Graduate Education Institute · Internal Medicine Nursing · Doctorate
Course Objective
The aim of the course is to examine the reflection of the scientific development of nursing over the years on nursing practice, management, research and curriculum and to provide knowledge and skills on clinical practice according to a theorist's model. The scope of the course includes examples of the use of nursing models in nursing education, management, practice and research, evaluation and criticism of models, and the acquisition of theoretical and practical skills on working in the clinic according to a nursing model.
Course Content
It includes the historical development of theoretical studies in nursing, terminology in model theory development, philosophy of science, philosophy of nursing, Environmental Theory, Self-Care Deficiency Theory, Differences and Similarities Theory in Cultural Care, Functional Health Patterns Model, 14 Needs Theory in Nursing Care, Interpersonal Relations Theory, Nursing Process Theory, Adaptation Model and Comfort Theories, the place of relevant theories and concepts in nursing, and examination of the use of models/theories in nursing practices in our country.
Required Resources
Demirbağ C. (2021). Hemşirelik Kuramları Kavram Haritalarıyla. Akademisyen Kitabevi
Ocakçı AF, Ecevit Alpar Ş (2013).Hemşirelik Kavram Kuram ve Model Örnekleri, İstanbul: Nobel İstanbul Tıp Kitabevi.
Pektekin, Ç. (2013). Hemşirelik Felsefesi. İstanbul: İstanbul Tıp Kitabevi.
Recommended Resources
Velioğlu P. (2012). Hemşirelikte kavram ve kuramlar, Adana: Akademi basım
Alligood M.R.(2014). Nursing Theorists and Their Work(8th Edition).USA:Mosby Company (https//books.google.com.tr)
Course Learning Outcomes
- Knows the importance of concepts and theories in nursing philosophy and practice.
- Counts the stages of theory and theory development in science philosophy and nursing.
- Evaluates the theories of nursing theorists.
- Creates a database that evaluates the results of theories and models used in nursing practice
- Using in the application by creating a middle-level model and evaluates the results
Core Area Distribution
Teaching Methods
Assessment & Evaluation
ECTS / Workload
| Activity | Quantity | Duration (h) | Total Workload |
|---|---|---|---|
| Course Duration (Including Exam Week) | 16 | 3 | 48 |
| Out of Class Study Period | 16 | 6 | 96 |
| Midterm | 1 | 10 | 10 |
| Quiz | 0 | 0 | 0 |
| Assignment | 1 | 20 | 20 |
| Practice | 0 | 0 | 0 |
| Final | 1 | 10 | 10 |
Course Schedule
| Week | Subject | Preparation |
|---|---|---|
| 1 | Introduction, introduction of course and course objectives | Introduction, introduction of course and course objectives, development of theoretical and practical course management |
| 2 | The Concept of Science and Philosophy of Science | 1,2,3 |
| 3 | Environmental Theory | 1,2,3 |
| 4 | Self-Care Inadequacy Theory | 1,2,3 |
| 5 | Differences and Similarities Theory in Cultural Care | 1,2,3 |
| 6 | Functional Health Patterns Model | 1,2,3 |
| 7 | 14 Needs Theory in Nursing Care | 1,2,3 |
| 8 | Mid Term | Mid Term |
| 9 | Interpersonal Relations Theory | 1,2,3 |
| 10 | Nursing Process Theory | 1,2,3 |
| 11 | Nursing Process Theory | 1,2,3 |
| 12 | Adaptation Model | 1,2,3 |
| 13 | Comfort Theory | 1,2,3 |
| 14 | Comfort Theory | 1,2,3 |
| 15 | Course Evaluation | Course Evaluation |
| 16 | FINAL | All subjects |