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Hemşirelik Eğitiminde Yenilikçi Bir Yaklaşım: Ters Yüz Sınıf Modeli, Kuramsal Çerçevesi ve Hemşirelik Eğitiminde Kullanımı

Yıl 2023, Cilt: 16 Sayı: 2, 261 - 274, 15.04.2023
https://doi.org/10.46483/deuhfed.1050285

Öz

COVID-19 pandemisi sürecinde derslerin yüz yüze yapılaması hemşirelik eğitiminde uzaktan eğitime ve aktif öğrenme yöntemlerine olan ihtiyacı artırmıştır. Hemşirelik eğitimi gibi bilgi ve beceri temelli eğitim veren programlarda aktif öğrenme yöntemlerinin kullanılarak öğrencinin aktif konumda ve eğiticinin rehber olduğu öğrenme ortamlarının oluşturulması gerekmektedir. Ters Yüz Sınıf Modeli aktif öğrenme stratejilerinin uygulanmasını içeren, öğrenci merkezli öğretim yöntemlerinden biridir. Bu modelin temel mantığı; sınıf içerisindeki ders süresinin öğrencinin daha çok aktif olduğu öğrenme sürecine ayrılmasıdır. Ders öncesinde ders materyallerine çalışarak derse gelen öğrencilerin, derste aktif olduğu etkinliklerle bilgiyi yapılandırmaları sağlanır. Bu model ile yürütülen derslerde öğrenciler kendi öğrenme hızında kavramları öğrenir. Dersin istenilen zaman ve yerde çalışabilmesi modelin esnek bir öğretim yöntemi özelliğini ön plana çıkarmaktadır. Ayrıca bu model geleneksel sınıfa kıyasla, öğrencilerin iş birliği ruhunu, uygulama yapma ve iletişim becerilerini, derse ilgisini, düşünme ve analiz etme yeteneğini geliştirmede daha etkilidir. Bu derlemede, hemşirelik eğitimi için alternatif bir yöntem olarak kullanılabilecek Ters Yüz Sınıf Modelinin içeriği, öğrenme süreci, avantaj ve dezavantajlarına yer verilerek hemşirelik eğitiminde kullanımına ilişkin literatür bilgileri sunulmuştur.

Kaynakça

  • Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341-358.
  • Ateş Çobanoğlu, A. (2020). Managing and designing online courses in ubiquitous learning environments. İçinde Durak G, Çankaya S, From Ubiquitous to Ubiquitous Blended Learning Environments. 1th Edition. Pennsylvania: IGI Global; 215-232.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day: 1th Edition. Bergmann J, Sams A. United States of America:International Society for Technology in Education; 1-17.
  • Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21.
  • Bingen, H. M., Steindal, S. A., Krumsvik, R., & Tveit, B. (2019). Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities. Nurse Education in Practice, 35, 55-62.
  • Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465-1482.
  • Bouwmeester, R. A., de Kleijn, R. A., van den Berg, I. E., ten Cate, O. T. J., van Rijen, H. V., & Westerveld, H. E. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education, 139, 118-128.
  • Cho, M. K., & Kim, M. Y. (2019). Outcomes and influential factors applying flipped learning methods in a clinical adult nursing practicum. International Journal of Nursing Practice, 25(2), e12724.
  • Dehghanzadeh, S., & Jafaraghaee, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: A quasi-experimental study. Nurse Education Today, 71, 151-156. doi:10.1016/j.nedt.2018.09.027
  • Elian, S. M., & Hamaidi, D. A. H. (2018). The effect of using flipped classroom strategy on the academic achievement of fourth grade students in Jordan. International Journal of Emerging Technologies in Learning (iJET), 13(02), 110-125.
  • Haftador, A. M., Shirazi, F., & Mohebbi, Z. (2021). Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Medical Education, 21(1), 1-8.
  • Hassler, L. J., Moscarella, D., Easley, L., & Olaode, S. (2021). Flipped Clinical Teaching: Battling COVID-19 With Creative and Active Pedagogy. Journal of Nursing Education, 60(9), 534-537.
  • Hoover, C. A., Dinndorf-Hogenson, G. A., Peterson, J. L., Tollefson, B. R., Berndt, J. L., & Laudenbach, N. (2018). Flipped classroom: do students perceive readiness for advanced discussion? Journal of Nursing Education, 57(3), 163-165.
  • Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., & Jiang, X. (2018). Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies, 79, 94-103. doi:https://doi.org/10.1016/j.ijnurstu.2017.11.012
  • Im, S., & Jang, S. J. (2019). Effects of a clinical practicum using flipped learning among undergraduate nursing students. Journal of Nursing Education, 58(6), 354-356.
  • Kalantari, M., Zadeh, N. L., Agahi, R. H., Navabi, N., Hashemipour, M. A., & Nassab, A. H. G. (2017). Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students. Journal of Education and Health Promotion, 6:1-7
  • Kara, C. O. (2016). Ters yüz sınıf [Flipped classroom]. Tıp Eğitimi Dünyası [Medical Education World], 15(45), 12-26.
  • Keleş, E., Erümit, S. F., Özkale, A., & Aksoy, N. (2016). A roadmap for instructional designers: a comparison of instructional design models. Ankara University Journal of Faculty of Educational Sciences (JFES), 49(1), 105-140.
  • Khaltmatova, Z. (2017). Yabanci Dİl Olarak Türkçe Öğretİmİnde Modern Yöntem Ve Teknİklerİn Kullanimi: Ters-Yüz Sınıf Modeli. Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi(3), 35-51.
  • Kim, H., & Jang, Y. (2017). Flipped learning with simulation in undergraduate nursing education. Journal of Nursing Education, 56(6), 329-336.
  • Kim, H. S., Kim, M. Y., Cho, M. K., & Jang, S. J. (2017). Effectiveness of applying flipped learning to clinical nursing practicums for nursing students in Korea: A randomized controlled trial. International Journal of Nursing Practice, 23(5), e12574.
  • Kim, Y. M., Yoon, Y. S., Hong, H. C., & Min, A. (2019). Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Education Today, 79, 180-187.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. The Journal of Economic Education, 31. doi:10.1080/00220480009596759
  • Lambert, K., & Plowman, E. (2020). Instructional videos for clinical skill acquisition in undergraduate nursing students. Australian Nursing and Midwifery Journal, 26(9), 38-38.
  • Lee, M. K., & Park, B. K. (2018). Effects of flipped learning using online materials in a surgical nursing practicum: A pilot stratified group-randomized trial. Healthcare Informatics Research, 24(1), 69-78.
  • Liu, Y.-Q., Li, Y.-F., Lei, M.-J., Liu, P.-X., Theobald, J., Meng, L.-N., . . . Jin, C.-D. (2018). Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis. Frontiers of Nursing, 5(4), 317-329.
  • Lo, C. K., & Hew, K. F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research. Journal of Engineering Education, 108(4), 523-546.
  • Lu, S.-C., Cheng, Y.-C., & Chan, P.-T. (2016). Using ADDIE model to develop a nursing information system training program for new graduate nurse. In Nursing Informatics 2016 (pp. 969-970): IOS Press.
  • Oermann, M. (2015). Teaching in nursing and role of the educator.Hemşirelikte öğretim ve eğiticinin rolü. Öğretim Yöntemleri. (1th ed ed.). Ankara: Anı Yayıncılık.
  • Oh, J., Kim, S. J., Kim, S., Kang, K. A., Kan, J., & Bartlett, R. (2019). Development and evaluation of flipped learning using film clips within a nursing informatics course. Japan journal of nursing science, 16(4), 385-395.
  • Öz, G. Ö., & Abaan, S. (2021). Use of a flipped classroom “Leadership in Nursing” course on nursing students' achievement and experiences: A quasi-experimental study. Journal of Professional Nursing, 37(3), 562-571. doi:https://doi.org/10.1016/j.profnurs.2021.02.001
  • Presti, C. R. (2016). The flipped learning approach in nursing education: A literature review. Journal of Nursing Education, 55(5), 252-257.
  • Saunders, A., Green, R., & Cross, M. (2017). Making the most of person-centred education by integrating flipped and simulated teaching: An exploratory study. Nurse Education in Practice, 27, 71-77.
  • Shiau S, K. L., Platt J, Li C, Guzman JT, Kornhauser ZG, et al. . (2018). Evaluation of a flipped classroom approach to learning introductory epidemiology. BMC Medical Education, 18(1), 1-8.
  • Şengel, E. (2016). To FLIP or not to FLIP: Comparative case study in higher education in Turkey. Computers in Human Behavior, 64, 547-555.
  • Tan, C., Yue, W.-G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192-200. doi:https://doi.org/10.1016/j.cnre.2017.10.006
  • Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606. doi:10.1080/09588221.2019.1584117
  • Vatan, F., Avdal, E. Ü., Yağcan, H., & Şanlı, D. (2020). COVID-19 pandemisi ve hemşirelik eğitimi derneği faaliyetleri. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi, 17(4), 369-373.
  • Wang, Q., Zhao, H., Fan, J., & Li, J. (2022). Effects of flipped classroom on nursing psychomotor skill instruction for active and passive learners: A mixed methods study. Journal of Professional Nursing, 39, 146-155.
  • Wittich, C. M., Agrawal, A., Wang, A. T., Halvorsen, A. J., Mandrekar, J. N., Chaudhry, S., . . . Beckman, T. J. (2018). Flipped classrooms in graduate medical education: a national survey of residency program directors. Academic Medicine, 93(3), 471-477.
  • Xiu, Y., Moore, M. E., Thompson, P., & French, D. P. (2019). Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classroom. TechTrends, 63(4), 369-375.
  • Xu, P., Chen, Y., Nie, W., Wang, Y., Song, T., Li, H., . . . Zhao, L. (2019). The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis. Nurse Education Today, 80, 67-77.
  • Youhasan, P., Chen, Y., Lyndon, M., & Henning, M. A. (2021). Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC Nursing, 20(1), 1-13.
  • Youngwanichsetha, S., Kritcharoen, S., Chunuan, S., Kala, S., & Phumdoung, S. (2020). Flipped Classroom Learning Experiences of Graduate Nursing Students in Advanced Pathophysiology and Pharmacology in Midwifery Course. Amarjeet Kaur Sandhu, 12(1), 85.

An Innovative Approach in Nursing Education: The Flipped Classroom Model, Its Theoretical Framework and Its Use in Nursing Education

Yıl 2023, Cilt: 16 Sayı: 2, 261 - 274, 15.04.2023
https://doi.org/10.46483/deuhfed.1050285

Öz

The inability to conduct face-to-face classes during the COVID-19 pandemic has increased the need for dis tance education and active learning methods in nursing education. In programs that provide knowledge and skill-based education such as nursing education, active learning methods should be used to create learning environments where the student is in an active position and the trainer is a guide. The Flipped Classroom Model is one of the student-centered teaching methods that includes the application of active learning strategies. The basic logic of this model; It is the allocation of the lesson time in the classroom to the learning process in which the student is more active. Students who come to the lesson by studying the lesson materials before the lesson are provided to construct the knowledge with the activities they are active in the lesson. In the lessons conducted with this model, students learn concepts at their own learning pace. The fact that the course can be studied at any time and place highlights the flexible teaching method feature of the model. In addition, this model is more effective in developing students’ spirit of cooperation, practice and communication skills, in terest in the lesson, and ability to think and analyze compared to the traditional classroom. In this review, the content, learning process, advantages and disadvantages of the Flipped Classroom Model, which can be used as an alternative method for continuing nursing education with distance education, are given and literature information about its use in nursing education is presented.

Kaynakça

  • Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341-358.
  • Ateş Çobanoğlu, A. (2020). Managing and designing online courses in ubiquitous learning environments. İçinde Durak G, Çankaya S, From Ubiquitous to Ubiquitous Blended Learning Environments. 1th Edition. Pennsylvania: IGI Global; 215-232.
  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day: 1th Edition. Bergmann J, Sams A. United States of America:International Society for Technology in Education; 1-17.
  • Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for ‘flipping out’: A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21.
  • Bingen, H. M., Steindal, S. A., Krumsvik, R., & Tveit, B. (2019). Nursing students studying physiology within a flipped classroom, self-regulation and off-campus activities. Nurse Education in Practice, 35, 55-62.
  • Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465-1482.
  • Bouwmeester, R. A., de Kleijn, R. A., van den Berg, I. E., ten Cate, O. T. J., van Rijen, H. V., & Westerveld, H. E. (2019). Flipping the medical classroom: Effect on workload, interactivity, motivation and retention of knowledge. Computers & Education, 139, 118-128.
  • Cho, M. K., & Kim, M. Y. (2019). Outcomes and influential factors applying flipped learning methods in a clinical adult nursing practicum. International Journal of Nursing Practice, 25(2), e12724.
  • Dehghanzadeh, S., & Jafaraghaee, F. (2018). Comparing the effects of traditional lecture and flipped classroom on nursing students' critical thinking disposition: A quasi-experimental study. Nurse Education Today, 71, 151-156. doi:10.1016/j.nedt.2018.09.027
  • Elian, S. M., & Hamaidi, D. A. H. (2018). The effect of using flipped classroom strategy on the academic achievement of fourth grade students in Jordan. International Journal of Emerging Technologies in Learning (iJET), 13(02), 110-125.
  • Haftador, A. M., Shirazi, F., & Mohebbi, Z. (2021). Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic? BMC Medical Education, 21(1), 1-8.
  • Hassler, L. J., Moscarella, D., Easley, L., & Olaode, S. (2021). Flipped Clinical Teaching: Battling COVID-19 With Creative and Active Pedagogy. Journal of Nursing Education, 60(9), 534-537.
  • Hoover, C. A., Dinndorf-Hogenson, G. A., Peterson, J. L., Tollefson, B. R., Berndt, J. L., & Laudenbach, N. (2018). Flipped classroom: do students perceive readiness for advanced discussion? Journal of Nursing Education, 57(3), 163-165.
  • Hu, R., Gao, H., Ye, Y., Ni, Z., Jiang, N., & Jiang, X. (2018). Effectiveness of flipped classrooms in Chinese baccalaureate nursing education: A meta-analysis of randomized controlled trials. International Journal of Nursing Studies, 79, 94-103. doi:https://doi.org/10.1016/j.ijnurstu.2017.11.012
  • Im, S., & Jang, S. J. (2019). Effects of a clinical practicum using flipped learning among undergraduate nursing students. Journal of Nursing Education, 58(6), 354-356.
  • Kalantari, M., Zadeh, N. L., Agahi, R. H., Navabi, N., Hashemipour, M. A., & Nassab, A. H. G. (2017). Measurement of the levels anxiety, self-perception of preparation and expectations for success using an objective structured clinical examination, a written examination, and a preclinical preparation test in Kerman dental students. Journal of Education and Health Promotion, 6:1-7
  • Kara, C. O. (2016). Ters yüz sınıf [Flipped classroom]. Tıp Eğitimi Dünyası [Medical Education World], 15(45), 12-26.
  • Keleş, E., Erümit, S. F., Özkale, A., & Aksoy, N. (2016). A roadmap for instructional designers: a comparison of instructional design models. Ankara University Journal of Faculty of Educational Sciences (JFES), 49(1), 105-140.
  • Khaltmatova, Z. (2017). Yabanci Dİl Olarak Türkçe Öğretİmİnde Modern Yöntem Ve Teknİklerİn Kullanimi: Ters-Yüz Sınıf Modeli. Hacettepe Üniversitesi Yabancı Dil Olarak Türkçe Araştırmaları Dergisi(3), 35-51.
  • Kim, H., & Jang, Y. (2017). Flipped learning with simulation in undergraduate nursing education. Journal of Nursing Education, 56(6), 329-336.
  • Kim, H. S., Kim, M. Y., Cho, M. K., & Jang, S. J. (2017). Effectiveness of applying flipped learning to clinical nursing practicums for nursing students in Korea: A randomized controlled trial. International Journal of Nursing Practice, 23(5), e12574.
  • Kim, Y. M., Yoon, Y. S., Hong, H. C., & Min, A. (2019). Effects of a patient safety course using a flipped classroom approach among undergraduate nursing students: A quasi-experimental study. Nurse Education Today, 79, 180-187.
  • Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. The Journal of Economic Education, 31. doi:10.1080/00220480009596759
  • Lambert, K., & Plowman, E. (2020). Instructional videos for clinical skill acquisition in undergraduate nursing students. Australian Nursing and Midwifery Journal, 26(9), 38-38.
  • Lee, M. K., & Park, B. K. (2018). Effects of flipped learning using online materials in a surgical nursing practicum: A pilot stratified group-randomized trial. Healthcare Informatics Research, 24(1), 69-78.
  • Liu, Y.-Q., Li, Y.-F., Lei, M.-J., Liu, P.-X., Theobald, J., Meng, L.-N., . . . Jin, C.-D. (2018). Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis. Frontiers of Nursing, 5(4), 317-329.
  • Lo, C. K., & Hew, K. F. (2019). The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research. Journal of Engineering Education, 108(4), 523-546.
  • Lu, S.-C., Cheng, Y.-C., & Chan, P.-T. (2016). Using ADDIE model to develop a nursing information system training program for new graduate nurse. In Nursing Informatics 2016 (pp. 969-970): IOS Press.
  • Oermann, M. (2015). Teaching in nursing and role of the educator.Hemşirelikte öğretim ve eğiticinin rolü. Öğretim Yöntemleri. (1th ed ed.). Ankara: Anı Yayıncılık.
  • Oh, J., Kim, S. J., Kim, S., Kang, K. A., Kan, J., & Bartlett, R. (2019). Development and evaluation of flipped learning using film clips within a nursing informatics course. Japan journal of nursing science, 16(4), 385-395.
  • Öz, G. Ö., & Abaan, S. (2021). Use of a flipped classroom “Leadership in Nursing” course on nursing students' achievement and experiences: A quasi-experimental study. Journal of Professional Nursing, 37(3), 562-571. doi:https://doi.org/10.1016/j.profnurs.2021.02.001
  • Presti, C. R. (2016). The flipped learning approach in nursing education: A literature review. Journal of Nursing Education, 55(5), 252-257.
  • Saunders, A., Green, R., & Cross, M. (2017). Making the most of person-centred education by integrating flipped and simulated teaching: An exploratory study. Nurse Education in Practice, 27, 71-77.
  • Shiau S, K. L., Platt J, Li C, Guzman JT, Kornhauser ZG, et al. . (2018). Evaluation of a flipped classroom approach to learning introductory epidemiology. BMC Medical Education, 18(1), 1-8.
  • Şengel, E. (2016). To FLIP or not to FLIP: Comparative case study in higher education in Turkey. Computers in Human Behavior, 64, 547-555.
  • Tan, C., Yue, W.-G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192-200. doi:https://doi.org/10.1016/j.cnre.2017.10.006
  • Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5-6), 590-606. doi:10.1080/09588221.2019.1584117
  • Vatan, F., Avdal, E. Ü., Yağcan, H., & Şanlı, D. (2020). COVID-19 pandemisi ve hemşirelik eğitimi derneği faaliyetleri. Koç Üniversitesi Hemşirelikte Eğitim ve Araştırma Dergisi, 17(4), 369-373.
  • Wang, Q., Zhao, H., Fan, J., & Li, J. (2022). Effects of flipped classroom on nursing psychomotor skill instruction for active and passive learners: A mixed methods study. Journal of Professional Nursing, 39, 146-155.
  • Wittich, C. M., Agrawal, A., Wang, A. T., Halvorsen, A. J., Mandrekar, J. N., Chaudhry, S., . . . Beckman, T. J. (2018). Flipped classrooms in graduate medical education: a national survey of residency program directors. Academic Medicine, 93(3), 471-477.
  • Xiu, Y., Moore, M. E., Thompson, P., & French, D. P. (2019). Student Perceptions of Lecture-Capture Video to Facilitate Learning in a Flipped Classroom. TechTrends, 63(4), 369-375.
  • Xu, P., Chen, Y., Nie, W., Wang, Y., Song, T., Li, H., . . . Zhao, L. (2019). The effectiveness of a flipped classroom on the development of Chinese nursing students' skill competence: A systematic review and meta-analysis. Nurse Education Today, 80, 67-77.
  • Youhasan, P., Chen, Y., Lyndon, M., & Henning, M. A. (2021). Exploring the pedagogical design features of the flipped classroom in undergraduate nursing education: a systematic review. BMC Nursing, 20(1), 1-13.
  • Youngwanichsetha, S., Kritcharoen, S., Chunuan, S., Kala, S., & Phumdoung, S. (2020). Flipped Classroom Learning Experiences of Graduate Nursing Students in Advanced Pathophysiology and Pharmacology in Midwifery Course. Amarjeet Kaur Sandhu, 12(1), 85.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Hemşirelik
Bölüm Derleme
Yazarlar

Çiğdem Gamze Özkan 0000-0003-2381-4149

Birsel Canan Demirbağ 0000-0002-7533-7201

Yayımlanma Tarihi 15 Nisan 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 16 Sayı: 2

Kaynak Göster

APA Özkan, Ç. G., & Demirbağ, B. C. (2023). Hemşirelik Eğitiminde Yenilikçi Bir Yaklaşım: Ters Yüz Sınıf Modeli, Kuramsal Çerçevesi ve Hemşirelik Eğitiminde Kullanımı. Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 16(2), 261-274. https://doi.org/10.46483/deuhfed.1050285

Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi ULAKBİM Türk Tıp Dizini, Türk Medline, Türkiye Atıf Dizini, Şubat 2021 tarihinden beri EBSCO Host ve 26 Ekim 2021 tarihinden itibaren DOAJ ve 18 Ocak 2022 tarihinden beri Index Copernicus tarafından indekslenmektedir.

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