Focus is given to developing caring attitudes of nursing students applying critical thinking strategies specific to problem solving related to human response patterns.
Vertical Tabs
Course Learning Outcomes
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Learning Outcomes |
Program Outcomes |
Teaching Methods |
Assessment Methods |
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Define the concept of critical thinking |
1,2 |
1,2,3,11,14 |
2,7,8 |
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Identify the common characteristics of a critical thinker |
1,2,6 |
1,2,3,11,14 |
2,7,8 |
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Describe factors that can positively and negatively impact critical thinking ability |
1,2,6,7 |
1,2,3,11,14 |
2,7,8 |
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Explain how to use the critical thinking skills in daily and work life |
1,2,7,9 |
1,2,3,11,14 |
2,7,8 |
Course Flow
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COURSE CONTENT |
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Week |
Topics |
Study Materials |
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1 |
Course introduction / What is thinking and critical thinking? |
Related Literature |
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2 |
Critical thinking processes and features |
Related Literature |
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3 |
The place and importance of critical thinking in life: thinking outside the box |
Related Literature |
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4 |
Mind Map |
Related Literature |
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5 |
Six hat thinking technique as a critical thinking method |
Related Literature |
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6 |
Six hats technique as a critical thinking method: case discussion |
Related Literature |
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7 |
Midterm Exam |
Related Literature |
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8 |
Problem solving through critical thinking-logic |
Related Literature |
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9 |
Argument evaluation - logical fallacies |
Related Literature |
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10 |
History And Philosophy (Theories) Of Thinking |
Related Literature |
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11 |
History And Philosophy (Theories) Of Thinking |
Related Literature |
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12 |
Critical thinking exercises-theory and practical dilemma |
Related Literature |
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13 |
Critical thinking exercises - distinguishing between good, bad and interesting in a topic |
Related Literature |
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14 |
Truth, knowledge and belief |
Related Literature |
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15 |
General Overview |
Related Literature |
Recommended Sources
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RECOMMENDED SOURCES |
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Textbook |
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Additional Resources |
1. Tracy Bowell and Gary Kemp, 2010, Critical Thinking. 3rd Edition, A Concise Guide. 2. Epstein, R.(2006) Critical thinking. 3rd ed. Belmont, CA : Thomson Wadsworth, Australia. 3. Flood RL., Romm NRA. (Eds)(1996) Critical systems thinking : current research and practice. Plenum New York : Plenum Press. USA. 4. Gambrill E. (2005) Critical Thinking in Clinical Practice.2nd Ed. John Wiley and Sons, Inc., New Jersey, USA. 5. Ruggiero, VR. (2008) Beyond feelings : a guide to critical thinking. 8th ed. McGraw-Hill Higher Education. Boston, USA. 6. Wilkinson JM. (2012) Nursing Process and Critical Thinking. 5th Ed., Pearson Education Inc., New Jersey, USA. 7. Brink-Budgen, RVD. Critical Thinking for Students. 4th Ed., Spring Hill House,Oxford,UK. 8. Mason, M. Critical Thinking and Learning, Blackwell publishing, Malden, USA. 9. Paul, R., Elder,L. (2006) Critical Thinking-Learn the Tools the Best Thinkers Use. Concise Ed., Pearson-Prentice Hall., New Jersey, Columbus, Ohio, USA.5. ANGELI C, VALANIDES N. Instructional effects on critical thinking: Performance on ill-defined issues. Learning and Instruction 19 (2009) 322-334. |
Material Sharing
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MATERIAL SHARING |
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Documents |
Yeditepe University YULearn |
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Assignments |
- |
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Exams |
Midterm exam, Final exam |
Assessment
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ASSESSMENT |
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IN-TERM STUDIES |
NUMBER |
PERCENTAGE |
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Assignments / Quizzes / Classroom activities |
1 |
60 |
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Final Exam |
1 |
40 |
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Total |
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100 |
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CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE |
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40 |
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CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE |
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60 |
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Total |
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100 |
Course’s Contribution to Program
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COURSE'S CONTRIBUTION TO PROGRAM |
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No |
Program Learning Outcomes |
Contribution |
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1 |
2 |
3 |
4 |
5 |
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1 |
Gains theoretical and practical basic knowledge, skills and attitudes in nursing. |
X |
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2 |
It meets the health care needs of the individual, family and society with an evidence-based and holistic approach, in line with the nursing process. |
X |
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3 |
Takes an active role in the health care delivery team. |
X |
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4 |
Performs professional practices in line with nursing values, ethical principles and relevant legislation. |
X |
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5 |
Follows scientific developments in the field by using at least one foreign language effectively. |
X |
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6 |
Gain the ability to communicate effectively, write reports and make presentations. |
X |
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7 |
Gains the awareness of the necessity of lifelong learning. |
X |
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8 |
Knows the research and publication process for the production of scientific knowledge specific to nursing and takes part in research. |
X |
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9 |
Uses critical thinking and clinical decision making skills in professional practice. |
X |
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10 |
Develops awareness of sensitivity to social and professional problems. |
X |
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ECTS
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ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION |
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Activities |
Quantity |
Duration |
Total |
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Course Duration (Including the exam week: 15x Total course hours) |
15 |
3 |
45 |
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Hours for off-the-classroom study (Pre-study, practice) |
15 |
3 |
45 |
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Assignments / Quizzes / Classroom activities |
1 |
15 |
15 |
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Presentation |
4 |
2 |
8 |
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Final examination |
1 |
2 |
2 |
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Total Work Load |
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115 |
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Total Work Load / 25 (h) |
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4.6 |
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ECTS Credit of the Course |
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5 |