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Hemşirelik Eğitiminde Hemşirelik Kuram ve Modellerinin Kullanılmasının Önemi

Year 2021, Volume: 4 Issue: 2, 25 - 33, 06.09.2021
https://doi.org/10.51536/tusbad.753520

Abstract

Hemşirelik kuram ve modellerinin temel amacı, hemşirelik biliminin gelişmesini sağlamaktır. Hemşirelik eğitiminde kuram ve model kullanımı hemşirelerin ortak bir dile sahip olması noktasında oldukça önemlidir. Hemşirelik kuram ve modellerine temellendirilen hemşirelik eğitimi hemşirelik felsefesini anlayan, kendi rollerini benimseyen, bireyi bütüncül değerlendirebilen hemşireler yetiştirilmesini, eğitimin niteliğinin artmasını, bilgilerin daha kolay entegre edilmesi ve öğrenilmesini olanaklı kılacak, hemşire öğrenciye problem çözme becerisi kazandıracak ve hemşirelik bilgisini artıracaktır. Bu çalışma, hemşirelik kuram ve modellerinin hemşirelik eğitiminin nitelik ve standardizasyonunu artıracak, hemşirelik eğitiminde öğrencinin bilgisini geliştirebilmek ve ilerletebilmek için kullanabilecek metot ve yaklaşımlardan biri olduğunun önemine vurgu yapmak amacıyla yapılmıştır.

Supporting Institution

YOK

Project Number

YOK

References

  • Velioğlu P. Hemşirelikte kuramsal ve kavramsal çalışmaların tarihsel gelişim süreci. In: Hemşirelikte Kavram ve Kuramlar. İstanbul: Akademi Basın ve Yayıncılık; 2012. p.364-394.
  • Wills EM, McEven M. Application of theory in nursing education. In: Theoretical basis for nursing. London: Lippincott Williams & Wilkins; 2011. p.440-458.
  • Phillips JM, Resnick J, Boni MS, Bradley P, Grady JL, Ruland J, Stuever NL. Voices of innovation: Building a model for curriculum transformation. International Journal of Nursing Education Scholarship. 2013; 10(1):1-7.
  • McEwen M. (2002). Conceptual frameworks in undergraduate nursing curricula: Report of a national survey. Journal of Nursing Education. 2002; 41(1):5-16.
  • McEwen M, Wills EM. Theoretical basis for nursing. Philadeplhia: Lippincott Williams & Wilkins Wolters Kluwer; 2014. p.412-29.
  • McCrae N. Whither nursing models? The value of nursing theory in the context of evidence-based practice and multidisciplinary health care. Journal of Advanced Nursing. 2011; 68(1):222-229.
  • Şanlı D, Platin N. Biyomedikal modelin hemşireliğe etkisi. Journal of Human Sciences. 2015; 12(2):897-908.
  • Meleis AI. On the way to theoretical nursing: Stages and milestones. In: Theoritical nursing: Development & Progress. London: Lippincott Williams & Wilkins; 2007. p.78-108.
  • Barnum BS. Nursing theory: Analysis, application, evaluation. Philadelphia: Lippincott. Williams & Wilkins; 1998.
  • Ocakçı AF, Ecevit Alpar Ş. Hemşirelik kavram, kuram ve modelleri. In: Hemşirelikte kavram, kuram ve model örnekleri. İstanbul: İstanbul Tıp Kitabevi; 2013. p.1-13.
  • Dillard N, Siktberg L. Curriculum development: An overview. In: Teaching in Nursing E-Book: A Guide for Faculty; 2013. p.76.
  • Koç Z, Kızıltepe KS, Çınarlı T, Şener A. Hemşirelik uygulamalarında, araştırmalarında, yönetiminde ve eğitiminde kuramların kullanımı. Hemşirelikte Eğitim ve Araştırma Dergisi. 2017; 14 (1):62-72.
  • Hall KV. Current trends in the use of conceptual frameworks in nursing education. Journal of Nursing Education. 1979; 18(4):26-31.
  • Tadaura H, Sato A, Ueda E, Ishigaki H, Saita T, Kikuchi T. Connecting nursing theory with practice through education based on Self-Care Defcit Nursing Theory (SCDNT) and utilization of nursing practice. Self-Care, Dependent-Care & Nursing. 2014; 21(1):27-29.
  • Berbiglia VA. The Self-Care Deficit Nursing Theory as a curriculum conceptual framework in Baccalaureate Education. Nursing Science Quarterly. 2011; 24(2):137-145.
  • Secrest J. The role of tool development in Orem-Based Curriculum. Self- Care Depend Care Nurs. 2008; 16(2):25-33.
  • Beckman SJ, Boxley-Harges SL, Kaskel BL. Experience informs: Spanning three decades with the Neuman Systems Model. Nursing Science Quarterly. 2012; 25(4):341-346.
  • Hartweg DL. Dorothea Orem’s Self-Care Deficit Nursing Theory. In: Kelley M, editor. Nursing theories and nursing practice. Philadeplhia: F.A. Davis Company; 2015; p.105-132.
  • Dowd TL. Teoria del confort: Katharine Kolcaba. In: Tomey AM, Alligood MR, editors. Modelosy teorias em enfermería. Madrid: Elsevier; 2005. p.430-42.
  • Watson J. Context for theory development. In: Nursing: Human science and human care. Sudbury: Jones and Barlett Publishers; 2007. p.1-12.
  • Sawatzky JV, Enns CA, Ashcroft TJ, Davis PL, Harder BN. Teaching excellence in nursing education: A caring framework, Journal of Professional Nursing. 2009; 25(5):260-266.
  • Alligood MR. Philosophies, models, and theories: critical thinking structures. In: Alligood MR, Tomey AM. editors. Nursing theory: Utilization & application. Newyork: Mosby Elsevier; 2006.
  • Drummond S, Oaks G. A curriculum founded on humanbecoming: Educational endeavoring. Nursing Science Quarterly. 2015; 29(1):25-29.
  • Yancey NR. Why teach nursing theory? Nursing Science Quarterly. 2015; 28(4):274-278.
  • Mount Saint Mary’s University [Internet]. Nursing Undergraduate Bachelor Programs; 2020 Jun 06 [cited 2020 Jun 14]; Available from: https://www.msmu.edu/undergraduate-bachelor-programs/nursing/
  • The University of Tennessee Chattanooga, School of Nursing [Internet]. Philosophy; 2020 Jun 06 [cited 2020 Jun 14]; Available from: https://www.utc.edu/nursing/about/philosophy.php
  • Fitzpatrick JJ, Whall AL. Conceptual models of nursing. In: Analysis and application. Canada: Phoenix Color Company; 2005. p.1-348.
  • Bellack JP. Letting go of the rock. Journal of Nursing Education. 2008; 47(10):439-441.

The Importance of Using Theories and Models of Nursing in Nursing Education

Year 2021, Volume: 4 Issue: 2, 25 - 33, 06.09.2021
https://doi.org/10.51536/tusbad.753520

Abstract

The primary purpose of nursing theory and models is to ensure the development of nursing science. The use of theory and model in nursing education is very important for nurses to have a common language. Nursing education, which is based on nursing theories and models, understands the philosophy of nursing, adopts its own roles, can evaluate the individual as a whole, will enable the student to increase the quality of education, integrate and learn more easily, and will increase the nursing knowledge to the student. This study was carried out to emphasize the importance of nursing theories and models as one of the methods and approaches that will increase the quality and standardization of nursing education and that can be used to improve and advance the knowledge of the student in nursing education.

Project Number

YOK

References

  • Velioğlu P. Hemşirelikte kuramsal ve kavramsal çalışmaların tarihsel gelişim süreci. In: Hemşirelikte Kavram ve Kuramlar. İstanbul: Akademi Basın ve Yayıncılık; 2012. p.364-394.
  • Wills EM, McEven M. Application of theory in nursing education. In: Theoretical basis for nursing. London: Lippincott Williams & Wilkins; 2011. p.440-458.
  • Phillips JM, Resnick J, Boni MS, Bradley P, Grady JL, Ruland J, Stuever NL. Voices of innovation: Building a model for curriculum transformation. International Journal of Nursing Education Scholarship. 2013; 10(1):1-7.
  • McEwen M. (2002). Conceptual frameworks in undergraduate nursing curricula: Report of a national survey. Journal of Nursing Education. 2002; 41(1):5-16.
  • McEwen M, Wills EM. Theoretical basis for nursing. Philadeplhia: Lippincott Williams & Wilkins Wolters Kluwer; 2014. p.412-29.
  • McCrae N. Whither nursing models? The value of nursing theory in the context of evidence-based practice and multidisciplinary health care. Journal of Advanced Nursing. 2011; 68(1):222-229.
  • Şanlı D, Platin N. Biyomedikal modelin hemşireliğe etkisi. Journal of Human Sciences. 2015; 12(2):897-908.
  • Meleis AI. On the way to theoretical nursing: Stages and milestones. In: Theoritical nursing: Development & Progress. London: Lippincott Williams & Wilkins; 2007. p.78-108.
  • Barnum BS. Nursing theory: Analysis, application, evaluation. Philadelphia: Lippincott. Williams & Wilkins; 1998.
  • Ocakçı AF, Ecevit Alpar Ş. Hemşirelik kavram, kuram ve modelleri. In: Hemşirelikte kavram, kuram ve model örnekleri. İstanbul: İstanbul Tıp Kitabevi; 2013. p.1-13.
  • Dillard N, Siktberg L. Curriculum development: An overview. In: Teaching in Nursing E-Book: A Guide for Faculty; 2013. p.76.
  • Koç Z, Kızıltepe KS, Çınarlı T, Şener A. Hemşirelik uygulamalarında, araştırmalarında, yönetiminde ve eğitiminde kuramların kullanımı. Hemşirelikte Eğitim ve Araştırma Dergisi. 2017; 14 (1):62-72.
  • Hall KV. Current trends in the use of conceptual frameworks in nursing education. Journal of Nursing Education. 1979; 18(4):26-31.
  • Tadaura H, Sato A, Ueda E, Ishigaki H, Saita T, Kikuchi T. Connecting nursing theory with practice through education based on Self-Care Defcit Nursing Theory (SCDNT) and utilization of nursing practice. Self-Care, Dependent-Care & Nursing. 2014; 21(1):27-29.
  • Berbiglia VA. The Self-Care Deficit Nursing Theory as a curriculum conceptual framework in Baccalaureate Education. Nursing Science Quarterly. 2011; 24(2):137-145.
  • Secrest J. The role of tool development in Orem-Based Curriculum. Self- Care Depend Care Nurs. 2008; 16(2):25-33.
  • Beckman SJ, Boxley-Harges SL, Kaskel BL. Experience informs: Spanning three decades with the Neuman Systems Model. Nursing Science Quarterly. 2012; 25(4):341-346.
  • Hartweg DL. Dorothea Orem’s Self-Care Deficit Nursing Theory. In: Kelley M, editor. Nursing theories and nursing practice. Philadeplhia: F.A. Davis Company; 2015; p.105-132.
  • Dowd TL. Teoria del confort: Katharine Kolcaba. In: Tomey AM, Alligood MR, editors. Modelosy teorias em enfermería. Madrid: Elsevier; 2005. p.430-42.
  • Watson J. Context for theory development. In: Nursing: Human science and human care. Sudbury: Jones and Barlett Publishers; 2007. p.1-12.
  • Sawatzky JV, Enns CA, Ashcroft TJ, Davis PL, Harder BN. Teaching excellence in nursing education: A caring framework, Journal of Professional Nursing. 2009; 25(5):260-266.
  • Alligood MR. Philosophies, models, and theories: critical thinking structures. In: Alligood MR, Tomey AM. editors. Nursing theory: Utilization & application. Newyork: Mosby Elsevier; 2006.
  • Drummond S, Oaks G. A curriculum founded on humanbecoming: Educational endeavoring. Nursing Science Quarterly. 2015; 29(1):25-29.
  • Yancey NR. Why teach nursing theory? Nursing Science Quarterly. 2015; 28(4):274-278.
  • Mount Saint Mary’s University [Internet]. Nursing Undergraduate Bachelor Programs; 2020 Jun 06 [cited 2020 Jun 14]; Available from: https://www.msmu.edu/undergraduate-bachelor-programs/nursing/
  • The University of Tennessee Chattanooga, School of Nursing [Internet]. Philosophy; 2020 Jun 06 [cited 2020 Jun 14]; Available from: https://www.utc.edu/nursing/about/philosophy.php
  • Fitzpatrick JJ, Whall AL. Conceptual models of nursing. In: Analysis and application. Canada: Phoenix Color Company; 2005. p.1-348.
  • Bellack JP. Letting go of the rock. Journal of Nursing Education. 2008; 47(10):439-441.
There are 28 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Derleme
Authors

Fahriye Pazarcıkcı 0000-0002-3249-299X

Ayşe Uçak This is me 0000-0001-5577-8635

Project Number YOK
Publication Date September 6, 2021
Published in Issue Year 2021 Volume: 4 Issue: 2

Cite

APA Pazarcıkcı, F., & Uçak, A. (2021). Hemşirelik Eğitiminde Hemşirelik Kuram ve Modellerinin Kullanılmasının Önemi. Türkiye Sağlık Bilimleri Ve Araştırmaları Dergisi, 4(2), 25-33. https://doi.org/10.51536/tusbad.753520
AMA Pazarcıkcı F, Uçak A. Hemşirelik Eğitiminde Hemşirelik Kuram ve Modellerinin Kullanılmasının Önemi. Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi. September 2021;4(2):25-33. doi:10.51536/tusbad.753520
Chicago Pazarcıkcı, Fahriye, and Ayşe Uçak. “Hemşirelik Eğitiminde Hemşirelik Kuram Ve Modellerinin Kullanılmasının Önemi”. Türkiye Sağlık Bilimleri Ve Araştırmaları Dergisi 4, no. 2 (September 2021): 25-33. https://doi.org/10.51536/tusbad.753520.
EndNote Pazarcıkcı F, Uçak A (September 1, 2021) Hemşirelik Eğitiminde Hemşirelik Kuram ve Modellerinin Kullanılmasının Önemi. Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi 4 2 25–33.
IEEE F. Pazarcıkcı and A. Uçak, “Hemşirelik Eğitiminde Hemşirelik Kuram ve Modellerinin Kullanılmasının Önemi”, Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi, vol. 4, no. 2, pp. 25–33, 2021, doi: 10.51536/tusbad.753520.
ISNAD Pazarcıkcı, Fahriye - Uçak, Ayşe. “Hemşirelik Eğitiminde Hemşirelik Kuram Ve Modellerinin Kullanılmasının Önemi”. Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi 4/2 (September 2021), 25-33. https://doi.org/10.51536/tusbad.753520.
JAMA Pazarcıkcı F, Uçak A. Hemşirelik Eğitiminde Hemşirelik Kuram ve Modellerinin Kullanılmasının Önemi. Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi. 2021;4:25–33.
MLA Pazarcıkcı, Fahriye and Ayşe Uçak. “Hemşirelik Eğitiminde Hemşirelik Kuram Ve Modellerinin Kullanılmasının Önemi”. Türkiye Sağlık Bilimleri Ve Araştırmaları Dergisi, vol. 4, no. 2, 2021, pp. 25-33, doi:10.51536/tusbad.753520.
Vancouver Pazarcıkcı F, Uçak A. Hemşirelik Eğitiminde Hemşirelik Kuram ve Modellerinin Kullanılmasının Önemi. Türkiye Sağlık Bilimleri ve Araştırmaları Dergisi. 2021;4(2):25-33.