ECTS - Education in Nursing
Education in Nursing (NURS304) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Education in Nursing | NURS304 | 6. Semester | 1 | 3 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer, Drill and Practice. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of the course; to gain the knowledge and skills of the student determining the educational needs of the individual, group and society on health and disease processes, planning, implementing and evaluating the education and training process. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Basic definitions and theories in education and training, the steps of the education-training process, situations that prevent learning, preparation of training plan, contents and materials, education-teaching methods, measurement and evaluation, adult education principles, basic nursing education and education models, trainer's characteristics, clinical teaching and ethical principles, the use of technology in education. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Introduction to Education in Nursing Course General perspectives on Teaching and Learning • Overview of Education, Teaching, Learning Concepts • Novice to Expert Concept • Applying Learning Theories to Healthcare Practices • Legal and Ethical Foundations in Teaching Learning Process • Locus of Control | Learning theories application in nursing education. Journal of education and health promotion Peer Mentoring: A Way of Developing Internal Locus of Control to Empower New Nursing Students. |
| 2 | Steps to planning the teaching learning process/ Developing a teaching plan • Adult learning principles • Evidence-based teaching • Health teaching Know your learners • Conducting a learning needs assessment • Learner Characteristics: Learning orientation and styles Adult learning principles Readiness to learn and analyzing barriers to learning | Adult learning theories in context: a quick guide for healthcare professional educators. Issues in patient education. |
| 3 | Role of the Nurse as an Educator Mentorship in Nursing Education: Peer Mentoring | The value of peer mentorship as an educational strategy in nursing. Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students. |
| 4 | Development of Teaching Plan • Learning orientation and styles • Writing educational goals • Writing educational objectives: Cognitive, affective, psychomotor Instructional Strategies, Methods, and Technics Introduction to teaching strategies, methods, and technics | Three domains of learning: Cognitive, affective, and psychomotor. Goal development and teaching techniques in patient education. |
| 5 | Mentoring Practice | |
| 6 | Mentoring Practice | |
| 7 | Mentoring Practice | |
| 8 | Midterm | |
| 9 | Measurement And Evaluation, Evaluation of Education Efficiency | Susan B.B. (2017) Nurse as educator: principles of teaching and learning for nursing practice/ [edited by] Sudbury, Mass. Fifth edition. Jones and Bartlett Publishers. |
| 10 | Health Education - Practice | Susan B.B. (2017) Nurse as educator: principles of teaching and learning for nursing practice/ [edited by] Sudbury, Mass. Fifth edition. Jones and Bartlett Publishers. |
| 11 | Professional education (orientation training, in-service training), Adult education principles, Practice | Susan B.B. (2017) Nurse as educator: principles of teaching and learning for nursing practice/ [edited by] Sudbury, Mass. Fifth edition. Jones and Bartlett Publishers. |
| 12 | Basic nursing education, Curriculum development, Educator characteristics, Clinical teaching and ethical principles, Practice | Reading the subject from references |
| 13 | Presentation preparation, effective presentation-speaking, preparation of training material, practice | Susan B.B. (2017) Nurse as educator: principles of teaching and learning for nursing practice/ [edited by] Sudbury, Mass. Fifth edition. Jones and Bartlett Publishers. |
| 14 | Social, technological and professional trains in nursing education. Use of technology and distance education, National and international basic and postgraduate nursing education examples, Practice | Susan B.B. (2017) Nurse as educator: principles of teaching and learning for nursing practice/ [edited by] Sudbury, Mass. Fifth edition. Jones and Bartlett Publishers. |
| 15 | Presentation | |
| 16 | Final Exam |
Sources
| Course Book | 1. Susan B.B. (2017) Nurse as educator: principles of teaching and learning for nursing practice/ [edited by] Sudbury, Mass. Fifth edition. Jones and Bartlett Publishers. |
|---|---|
| 2. Martha J.B., Arlene J.L. (2017) Innovative teaching strategies in nursing and related health professions. Seventh edition. Jones and Bartlett Publishers. | |
| Other Sources | 3. Andersen, T., & Watkins, K. (2018). The value of peer mentorship as an educational strategy in nursing. Journal of Nursing Education, 57(4), 217-224. |
| 4. Navarra, A. M., Stimpfel, A. W., Rodriguez, K., Lim, F., Nelson, N., & Slater, L. Z. (2018). Beliefs and perceptions of mentorship among nursing faculty and traditional and accelerated undergraduate nursing students. Nurse education today, 61, 20-24. | |
| 5. Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: a quick guide for healthcare professional educators. Journal of medical education and curricular development, 6, 2382120519840332. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | 1 | 20 |
| Project | - | - |
| Report | 15 | 1 |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | - | - |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 17 | 71 |
| Percentage of Semester Work | 50 |
|---|---|
| Percentage of Final Work | 50 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Have the necessary up-to-date knowledge and skills to meet the health-care needs of individuals, families and society with an individual and holistic approach in line with the nursing process. | X | ||||
| 2 | Access scientific knowledge and use scientific knowledge in nursing care. | X | ||||
| 3 | Perform nursing care using theoretical, evidence-based and applied knowledge. | X | ||||
| 4 | Provide nursing care in line with developing technology and current health policies. | X | ||||
| 5 | Perform nursing practices and research in accordance with legislation, professional values, standards, ethical principles and human rights. | X | ||||
| 6 | Utilize critical thinking, problem solving and decision-making skills in the nursing care process. | X | ||||
| 7 | Perform their duties through effective communication and collaboration with individuals, families, communities, health-care teams, and other disciplines. | X | ||||
| 8 | Use English in written and oral communication, nursing processes and research. | X | ||||
| 9 | Lead innovation and change by adopting a lifelong learning philosophy for personal and professional development. | X | ||||
| 10 | Use information and information technologies effectively in their practices. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 1 | 16 |
| Laboratory | |||
| Application | 14 | 3 | 42 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 6 | 6 |
| Prepration of Final Exams/Final Jury | 1 | 12 | 12 |
| Total Workload | 104 | ||