|
Week
|
Topics
|
Study Metarials
|
|
1
|
Definition and history of simulation and laboratory practice
|
Study of nursing process for written case study
|
|
2
|
Simulation classifications and laboratory applications
|
Studying the scenario for simulation application in laboratory
|
|
3
|
Simulation types and laboratory practice
|
Working on the scenario for the role play application
|
|
4
|
Advantages of using simulation and laboratory application
|
Studying the scenario for simulation application in laboratory
|
|
5
|
Disadvantages of the use of simulation and laboratory practice
|
Study of nursing process for written case study
|
|
6
|
Use of simulation in nursing education and laboratory practice
|
Studying the scenario for simulation application in laboratory
|
|
7
|
Jeffries?s simulation framework and laboratory practice
|
Studying the scenario for simulation application in laboratory
|
|
8
|
Stages of simulation application and laboratory application
|
Working on the scenario for the role play application
|
|
9
|
INACSL Simulation best practice standards and Laboratory application
|
Studying the scenario for simulation application in laboratory
|
|
10
|
Simulation design and laboratory application
|
Studying the scenario for simulation application in laboratory
|
|
11
|
Analysis process and laboratory application
|
Studying the scenario for simulation application in laboratory
|
|
12
|
Analysis techniques and laboratory applications
|
Study of nursing process for written case study
|
|
13
|
Scenario writing process and laboratory practice
|
Studying the scenario for simulation application in laboratory
|
|
14
|
Scenario writing and laboratory practice
|
Studying the scenario for simulation application in laboratory
|
|
Prerequisites
|
-
|
|
Language of Instruction
|
Turkish
|
|
Responsible
|
Asst. Prof. Müjgan ONARICI
Asst. Prof. Gözde ÖZARAS ÖZ
|
|
Instructors
|
-
|
|
Assistants
|
Research Asisst. Aylin PEKYİĞİT
Research Asisst. Tuğba YILDIRIM
|
|
Resources
|
Karabacak, Ü., Uğur, E. (2019). Sağlık bilimlerinde simülasyon: Kavramdan uygulamaya. (1. Basım). Nobel Tıp Kitabevleri, İstanbul.
|
|
Supplementary Book
|
1. Gaberson KB, Oermann MH, Shellenbarger T. (2016). Hemşirelikte klinik öğretim stratejileri. (4.Basım). Çev. Ed. F.K. Özdemir, Z.A. Şahin, D.K. Alemdar, Nobel Akademik Yayıncılık, Ankara.
2. Oermann, MH. (2015). Hemşirelikte öğretim ve eğiticinin rolü. (1. Basım). Çev Ed. S. Arslan, N. Kuzu Kurban, Anı Yayıncılık, Ankara.
|
|
Goals
|
The aim of this course is to enable the students to make applications for cases with less incidence in the clinic, to repeat the practical applications, to reduce the anxiety of the clinic by applying pre-clinical care and to reduce the error rate with repeated applications.
|
|
Content
|
Definition and history of simulation, simulation classifications, types, advantages-disadvantages of its use, use of simulation in nursing education, stages of simulation application, simulation design, analysis process and techniques, scenario writing process and laboratory application
|
|
Program Learning Outcomes |
Level of Contribution |
|
1
|
Uses the nursing process to determine, plan, implement and evaluate the nursing care needs of the society and healthy or ill individuals in changing situations
|
4
|
|
2
|
Takes an active role in the nursing education, management, practice, consultancy and research to improve the health level of the society.
|
-
|
|
3
|
Can use statistics, computers, information and communication technologies required by the profession.
|
-
|
|
4
|
Apply their profession by combining their social aspects, communication, critical thinking, academic and research skills, creativity and entrepreneurship.
|
4
|
|
5
|
Improve sufficient foreign language knowledge and skills to follow and use scientific knowledge, innovations and developments in the field of health.
|
-
|
|
6
|
Knows professional ethical values and performs nursing care and practices in line with these values.
|
4
|
|
7
|
Communicates effectively with the patient/healthy individual, family and team members in the therapeutic environment using professional communication and interpersonal skills.
|
4
|
|
8
|
Has the ability to choose and use the necessary technical tools and equipment for nursing practice.
|
5
|
|
9
|
Uses effective written and oral expression skills in providing knowledge-based, rational and systematic nursing services.
|
-
|
|
10
|
Being sensitive to all kinds of bio-psycho-social-cultural changes and developments that may affect people and human health; considers the holistic approach in the health care service it provides.
|
4
|