Architecture | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | HEM317 | ||||||||
Course Name: | Sağlık Bilimlerinde Kanıta Dayalı Uygulamalar | ||||||||
Course Semester: |
Spring |
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Course Credits: |
|
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | University Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Assoc. Prof. GÜLZADE UYSAL | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi ÖZLEM YAZICI Assoc. Prof. GÜLZADE UYSAL |
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Course Assistants: |
Course Objectives: | The aim of this course is to introduce the student to appropriate scientific knowledge which enables them to develop their own unique clinical and educational approach to nursing. This lesson is to gain and improve the student's knowledge, attitude and skill related to evidence-based nursing care. |
Course Content: | Access to evidence-based nursing information, analysis of data, the use of evidence-based databases (such as Cochrane, EBN, CINAHL) and publications in research and practice. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Introduction and presentation of lesson | • Erdoğan S., Nahcivan N., Esin N. (2014). Hemşirelikte Araştırma süreç, uygulama ve kritik. Nobel Kitabevi, İstanbul. • The Mosby. Erefe İ (ed), (2002). Hemşirelikte Araştırma İlke, Süreç ve Yöntemleri. Odak Ofset, İstanbul. |
1) | ||
1) | ||
2) | Evidence-Based Nursing | Questino- answer |
3) | Evaluation evidence-based practice nursing care | Instructor led group discussion Brain storming |
4) | Clinical Problem Solving | Question-answer |
5) | Clinical Decision Making | Observation |
6) | MIDTERM EXAM | - |
7) | Evidence-Based Care and Clinical Samples | Group work |
8) | Evidence based nursing in education | Question-answer |
9) | Impact of Education on Evidence-Based Practice | Question-answer |
10) | Evidence-Based Nursing in the Integration of Care and Educational Institutions | Brain storming |
11) | Evidence-Based Study Analysis | Team working |
12) | Metaanalysis Study in a Topic | Question-answer |
13) | Samples of evidence based nursing-I | Team working |
14) | Samples of evidence based nursing-II | Team working |
15) | FINAL EXAM | exam |
Course Notes / Textbooks: | • Erdoğan S., Nahcivan N., Esin N. (2014). Hemşirelikte Araştırma süreç, uygulama ve kritik. Nobel Kitabevi, İstanbul. • The Mosby. Erefe İ (ed), (2002). Hemşirelikte Araştırma İlke, Süreç ve Yöntemleri. Odak Ofset, İstanbul. |
References: | • Erdoğan S., Nahcivan N., Esin N. (2014). Hemşirelikte araştırma süreç, uygulama ve kritik. Nobel Kitabevi, İstanbul. • Ruetzler K, Fleck M, Nabecker S, Pinter K, Landskron G, Lassnigg A, You J, Sessler DI. A randomized, double-blind comparison of licorice versus sugar-water gargle for prevention of postoperative sore throat and postextubation coughing. Anesth Analg 2013;117:614-21 |
Learning Outcomes | 1 |
2 |
3 |
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Program Outcomes | |||||||||
1) - Gaining discursive, theoretical and factual information from various environments, in local, national and global context for related field, architectural design/ planning/ design activities and researches, she has required ability and comprehension to reflect the information on academic environment. | |||||||||
2) - Has intellectual, discursive, scientific, technologic, esthetic, artistic, historic and cultural information and comprehension about related field. | |||||||||
3) - Has knowledge and understanding on human and community oriented and sensitive to environment (natural and built) architectural design/ planning/ design/ research methods on the related field. | |||||||||
4) - Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards. | |||||||||
5) - They have knowledge about the principles, laws, regulations and standards related to their field. | |||||||||
6) - Has knowledge and understanding about institutional and ethical values related to the concerned field. | |||||||||
7) - Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context. | |||||||||
8) - Has ability to develop concepts in architectural design/ planning/ design fields. | |||||||||
9) - Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches. | |||||||||
10) - Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | - Gaining discursive, theoretical and factual information from various environments, in local, national and global context for related field, architectural design/ planning/ design activities and researches, she has required ability and comprehension to reflect the information on academic environment. | |
2) | - Has intellectual, discursive, scientific, technologic, esthetic, artistic, historic and cultural information and comprehension about related field. | |
3) | - Has knowledge and understanding on human and community oriented and sensitive to environment (natural and built) architectural design/ planning/ design/ research methods on the related field. | |
4) | - Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards. | |
5) | - They have knowledge about the principles, laws, regulations and standards related to their field. | |
6) | - Has knowledge and understanding about institutional and ethical values related to the concerned field. | |
7) | - Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context. | |
8) | - Has ability to develop concepts in architectural design/ planning/ design fields. | |
9) | - Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches. | |
10) | - Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues. |
Field Study | |
Peer Review | |
Expression | |
Brainstorming/ Six tihnking hats | |
Individual study and homework | |
Group study and homework | |
Reading | |
Homework | |
Seminar |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework |
Semester Requirements | Number of Activities | Level of Contribution |
Homework Assignments | 1 | % 20 |
Project | 1 | % 20 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Workload |
Course Hours | 15 | 29 |
Application | 9 | 9 |
Study Hours Out of Class | 14 | 46 |
Homework Assignments | 6 | 12 |
Quizzes | 2 | 2 |
Midterms | 1 | 1 |
Paper Submission | 6 | 6 |
Final | 1 | 1 |
Total Workload | 106 |