| Nursing | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | HEM208 | ||||
| Course Name: | Systematic Approach in Nursing | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Compulsory Courses | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Doç. Dr. NURCAN UYSAL | ||||
| Course Lecturer(s): | Assoc. Prof. Nurcan UYSAL, Asst. Prof. Dr. Selvinaz ALBAYRAK | ||||
| Course Assistants: |
| Course Objectives: | The student is expected to systematically collect data on the health status of the patient/individual by using the WHO model, to identify problems by analyzing the data, to make accurate nursing diagnoses, to plan and implement nursing interventions related to the diagnoses and to evaluate the results of care. |
| Course Content: | Critical thinking, concept of care, nursing care delivery models, systematic approach and importance in nursing care, nursing classification systems, nursing diagnoses. |
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The students who have succeeded in this course;
1) Systematic data collection for nursing care, 2) To be able to classify the data collected for nursing care 3) To be able to determine the care needs of the individual 4) To be able to determine appropriate nursing diagnoses 5) Be able to and implement plan appropriate nursing interventions for problems, 6) To be able to evaluate the results of the care provided. |
| Week | Subject | Related Preparation |
| 1) | Course Introduction – Determination of Working Groups Critical Thinking and Nursing | No |
| 2) | What is Maintenance? Why is a Systematic Approach in Nursing Care Important? | No |
| 3) | Nursing Classification Systems Nursing Care Models - FSO | No |
| 4) | Data Collection and Analysis of Data | No |
| 5) | How is Nursing Diagnosed? | No |
| 6) | Identifying, Implementing and Evaluating Nursing Initiatives | No |
| 7) | Analysis of Selected Nursing Diagnoses - Disruption in Respiratory Pattern - Activity Intolerance - Risk of infection | No |
| 8) | MIDTERM | No |
| 9) | Analysis of Selected Nursing Diagnoses - Deterioration in skin integrity - Aspiration risk - Disruption in gas exchange | No |
| 10) | Analysis of Selected Nursing Diagnoses - Pain - Risk of trauma - Less nutrition than the body needs | No |
| 11) | Analysis of Selected Nursing Diagnoses - Suffer - Despair - Weakness | No |
| 12) | Analysis of Selected Nursing Diagnoses - Change in family processes - Anxiety - Fear | No |
| 13) | Analysis of Selected Nursing Diagnoses - Deterioration in body image - Deterioration in self-esteem - Social isolation | No |
| 14) | Analysis of Selected Nursing Diagnoses - Lack of knowledge - Straining in the caregiver role - Insomnia | No |
| 15) | Final exam | No |
| Course Notes / Textbooks: | 1. Birol, L. (2018). Hemşirelik Süreci Hemşirelik Bakımında Sistematik Yaklaşım. Ankara: Akademisyen. 2. Erdemir, F., Kav, S., Yılmaz, A.A. (2017). Hemşirelik Girişimleri Sınıflaması-NIC. 6. Baskı, Nobel Tıp Kitabevleri, Ankara. 3. Erdemir F. (2012) Hemşirelik Tanıları El Kitabı, Ankara. 4. Karadağ A, Çalışkan N, Baykara ZG. (2017) Hemşirelik Teorileri ve Modelleri, Akademi Basın ve Yayıncılık, Ankara. 5. Acaroğlu, R., Kaya, H. (2018). Hemşirelik Tanıları Tanımlar ve Sınıflandırma 2018-2020. İstanbul: Nobel Tıp 6. Bozkurt, G., Sönemz Düzkaya, D., Terzi, B. (2017). Hemşirelik Sürecinin Uygulanması Klinik Karar Verme Süreci. İstanbul, Nobel Tıp. 7. Çiçek, S. H. ve Özdemir, L. (Çev.Ed). (2016). Hemşirelik Bakımını Planlama. 2. Baskı. Nobel Akademik Yayıncılık., Ankara. 8. Griffin, P.A., Patricia, P.A., Amy, H. (2019). Fundamentals of Nursing. 9rd Edition, Mosby, Philadelphia. 9. Karadağ A. Atabek Aştı T. (2018). Hemşirelik Esasları: Hemşirelik Bilimi ve Sanatı, Akademi Basın ve Yayıncılık. 10. Özkan, A. H. (2014). Hemşirelikte Bilim, Felsefe ve Bakımın Temelleri. 1. Baskı., Akademi Basın ve Yayıncılık, İstanbul. 11. Şenol Çelik, S. Karadağ, A. (2019). Hemşirelik Bakım Planları: Tanılar, Girişimler ve Sonuçlar. İstanbul: Akademi. |
| References: | 1. Birol, L. (2018). Systematic Approach to Nursing Process Nursing Care. Ankara: Academician. 2. Erdemir, F., Kav, S., Yılmaz, A.A. (2017). Nursing Interventions Classification-NIC. 6th Edition, Nobel Medical Bookstores, Ankara. 3. Erdemir F. (2012) Handbook of Nursing Diagnoses, Ankara. 4. Montenegro A, Caliskan N, Baykara ZG. (2017) Nursing Theories and Models, Akademi Press and Publishing, Ankara. 5. Acaroglu, R., Kaya, H. (2018). Nursing Diagnoses Definitions and Classification 2018-2020. Istanbul: Nobel Medicine 6. Bozkurt, G., Sönemz Düzkaya, D., Terzi, B. (2017). Implementation of the Nursing Process Clinical Decision Making Process. Istanbul, Nobel Medicine. 7. Çiçek, S. H. and Özdemir, L. (Translated by Ed). (2016). Planning Nursing Care. 2nd Edition. Nobel Academic Publishing., Ankara. 8. Griffin, P.A., Patricia, P.A., Amy, H. (2019). Fundamentals of Nursing. 9rd Edition, Mosby, Philadelphia. 9. Karadağ A. Atabek Aştı T. (2018). Fundamentals of Nursing: The Science and Art of Nursing, Academy Press and Publishing. 10. Ozkan, A. H. (2014). Fundamentals of Science, Philosophy and Care in Nursing. 1st Edition., Akademi Press and Publishing, Istanbul. 11. Şenol Çelik, S. Karadağ, A. (2019). Nursing Care Plans: Diagnoses, Interventions, and Outcomes. Istanbul: Academy. |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
5 |
6 |
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| Program Outcomes | ||||||||||||||||||||||||||||
| 1) Based on the qualifications gained in secondary education; Understand the concepts and concepts related to the field of health at the undergraduate level, and have advanced theoretical and practical knowledge supported by textbooks, application tools and other sources of current information in the field of health. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||||||||||||||||
| 2) Knowledge of nature, source, limits, accuracy, reliability and validity of knowledge. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||||||||||||||||
| 3) Uses the field-specific, advanced theoretical and factual knowledge acquired at the undergraduate level. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||||||||||||||||
| 4) Interprets, evaluates, identifies, analyzes, shares information and makes team work by using the advanced knowledge and skills acquired in the field of health. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 5) Use computer programs, related technologies and educational tools related to the field of health. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 6) Carries out a study independently by using his advanced knowledge on the field of health and takes responsibility as a team member in cooperation with other professional groups working in this field. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 7) Takes responsibility as an individual and team member to solve complex and unpredictable problems encountered in applications related to health field. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 8) Plans, manages and monitors and evaluates the activities for the development of the employees working under their responsibility. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 9) Evaluates the advanced knowledge and skills acquired in the field of health with a critical approach. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||||||||||||||||
| 10) Identifies learning needs and learning resources, and directs the learning function by using resources effectively. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||||||||||||||||
| 11) Develops a positive attitude towards life-long learning and transforms it into behavior. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||||||||||||||||
| 12) Informs relevant persons and institutions on health related issues; conveys their thoughts and suggestions for solutions to problems in written and orally, and takes their opinions, requests and expectations. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 13) He / she shares his / her thoughts and suggestions for solutions to the problems with the experts and non-experts in teamwork and as an active member of the process by supporting them with quantitative and qualitative data. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 14) Organize and implement projects and activities in cooperation with other professional groups for the social environment with a sense of social responsibility. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 15) Follow the information in his / her field and communicate with colleagues by using a foreign language at least at European Language Portfolio B1 General Level. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 16) Uses information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 17) Monitor and evaluate the events / developments on the agenda of the society and the world in the field of health. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 18) Expresses himself / herself effectively verbally and in writing. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 19) It cooperates with people from related disciplines and acts in accordance with social, scientific, cultural and ethical values in the stages of gathering, interpreting, implementing and announcing the data related to the field of health. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 20) Acts and participates in Quality Management and Processes. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 21) Has enough consciousness about the individual and public health, environmental protection and occupational safety. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 22) It acts in accordance with laws, regulations, legislation and professional ethics rules related to its duties, rights and responsibilities as individuals. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 23) Its appearance, attitude, attitude and behavior make it an example for society. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 24) Have the knowledge of understanding the structure, physiological functions, behaviors of healthy and sick individuals and the relationship between health and physical and social environment at advanced level. | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||||||||||||||||
| 25) Has the ability of health personnel to participate in practice training and working experience with these staff. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 26) It has an adequate clinical experience by conducting clinical practices in areas where it is planned in accordance with the essence and purpose of the program and supervised by qualified authorities in its field. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 27) Has experience in working with other health disciplines. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| 28) He / she has sufficient experience to use professional autonomy in international standards and to make clinical applications in program creation, planning, execution and evaluation. | 1 | 1 | 1 | 1 | 1 | 1 | ||||||||||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Based on the qualifications gained in secondary education; Understand the concepts and concepts related to the field of health at the undergraduate level, and have advanced theoretical and practical knowledge supported by textbooks, application tools and other sources of current information in the field of health. | 3 |
| 2) | Knowledge of nature, source, limits, accuracy, reliability and validity of knowledge. | 3 |
| 3) | Uses the field-specific, advanced theoretical and factual knowledge acquired at the undergraduate level. | 3 |
| 4) | Interprets, evaluates, identifies, analyzes, shares information and makes team work by using the advanced knowledge and skills acquired in the field of health. | 1 |
| 5) | Use computer programs, related technologies and educational tools related to the field of health. | 1 |
| 6) | Carries out a study independently by using his advanced knowledge on the field of health and takes responsibility as a team member in cooperation with other professional groups working in this field. | 1 |
| 7) | Takes responsibility as an individual and team member to solve complex and unpredictable problems encountered in applications related to health field. | 1 |
| 8) | Plans, manages and monitors and evaluates the activities for the development of the employees working under their responsibility. | 1 |
| 9) | Evaluates the advanced knowledge and skills acquired in the field of health with a critical approach. | 3 |
| 10) | Identifies learning needs and learning resources, and directs the learning function by using resources effectively. | 3 |
| 11) | Develops a positive attitude towards life-long learning and transforms it into behavior. | 3 |
| 12) | Informs relevant persons and institutions on health related issues; conveys their thoughts and suggestions for solutions to problems in written and orally, and takes their opinions, requests and expectations. | 1 |
| 13) | He / she shares his / her thoughts and suggestions for solutions to the problems with the experts and non-experts in teamwork and as an active member of the process by supporting them with quantitative and qualitative data. | 1 |
| 14) | Organize and implement projects and activities in cooperation with other professional groups for the social environment with a sense of social responsibility. | 1 |
| 15) | Follow the information in his / her field and communicate with colleagues by using a foreign language at least at European Language Portfolio B1 General Level. | 1 |
| 16) | Uses information and communication technologies together with computer software at the Advanced Level of European Computer Driving License required by the field. | 1 |
| 17) | Monitor and evaluate the events / developments on the agenda of the society and the world in the field of health. | 1 |
| 18) | Expresses himself / herself effectively verbally and in writing. | 3 |
| 19) | It cooperates with people from related disciplines and acts in accordance with social, scientific, cultural and ethical values in the stages of gathering, interpreting, implementing and announcing the data related to the field of health. | 1 |
| 20) | Acts and participates in Quality Management and Processes. | 1 |
| 21) | Has enough consciousness about the individual and public health, environmental protection and occupational safety. | 1 |
| 22) | It acts in accordance with laws, regulations, legislation and professional ethics rules related to its duties, rights and responsibilities as individuals. | 1 |
| 23) | Its appearance, attitude, attitude and behavior make it an example for society. | 1 |
| 24) | Have the knowledge of understanding the structure, physiological functions, behaviors of healthy and sick individuals and the relationship between health and physical and social environment at advanced level. | 3 |
| 25) | Has the ability of health personnel to participate in practice training and working experience with these staff. | 1 |
| 26) | It has an adequate clinical experience by conducting clinical practices in areas where it is planned in accordance with the essence and purpose of the program and supervised by qualified authorities in its field. | 1 |
| 27) | Has experience in working with other health disciplines. | 1 |
| 28) | He / she has sufficient experience to use professional autonomy in international standards and to make clinical applications in program creation, planning, execution and evaluation. | 1 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 10 |
| Presentation | 1 | % 10 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 15 | 29 |
| Presentations / Seminar | 16 | 32 |
| Homework Assignments | 16 | 32 |
| Midterms | 16 | 16 |
| Final | 16 | 16 |
| Total Workload | 125 | |