 | 4 | 5 | 1 | 3 | 1 | 3 | 4 | 5 |
| MENTAL HEALTH and DISEASES NURSONG PRACTICE | 4 | 5 | 3 | 3 | 5 | 5 | 5 | 2 | 2 | 2 | 4 | 4 | 5 |
| MICROBIOLOGY | 4 | 3 | 3 | 3 | 3 | 2 | 3 | 0 | 3 | 0 | 2 | 0 | 3 |
| NURSING CARE for DISABLED PERSON | 4 | 4 | 0 | 4 | 0 | 3 | 4 | 0 | 0 | 0 | 0 | 0 | 0 |
| NURSING CARE MANAGEMENT-I | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| NURSING CARE MANAGEMENT-II | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| NURSING PROCESS | 5 | 5 | 4 | 3 | 3 | 5 | 3 | 1 | 1 | 5 | 1 | 2 | 5 |
| OCCUPATIONAL HEALTH NURSING | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 3 | 4 | 4 | 4 | 2 | 4 |
| ONCOLOGY NURSING | 5 | 5 | 0 | 5 | 5 | 5 | 5 | 5 | 0 | 0 | 5 | 0 | 5 |
| PALLIATIVE and END of LIFE CARE | 5 | 4 | 3 | 0 | 4 | 4 | 4 | 0 | 0 | 0 | 0 | 4 | 3 |
| PHARMACOLOGY | 5 | 3 | 3 | 3 | 3 | 3 | 4 | 1 | 1 | 0 | 3 | 4 | 3 |
| PHYSIOLOGY | 4 | 0 | 4 | 3 | 0 | 4 | 0 | 0 | 0 | 0 | 4 | 4 | 3 |
| PSYCHOSOCIAL NURSING | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 4 |
| PUBLIC HEALTH NURSING | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 3 |
| PUBLIC HEALTH NURSING PRACTICE | 5 | 5 | 4 | 3 | 4 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 5 |
| QUALITY and SAFETY in HEALTH | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 3 | 3 | 4 | 4 |
| RESEARCH in NURSING | 0 | 0 | 5 | 5 | 4 | 5 | 0 | 0 | 5 | 5 | 5 | 3 | 4 |
| SCIENTIFIC RESEARCH PROJECTS | 0 | 0 | 4 | 5 | 0 | 0 | 0 | 0 | 5 | 5 | 5 | 0 | 0 |
| SOCIAL RESPONSIBILITY PROJECT | 0 | 0 | 4 | 0 | 0 | 0 | 4 | 0 | 5 | 0 | 0 | 4 | 0 |
| SOCIAL VIOLENCE and REHABILITATION | 0 | 0 | 5 | 0 | 0 | 5 | 5 | 0 | 5 | 0 | 5 | 5 | 5 |
| SURGICAL NURSING | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 4 | 4 |
| SURGICAL NURSING PRATICE | 4 | 4 | 3 | 3 | 4 | 3 | 3 | 3 | 4 | 3 | 3 | 3 | 4 |
| TEACHING ın NURSING PRACTICE | 4 | 4 | 4 | 5 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 |
| TEACHING in NURSING | 4 | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 5 | 4 | 4 | 4 | 4 |
| TRANSPLANTATION NURSING | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 3 | 4 | 4 |
| TURKISH LANGUAGE I | 0 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 5 | 0 |
| TURKISH LANGUAGE II | 0 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 5 | 0 |
| WOMEN HEALTH and DISEASES NURSING PRACTICE | 4 | 4 | 4 | 3 | 4 | 3 | 4 | 2 | 3 | 5 | 3 | 4 | 4 |
| WOUND CARE and STOMA NURSING | 0 | 5 | 5 | 5 | 0 | 5 | 5 | 0 | 0 | 0 | 5 | 0 | 0 |
| İlişkili Ders Sayısı / 68/69 | 190 | 183 | 233 | 201 | 191 | 224 | 185 | 118 | 152 | 171 | 235 | 236 | 198 |
Surveys for Students
| Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
|---|---|---|---|---|---|---|
| Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
| Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
| Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
| Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
| Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
| Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
| Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
| Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
| Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
| Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
| Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
| Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
| Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
| Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
| Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
| Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
| Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
| Ders güncel konu ve konuklarla desteklenir. | ||||||
| Yukarıdaki sorular dışında iletmek istedikleriniz |