ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| Nursing non-thesis | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
General course introduction information
| Course Code: | HEM501 | ||||||||
| Course Name: | Concepts and Theorıes of Nursing | ||||||||
| Course Semester: | Fall | ||||||||
| Course Credits: |
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| Language of instruction: | |||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | No | ||||||||
| Type of course: | Compulsory | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Dr.Öğr.Üyesi ÖZLEM YAZICI | ||||||||
| Course Lecturer(s): |
Assoc. Prof. KERİME DERYA BEYDAĞ Öğr.Gör. B.Öğretim Elemanı |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | Understanding the importance of models and theories that distinguish nursing from other disciplines and make nursing a distinctive discipline and to reflect classification systems into practice. |
| Course Content: | 1. Introduction to nursing historical development and nursing concepts I, 2. Introduction to the historical development of nursing and nursing concepts II, 3. Basic concepts of nursing, 4. Sub-concepts related to the basic concepts of nursing, 5. Introduction to Models and Theories in Nursing, 6. Classification of Nursing Theories, 7. Nursing process model-theory relationship, 8. Nursing philosophy, 9. Nursing concept maps, 10. Nursing concept maps, 11. Nursing care maps for safe care, 12. Nursing care maps for safe care, 13. An exemplary model; Roper, Logan and Thierney Life Model, 14. An example model; Roper, Logan and Thierney Model of Life; Includes topics. |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | Historical development of nursing and introduction to nursing concepts | |
| 2) | The phenomenon of nursing theory | |
| 3) | Nursing knowledge and knowing in nursing | |
| 4) | Basic concepts of nursing | |
| 5) | Sub-concepts related to the basic concepts of nursing | |
| 6) | Classification of Nursing Theories | |
| 7) | Nursing process model-theory relationship | |
| 8) | Nursing theories and new nursing models | |
| 9) | Nursing theories and new nursing models | |
| 10) | Nursing theories and new nursing models | |
| 11) | Nursing concept maps | |
| 12) | Nursing care maps for safe care | |
| 13) | Theory definition, analysis and evaluation criteria | |
| 14) | final exam |
Sources
| Course Notes / Textbooks: | |
| References: |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
2 |
3 |
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| Program Outcomes | ||||||
| 1) To be able to develop and deepen knowledge at the same or a different level of field expertise with nursing baccalaureate qualifications | ||||||
| 2) Be able to comprehend interdisciplinary interaction | ||||||
| 3) To be able to carry out a planned scientific research to identify and solve problems in the field of health | ||||||
| 4) To be able to critically examine and develop sociological viewpoints, to be able to mobilize resources, to be able to cooperate inter-sectoral | ||||||
| 6) Taking care of atraumatic care, holistic care, family centered care and primary and secondary care in the direction of legal and ethical principles considering the individuality of the child | ||||||
| 7) Auditing and teaching these values by considering social, scientific, cultural and ethical values in the stages of gathering, interpreting, implementing and announcing data related to internal medicine nursing field | ||||||
| 8) To find a solution to a health problem related to the field, to plan patient care. | ||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To be able to develop and deepen knowledge at the same or a different level of field expertise with nursing baccalaureate qualifications | |
| 2) | Be able to comprehend interdisciplinary interaction | |
| 3) | To be able to carry out a planned scientific research to identify and solve problems in the field of health | |
| 4) | To be able to critically examine and develop sociological viewpoints, to be able to mobilize resources, to be able to cooperate inter-sectoral | |
| 6) | Taking care of atraumatic care, holistic care, family centered care and primary and secondary care in the direction of legal and ethical principles considering the individuality of the child | |
| 7) | Auditing and teaching these values by considering social, scientific, cultural and ethical values in the stages of gathering, interpreting, implementing and announcing data related to internal medicine nursing field | |
| 8) | To find a solution to a health problem related to the field, to plan patient care. |
Learning Activity and Teaching Methods
| Expression | |
| Brainstorming/ Six tihnking hats | |
| Homework | |
| Q&A / Discussion | |
| Case Study |
Assessment & Grading Methods and Criteria
| Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
| Homework | |
| Presentation |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 50 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Study Hours Out of Class | 14 | 8 | 112 |
| Presentations / Seminar | 14 | 3 | 42 |
| Paper Submission | 14 | 3 | 42 |
| Final | 1 | 8 | 8 |
| Total Workload | 246 | ||