Information Package / Course Catalogue
| Course Code | : YBH524 |
| Course Type | : Area Elective |
| Couse Group | : Second Cycle (Master's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 2 |
| Prt. | : 0 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 3 |
Aim of this lecture, to provide that student have to knowledge and skill about include definitions related to evidence-based nursing practice, historical development, and benefits, critical appraisal of nursing research / reading, synthesis of research findings, strategies and models for the promoting of evidence-based nursing practice, the development and implementation of evidence-based guidelines
This lecture include definitions related to evidence-based nursing practice, historical development, and benefits, critical appraisal of nursing research / reading, synthesis of research findings, strategies and models for the promoting of evidence-based nursing practice, the development and implementation of evidence-based guidelines
| Lec. Büşra ŞAHİN |
| 1. | Plans nursing process. |
| 2. | Use evidence in the education |
| 3. | Explain the level of evidence |
| 4. | Use evidence in the nursing care. |
| 5. | Assess the evidence levels of researches. |
| 1. | Ajithkumar K. (2011) Scientific writing : How to write a manuscript - an introduction. Kerala Journal Of Orthopaedics, 24(1); 1-3. |
| 2. | Davidson A, Taylor DMcD, Babl FE. (2012) Review article: A primer for clinical researchers in the emergency department: Part III: How to write a scientific paper. Emerg Med, 24: 357-362 |
| 3. | Grindstaff TL, Saliba SA. (2012) Avoiding manuscript mistakes. Int J Sports Phys Ther, 7(5): 518-524 |
| 4. | Hesselbach RA, Petering DH, Berg CA ve ark. (2012) A Guide to Writing a Scientific Paper: A Focus on High School Through Graduate Level Student Research. ZEBRAFISH, 9(4); 246-9. |
| 5. | Jenicek M. (2006) How to read, understand, and write ‘Discussion’ sections in medical articles. An exercise in critical thinking. Med Sci Monit, 12(6): 28-36 |
| 6. | Moher D, Hopewell S, Schulz KF ve ark. (2010) CONSORT 2010 Explanation and Elaboration: updated guidelines for reporting parallel group randomised trials. J Clin Epidemiol, 63; e1- e37. |
| 7. | Burbs N, Grove SK. Understanding Nursing Research: Building an Evidence-Based Practice. Fourth Edition, Elsevier, St. Louis, 2007 |
| 8. | Kocaman G. (2003) “Hemşirelikte Kanıta Dayalı Uygulama”, Hemşirelikte Araştırma Dergisi, 5(2), 61-69. http://www.hemargedergi.org/2003/2003_7.pdf |
| 9. | Güldal D.,Ergör G., Derebek E. (ed) (2008) Kanıta Dayalı Tıp: nasıl uygulamalı ve öğretmeli. (Sackett ve ark., Evidence-Based Medicine: how to practice and teach. EBM, 2000), Dokuz Eylül Yayıncılık, İzmir |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 13 | 2 | 1 | 39 |
| Midterm Examination | 9 | 1 | 1 | 18 |
| Final Examination | 9 | 1 | 1 | 18 |
| TOTAL WORKLOAD (hours) | 75 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | |
OÇ-1 | 4 | 4 | 4 | 4 | 4 | 2 | 4 | 4 |
OÇ-2 | 4 | 4 | 4 | 4 | 4 | 2 | 4 | 4 |
OÇ-3 | 4 | 4 | 4 | 4 | 4 | 2 | 4 | 4 |
OÇ-4 | 4 | 4 | 4 | 4 | 4 | 2 | 4 | 4 |
OÇ-5 | 4 | 4 | 4 | 4 | 4 | 2 | 4 | 4 |