Teaching Evidence-Based Practice in Nursing Undergraduate and Graduate Programs in Turkey: A Descriptive and Cross-Sectional Study

Year 2023, Volume: 14 Issue: 3, 406 - 415, 29.12.2023

Fatma Taş Arslan Sevinç Akkoyun Gonca Karayağız Muslu

https://doi.org/10.22312/sdusbed.1325039

Abstract

Aim: This study was conducted to examine evidence-based practice teaching in the curricula of undergraduate, graduate and doctoral nursing education programs in Turkey.
Methods: Data scanning of a descriptive and cross-sectional study was conducted between 15 March-15 May 2023. The sample of the study consisted of 70 undergraduate nursing, 56 graduate and 88 doctoral programs that conducted evidence-based practice teaching. Bologna systems were scanned from the web pages of the universities. The information of the courses for the teaching of Evidence-Based Practice (EBP) was recorded in the "Course Evaluation Form". Data were analyzed with IBM SPSS 22 program.
Results: It was determined that 39.8% of the nursing undergraduate programs, 44.8% of the master's programs and 78.6% of the doctoral programs had evidence-based practice-oriented courses. Of the nursing undergraduate programs, 67.1% of the EBP courses have 1-3 ECTS, 92.9% of them are in the elective course category, 48.6% of them are 7th-8th grades of the course. It was determined that 82.9% of the programs had course content. It was determined that 55.4% of the master's programs were in the 4-6 ECTS value of EBP courses, 96.4% were in the elective course category, and 66.1% of the programs had course content. It was found that 42.0% of the doctoral programs were worth 4-6 ECTS, 90.9% were in the elective category, and 77.3% of the doctoral programs had course content. Ten contents were determined in the subject contents.
Conclusion: In Turkey, the existence of a EBP teaching course in the nursing curriculum is less than half. It is seen that there is no certain standardization in undergraduate and graduate education.

Keywords

evidence-based practice, nursing, nursing education, curriculum

Türkiye’de Hemşirelik Lisans ve Lisansüstü Programlarında Kanıta Dayalı Uygulama Öğretimi: Tanımlayıcı ve Kesitsel Çalışma

Abstract

Amaç: Bu çalışma Türkiye’de hemşirelik lisans, yüksek lisans ve doktora eğitim programlarının müfredatlarında kanıta dayalı uygulama öğretiminin incelenmesi amacıyla yapıldı.
Yöntem: Tanımlayıcı ve kesitsel türde bir araştırmanın, veri taraması 15 Mart-15 Mayıs 2023 tarihleri arasında yapıldı. Araştırmanın örneklemini kanıta dayalı uyulama öğretimini yürüten 70 hemşirelik lisans, 56 yüksek lisans ve 88 doktora programı oluşturdu. Üniversitelerin web sayfalarından Bologna sistemleri tarandı. Kanıta Dayalı Uygulamaya (KDU) öğretimine yönelik derslerin bilgileri “Ders Değerlendirme Formu” kayıt edildi. Veriler IBM SPSS 22 programı ile analiz edildi.
Bulgular: Hemşirelik lisans programlarının %39,8’inde, yüksek lisans programlarının %44,8’inde ve doktora programlarının %78,6’sında KDU’ya yönelik dersin olduğu belirlendi. Hemşirelik lisans programlarının, %67,1’inde KDU dersinin 1-3 AKTS değerine sahip olduğu, %92,9’unun seçmeli ders kategorisinde olduğu, %48,6’sınde dersin 7.-8. dönemde verildiği ve programların %82,9’unda ise ders içeriğinin var olduğu saptandı. Yüksek lisans programlarının, %55,4’ünde KDU dersinin 4-6 AKTS değerinde, %96,4’ünün seçmeli ders kategorisinde olduğu ve programların %66,1’inde ders içeriğinin olduğu belirlendi. Doktora programlarının, %42,0’sinde KDU dersinin 4-6 AKTS değerinde, %90,9’ünün seçmeli ders kategorisinde olduğu ve doktora programlarının %77,3’ünde ise ders içeriği bulundu. Konu içeriklerinde ise on içerik belirlendi.
Sonuç: Türkiye’de hemşirelik müfredatında KDU öğretimine yönelik dersin olma durumu yarıdan azdır. Lisans ve lisansüstü eğitimde belirli standardizasyonun olmadığı görülmektedir.

Keywords

kanıta dayalı uygulama, hemşirelik, hemşirelik eğitimi, müfredat

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