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
| Learning Outcomes | Program Learning Outcomes |
Teaching
Methods |
Assessment Methods |
| Define the concept of critical thinking | 2,3,5,6,7 | 1,3,4,6 | 1,2,4,6 |
| Identify the common characteristics of a critical thinker | 2,3,5,6,7 | 1,3,4,6 | 1,2,4,6 |
| Describe factors that can positively and negatively impact critical thinking ability | 2,3,5,6,7 | 1,3,4,6 | 1,2,4,6 |
| Explain how to use the critical thinking skills in daily and work life | 2,3,5,6,7 | 1,3,4,6 | 1,2,4,6 |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Course introduction / What is thinking and critical thinking? | Related Literature |
| 2 | Beginning to Think Critically | Related Literature |
| 3 | Thinking in New Boxes | Related Literature |
| 4 | Mind Map | Related Literature |
| 5 | Six Hat Thinking Model | Related Literature |
| 6 | Six Hat Thinking Model | Related Literature |
| 7 | Discussion and exercise | Related Literature |
| 8 | Midterm Overview | Related Literature |
| 9 | Deductive Validity And Inductive Force | Related Literature |
| 10 | History And Philosophy (Theories) Of Thinking | Related Literature |
| 11 | History And Philosophy (Theories) Of Thinking | Related Literature |
| 12 | History And Philosophy (Theories) Of Thinking | Related Literature |
| 13 | Critical Thinking Exercises- The Dilemma Of Theory And Practice | Related Literature |
| 14 | Truth, Knowledge And Belief | Related Literature |
| 15 | General Overview | Related Literature |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | |
| 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
| MATERIAL SHARING | |
| Documents | Related Literature, Data bases |
| Assignments | Reports, presentation |
| Exams | Final, Assignment evaluation |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Assignments / Quizzes / Classroom activities | 1 | 60 |
| Final Exam | 1 | 40 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
| Total | 100 | |
Course’s Contribution to Program
|
COURSE'S CONTRIBUTION TO PROGRAM |
||||||||||||
|
No |
Program Learning Outcomes |
Contribution |
||||||||||
| 1 | 2 | 3 | 4 | 5 | ||||||||
| 1 | Knows chemical structures of nutrients and human nutrition under different conditions thoroughly and uses proper sources for implementation. | |||||||||||
| 2 | Gains expertise in the scientific researh methods. | X | ||||||||||
| 3 | Knows spesific nutritional requirements of children and adolescents, and performs the necessary action by evaluating this information in an analytical manner under individual and social conditions. | X | ||||||||||
| 4 | Applies professional ethics and legal regulations within the framework of nutrition and diet counseling. | X | ||||||||||
| 5 | Knows the nutritional requirements specific to the periods of pregnancy and lactation, and performs the necessary action by evaluating this information in an analytical manner under individual and social conditions. | X | ||||||||||
| 6 | Knows adulthood diseases requiring nutritional therapy and acts regarding those processes. | X | ||||||||||
| 7 | Develops solutions for social nutrition problems and contributes to the development of plans and policies. | X | ||||||||||
| 8 | Gains abilitiy to communicate with his/her colleagues and applies the most appropriate and recent techniques in multi-disciplinary work. | |||||||||||
| 9 | Organizes activities aimed at improving nutritional status if necessary by determining the nutritional status of his/her environment. | |||||||||||
| 10 | Develops himself/herself and creativity by following the developments in his/her profession and related technologies, and can take initiative when necessary. | X | ||||||||||
| 11 | Knows the importance of food service systems institutions on human health and applies total quality management in production processes. | |||||||||||
ECTS
| ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
| Activities |
Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Course Duration (Including the exam week: 15x Total course hours) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 3 | 45 |
| Presentation | 1 | 15 | 15 |
| Final examination | 4 | 2 | 8 |
| Total Work Load | 1 | 2 | 2 |
| Total Work Load / 25 (h) | 115 | ||
| ECTS Credit of the Course | 4.6 | ||