Doctorate of Nursing
PhD	TR-NQF-HE: Level 8	QF-EHEA: Third Cycle	EQF-LLL: Level 8

General course introduction information

Course Code:

HEM601

Course Name:

Bilim Felsefesi ve Hemşirelik

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	10

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Compulsory

Course Level:

PhD

TR-NQF-HE:8. Master`s Degree

QF-EHEA:Third Cycle

EQF-LLL:8. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi ÖZLEM YAZICI

Course Lecturer(s):

Course Assistants:

Course Objective and Content

Course Objectives:

The aim of this course is for the student to learn to question the intellectual structure of science, the structure and function of scientific theories; The combination of the history of science and the philosophy of science provides intellectual gains to the student.

Course Content:

What is science? Philosophy of sciences and concepts of philosophy of science
The problem of being scientific. The problem of being scientific as a problem of knowledge.
Positivism in the 19th century.
modeling in science
Method(s), techniques and theories of science
Model and use of models in scientific explanation.
The common method in the philosophy of Logical Positivism: Deductive-Nomological Model (with Turkish abbreviations: T-Y)
Popper-Hempel annotation model. The meaning of the 'Explanatory Law of Nature'. The usefulness of the explanatory law in history and in the historical sciences
Neo-positivism and scientific approach to philosophy.
metaphysics-science conflict
The ideal of the Vienna Circle: unified science and progress in science.
Theory testing with probability-based verification
Probability theories, various approaches to probability,
Probability in science-scientific research
Epistemological holism (holism) and the Quine-Duhem argument: “Two Dogmas of Empiricism”
Karl R. Popper and the critique of probability-based verification. Theory test by falsification
The Logic of Scientific Discovery.
Thomas Kuhn and the Structure of Scientific Revolutions.
Normal science and puzzle solving.
Scientific activity within the framework of the paradigm
Philosophy of Science in the New Age: F. Bacon, D. Hume and I. Kant
Paul K. Feyerabend and the Anarchist Philosophy of Science. “Everything fits” principle.
Nursing and Nursing Education Philosophy
Nursing and Aesthetics, The art of caregiving
Philosophical Currents Affecting Nursing Education
Paradigms in nursing (Necessity paradigm, interaction paradigm, human care paradigm, outcome paradigm)
ICN themes from past to present
(ICN themes of the last 10 years)
Comparison of nursing practices in the world and in Turkey
Concept of Care in Nursing
Concept Maps in Nursing Care
Analysis of master's and doctoral thesis studies made with the use of models in nursing (will be scanned from YÖK THESIS system)

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) To be able to discuss the concepts of philosophy of science.
2) To be able to explain the philosophical movements affecting nursing.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	What is science? Philosophy of sciences and concepts of philosophy of science	No
2)	The problem of being scientific. The problem of being scientific as a problem of knowledge.	No
3)	History of science and development of information.	No
4)	Possibility	No
5)	Ethic	No
6)	Chaos theory	No
7)	Evolution theory	No
8)	Existentialism	No
9)	Scientific thought-Khun	No
10)	Evolution of thought	No
11)	Nursing and science	No
12)	Concept maps	No
13)	Quantum	No
14)	The content and meaning of the doctoral program in nursing, its importance in terms of the development of doctoral students	No

Sources

Course Notes / Textbooks:	Yıldırım, C., Bilim Felsefesi, Remzi Kitabevi, 2016.
References:	Okuroğlu GK, Bahçecik N, Alpar ŞE. Felsefe ve Hemşirelik. Kilikya Felsefe Dergisi, 2014;1:53-61.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	1
Program Outcomes

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

Program Outcomes

Level of Contribution

Learning Activity and Teaching Methods

Expression
Seminar

Assessment & Grading Methods and Criteria

Presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Presentation	4	% 40
Final	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Workload
Course Hours	14	42
Presentations / Seminar	14	14
Total Workload		56