Information Package / Course Catalogue
| Course Code | : HES547 |
| 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 | : 4 |
The aim of this course is to educate advanced-level nurses who can evaluate the physiological functioning of the human body at the systems level from a nursing care perspective, interpret physiological indicators, identify system-specific care needs, and plan evidence-based nursing care.
This course covers the functioning of the major physiological systems of the human body, interactions among body systems, the physiological basis of vital signs, system-specific nursing care needs, monitoring of physiological changes, assessment of early signs of physiological deterioration, and physiology-based nursing care.
| 1. | Explains the major physiological systems of the human body from a nursing care perspective. |
| 2. | Evaluates and interprets physiological indicators related to body systems. |
| 3. | Relates inter-system interactions to nursing care needs. |
| 4. | Analyzes the effects of physiological changes on the individual. |
| 5. | Identifies early signs of physiological deterioration. |
| 6. | Determines system-specific nursing care needs. |
| 7. | Develops nursing care plans based on physiological data. |
| 8. | Plans and evaluates evidence-based, physiology-based nursing interventions. |
| 1. | Guyton and Hall Textbook of Medical Physiology. |
| 2. | Çiftci, D., Özdemir, S. T., Oksel, E., & Akyol, A. (2024). Use of the Henderson Nursing Model in the Nursing Care Process of a Geriatric Individual: A Case Report. Journal of Nursing Science, 7(1), 119–129. |
| 3. | Elshehawy, M., Abdelgawad, A. A., Ball, P. A., & Morrissey, H. (2025). Diabetic Ketoacidosis in Patients on Renal Dialysis: A Physiology-Based Narrative Review to Propose an Individualised Management Model to Inform Clinical Practice. Kidney and Dialysis, 5(4), 50. |
| 4. | Rezoagli, E., & Bellani, G. (2019). How I set up positive end-expiratory pressure: evidence-and physiology-based!. Critical Care, 23(1), 412. |
| 5. | Stellpflug, C., Pierson, L., Roloff, D., Mosman, E., Gross, T., Marsh, S., ... & Gabrielson, D. (2021). Continuous physiological monitoring improves patient outcomes. AJN The American Journal of Nursing, 121(4), 40-46. |
| 6. | Considine, J., Trotter, C., & Currey, J. (2016). Nurses' documentation of physiological observations in three acute care settings. Journal of clinical nursing, 25(1-2), 134-143. |
| 7. | Stellpflug, C., Pierson, L., Roloff, D., Mosman, E., Gross, T., Marsh, S., ... & Gabrielson, D. (2021). Continuous physiological monitoring improves patient outcomes. AJN The American Journal of Nursing, 121(4), 40-46. |
| 8. | Barry, B., Gabriel, C. M., & Olson, B. L. (2022). Physiology-Based Education for Patients with Type 2 Diabetes. |
| 9. | Morgan, M. M. (2024). “The response hasn’t been a human-to-human response, but a system-to-human response”: health care perspectives of police responses to persons with mental illness in crisis. Journal of Police and Criminal Psychology, 1-14. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Presentation | 1 | %20 |
| Midterm Examination | 1 | %20 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 2 | 2 | 56 |
| Presentation | 1 | 4 | 2 | 6 |
| Individual Work | 1 | 8 | 2 | 10 |
| Midterm Examination | 1 | 8 | 2 | 10 |
| Final Examination | 1 | 10 | 2 | 12 |
| TOTAL WORKLOAD (hours) | 94 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | |
OÇ-1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 2 | 2 |
OÇ-2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 2 | 2 |
OÇ-3 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 2 | 2 |
OÇ-4 | 4 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 |
OÇ-5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 2 | 2 |
OÇ-6 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 2 | 2 |
OÇ-7 | 5 | 5 | 4 | 5 | 5 | 4 | 4 | 5 | 5 | 3 | 2 | 2 |
OÇ-8 | 5 | 5 | 4 | 5 | 5 | 4 | 4 | 5 | 5 | 3 | 2 | 2 |