HEM 335 - Nursing Education

The aim of this course is to maintain the educational roles and responsibilities of nursing in protecting, improving, treating and rehabilitating the health of the healthy/patient, family and society in accordance with the needs of the country, by using the basic concepts, theories and methods related to learning and teaching; to train nurses who contribute to the development of nursing education, understand the importance of continuing education in the nursing profession and embrace lifelong learning.

This lesson; development and history of nursing education, nurse's role and responsibilities as educator, basic concepts in education, philosophy of education and philosophy of nursing education, lifelong learning and learning theories, communication in education, effective presentation techniques, education process (requirement determination, planning, implementation and evaluation stages). It includes topics such as education of patients and their relatives, in-service training, clinical teaching in nursing, technology in education, distance education and educational management standards within the scope of Quality Standards in Health (SKS).

1. Aliakbari F, Parvin N, Heidari M, Haghani F. (2015). Learning Theories Application in Nursing Education. J Edu Health Promot; 4:2.
2. Ateş, N., Güçlüel, Y., Pirecioğlu, M., Güngörmüş, E., & Yıldırım, A. (2017). Opinions and Recommendations of the Intern Nurse, Guidance Nurse and Clinical Nurse in Charge regarding the Intern Clinical Practice Program. Journal of Research and Development in Nursing, 19(3), 1-11.
3. Bastable, S. B. (2023). Nurse as Educator. [Nurse as Educator.] Trans.Eds. Keçeci A., Işık B. Istanbul, Nobel Medicine Bookstores.
4. Başli, M., & Metin, T. (2022). An Important Concept in Nursing: Nursing Specialization and Its Current Situation in Our Country. Journal of General Health Sciences, 4(2), 187-196.
5. Buğdaylı, G., & Akyürek, Ç. E. (2017). Nurses' Views on In-Service Training Activities: A University Hospital Example. Journal of Research and Development in Nursing, 19(1), 14-25.
6. Çamlıca, T., & Kartal H. (2021). Historical Development of Nursing Education. Turkey Clinics Journal of Medical Ethics-Law-History, 29(1); 142-7.
7. Çetinkaya, F., & Aşiret, G. D. (2017). Determining the Learning Needs of Patients in Internal Medicine and Surgery Clinics. Dokuz Eylül University Faculty of Nursing Electronic Journal, 10(2), 93-99.
8. Oermann, M. H. (2015). Teaching in Nursing and the Role of the Educator. [Teaching in Nursing and the Role of the Education.] Trans. Kuzu Kurban N., Duruk N., Arslan S., Zencir G., Trans.Eds. Arslan S., Kuzu Kurban N. 1st Edition, Ankara, Anı Publishing.
9. Deniz, M., & Kumru, S. (2022). In-Service Training Evaluation Scale: A Scale Development Study. Süleyman Demirel University Visionary Magazine, 13(33), 325-339.
10. Erdogan, Z., & Bulut, H. (2017). Computer Assisted Patient Education. Gazi University Journal of Health Sciences, 2(3), 13-18.
11. Gaberson, K. B., Oermann, M. H., & Shellenbarger, T. (2016). Clinical Teaching Strategies in Nursing. [Clinical Teaching Strategies in Nursing.] Trans.Eds. Kardaş Özdemir F. Akgün Şahin Z. Küçük Alemdar D., Translation from the 4th Edition, Ankara, Nobel Academic Publishing.
12. Güngör, F. E., & Tarhan, B. (2021). Distance Education Model in In-Service Training Practices: A Study on Healthcare Workers. Journal of Balıkesir University Faculty of Economics and Administrative Sciences, 2(2), 97-114.
13. Hacıalioğlu, N. (2019). Teaching Learning and Education in Nursing. Istanbul: Nobel Medical Bookstores.
14. İsmailoğlu, E. G., Ergin, E., & Şahan, S. (2022). Determining the Views of Responsible Nurses About School-Hospital Collaboration. Ordu University Journal of Nursing Studies, 5(2), 208-215.
15. Karadeniz, K. Ö., & Elmas, S. (2021). Clinical Education in Nursing. Eurasian JHS, 4(2), 132-137.
16. Karadere, M. Y. (2019). The Effect of the Orientation Program Given to Nurses on Internal Communication. Beykent University Master's Thesis. Istanbul.
17. Kızılkaya, M., & Öner, H. (2017). Opinions of Students Pursuing Doctoral Education in Nursing About Doctoral Education. Journal of Youth Research, 5(1), 159-169.
18. Küçük Yüceyurt N., Akçin Şenyuva E., & Kaya H., (2023). Reflections of International and National Studies on Nursing Education. Journal of Higher Education and Science, 13(1), 1-9.
19. Özdemir, C., Yaman, R., & Şendir, M. (2019). Guidance Nursing. Adıyaman University. Health Sciences Journal, 5(1), 1394-1400.
20. General Directorate of Health Services, Department of Health Efficiency, Quality and Accreditation. (2020). Quality Standards in Health Hospital Set (Version 6.1), 1st Edition, Ankara, Ministry of Health Publication No: 1156.
21. Sözcü, C., Şerbetçi, G., & Özel, H. (2021). Determining the Opinions and Expectations of Nurses and Midwives Regarding In-Service Training Practices. SBU Journal of Nursing, 3(2), 77-82.
22. Şenyuva, E. (2019). Reflections of Technological Developments on Nursing Education. FNJN Florence Nightingale Journal of Nursing, 27(1), 79-90.
23. Şenyuva, E., & Taşocak, G. (2007). Nurses' Patient Education Activities and Patient Education Process. I.U.F.N. Both. Journal, 15(59), 100-106.
24. Uğur E. (2014). “Education and Development of Nurses”, Ed.: Tatar Baykal Ü., Ercan Türkmen E. Nursing Services Management, 1st Edition, Akademi Press and Publishing, Istanbul, 461-477.
25. Ulupınar, F., & Toygar, Ş. A. (2020). Use of Technology and Sample Practices in Nursing Education. Fiscaoeconomia, 4(2), 524-537.
26. Ulupınar, S., & Şen, Y. (2022). Adaptation Process of Newly Graduated Nurses to the Profession: Expectations and Realities. Journal of Health and Nursing Management, 9(3), 515-521.
27. Yalçın, G. Ç., & Tunç, G. (2022). Changing Roles of Nurse Managers. Artuklu International Journal of Health Sciences, 2(2), 23-30.
28. Yıldırım, N., Çiftçi, B., & Kaşıkçı, M. (2017). Determination of Nurses' Patient Education Status and Affecting Factors. Atatürk Communication Journal, (14), 217-230.
29. Yüksekdağ, B. B. (2020). Perceptions of Distance Nursing Education. Educational Technologies Theory and Practice, 10(2), 490-503.

1. Gedük, E. A. (2018). Evolving Roles of the Nursing Profession. HSP, 5(2), 253-258.
2. Gök, F., & Faydalı, S. (2023). Learning Needs of Surgical Patients and Affecting Factors. TOGU Health Sciences Journal, 3(1), 1-14.
3. Sayar, S. E., & Çapık, C. (2021). A New Way in Nursing Education: Drama. YOBU Faculty of Health Sciences Journal, 3(1), 46-52.

Evaluation of the lesson:
Success: Midterm 20% + Practice + Homework 20% + Final Exam 60% = 100%
Midterm exam to be held on Mc.Teams of the course will consist of open-ended questions. The final exam will consist of 75% multiple choice questions face to face, and 25% weight open-ended questions (open-ended questions via Mc. Teams).
In the course homework, each student will prepare a training package on Individual Family Education, Community Education, in-service training in line with the plan specified in the Homework Directive and submit it as a Word file. The training package / presentation content will include the training objectives, the characteristics of the group being trained, the characteristics of the training environment, the training technologies used, and the evaluation approaches, and two students from two different groups will make a training package presentation. In the same week, 2 groups will make presentations that examine the article according to the homework instructions.

After the midterm exam, students who cannot make a presentation when the clinical application is made, do their education package homework until 24:00 on December 21, 2020 at Mc. They are expected to be uploaded to the system on Teams. If clinical application cannot be done; These students will make presentations in a virtual classroom.

The course attendance status of the students will be monitored by taking the virtual classroom participant lists. Students must attend 70% of theoretical hours and 80% of practice hours. Each student has to monitor his / her attendance. Students who fail to fulfill the attendance requirement cannot take the final and make-up exams.

Students are expected to attend class on time, to participate in group work and to fulfill their homework and related responsibilities.