Course Name | Evidence Based Nursing |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
HEM 578 | Fall/Spring | 3 | 0 | 3 | 7.5 |
Prerequisites | None | |||||
Course Language | Turkish | |||||
Course Type | Elective | |||||
Course Level | Second Cycle | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | ||||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | The aim of this course is to learn evidence - based nursing practice. It is aimed to reach current guidelines, analyze data and to base nursing interventions on evidence and reflect them to patient care. |
Learning Outcomes | The students who succeeded in this course;
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Course Description | This course covers advantages and benefits of evidence based nursing practice, levels of evidence, the obstacles to evidence-based nursing practices, and the developing the answerable clinical question (PICO), attainment and evaluation of evidence-based studies. |
Related Sustainable Development Goals | |
| Core Courses | |
Major Area Courses | ||
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Introduction, description of the course | |
2 | Evidence-based nursing components and history | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 1: 3-45 |
3 | Benefits of evidence-based nursing, types and levels of evidence | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 2: 45-96 |
4 | Obstacles related to evidence-based nursing practices (individual, institutional) | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 3: 76-86 |
5 | Developing the answerable clinical question (PICO) | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 3: 50-77 http://guides.mclibrary.duke.edu/ebm/pico |
6 | Randomized controlled studies, randomization methods, evaluation of randomized controlled studies (Consort, Jadad scale etc.) | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 4: 90-165 |
7 | Systematic reviews and meta-analyzes and evaluations | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 5: 167-299 |
8 | Midterm Exam | |
9 | Validity, materiality and applicability in systematic reviews and meta-analyzes | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 6: 300-376 |
10 | Evaluating the quality of the research, the evidence's and the proposal's strenght | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 7: 380-467 |
11 | Critical evaluation of evidence and determination of clinical proposals | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 8: 470-530 |
12 | Strategies that increase the use of research | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 9: 532-656 |
13 | Evidence-based practice guides, their purpose and use in practice | Theoretical courses Guyatt, G., Ciliska, D. & DiCenso, A., Evidence-Based Nursing: A Guide to Clinical Practice, St. Louis, MO: Elsevier Mosby, 2014 Chapter 10: 600-660 |
14 | Homework presentation | Critical review and presentation of a study with a high evidence level |
15 | Course review | |
16 | Final Exam |
Course Notes/Textbooks |
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Suggested Readings/Materials | - Öztürk Çopur E. Kuru N., Canbolat Seyman Ç. Hemşirelikte Kanıta Dayalı Uygulamalara Genel Bakış, Sağlık ve Hemşirelik Bakım Yönetimi Dergisi, 2015, 1(2), 51-53. - Babaoğlu, Ö.M. Yaşar, Ü., Dost, T., Kayalp, O. Kanıta Dayalı Tıp: Kavramlar, Örnekler ve Görüşler. Türkiye Klinikleri, 2009, 29(5), 1298-305. - Lemieux-Charles L, Champagne F, Using Knowledge and Evidence In Health Care, University of Toronto, 2004. - Yurtsever, S., Altıok, M. Kanıta Dayalı Uygulamalar ve Hemşirelik, F.Ü. Sağlık Bil. Dergisi 2006, 20(2), 159-166.. - Newell, R, Burnard, P, Research For Evidence-Based Practice, Blackwell Pub. 2006 |
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | 2 | 20 |
Presentation / Jury | 1 | 20 |
Project | ||
Seminar / Workshop | ||
Oral Exam | ||
Midterm | 1 | 25 |
Final Exam | 1 | 35 |
Total |
Weighting of Semester Activities on the Final Grade | 4 | 65 |
Weighting of End-of-Semester Activities on the Final Grade | 1 | 35 |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
Study Hours Out of Class | 15 | 3 | 45 |
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | 10 | ||
Presentation / Jury | 1 | 10 | |
Project | |||
Seminar / Workshop | |||
Oral Exam | |||
Midterms | 1 | 22 | |
Final Exams | 1 | 35 | |
Total | 160 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | Develops and deepen up-to-date knowledge and skills related to the field of specialization based on nursing graduate level competencies. | X | ||||
2 | Creates new knowledge by integrating expertise knowledge with information from different disciplines. | X | ||||
3 | Follows technological developments at the level required by the field of expertise and to use those at advanced level. | |||||
4 | Evidence-based theoretical and practical knowledge gained in the field of specialization can be used to determine and solve health needs of individual, family and society. | X | ||||
5 | Evaluates acquired knowledge and skills at the level of expertise with the problem solving and critical thinking approach and demonstrate lifelong learning attitude. | X | ||||
6 | Demonstrates leadership approach in problem solving related to the field of specialization as aware of their legal rights and responsibilities. | X | ||||
7 | Transfers current developments and scientific / educational studies in the field with written and verbal and visual data to colleagues and different disciplines with quantitative and qualitative data. | X | ||||
8 | Applies multidisciplinary and interdisciplinary team collaboration using appropriate communication techniques. | X | ||||
9 | Observes social, scientific, cultural and ethical values to identify, analyze and synthesize health needs. | X | ||||
10 | Conducts multidisciplinary and interdisciplinary research projects. | X | ||||
11 | Monitors and evaluate national and international health policies for protection and development of health, and contributing to works. | X | ||||
12 | Conducts health care practices within the framework of basic concepts of nursing (human, health, environment and nursing). | |||||
13 | İndependently conducts a research for specification and resolution of problems in the field of health. | X |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest