Hemşirelik Lisans ve Lisansüstü Eğitiminde Romatoloji Hemşireliği Dersinin Değerlendirilmesi: Türkiye Örneği

Yıl 2026, Cilt: 28 Sayı: 1 , 21 - 33 , 28.04.2026

Yasemin Sezgin , Bahar Vardar İnkaya

https://doi.org/10.69487/hemarge.1727921

https://izlik.org/JA99EU38NX

Öz

Amaç: Bu çalışma Türkiye’deki hemşirelik bölümlerinde lisans ve lisansüstü eğitimde verilen romatoloji hemşireliği dersinin durumunu incelemek amacıyla tanımlayıcı ve kesitsel nitelikte yapılmıştır.
Yöntem: Çalışmanın evrenini Yükseköğretim Bilgi Sistemi'nde (YÖK) yer alan 101 üniversite, örneklemini ise, romatoloji hemşireliği dersi olan 21 hemşirelik lisans ve lisansüstü hemşirelik programı oluşturmuştur. Yükseköğretim Kurumu'ndan Mayıs- Haziran 2024 tarihleri arasında sistemde kayıtlı olan, hemşirelik lisans, lisansüstü eğitimi veren toplam 101 devlet üniversitesinin yer aldığı liste elde edilmiştir. Araştırmada elde edilen veriler tanımlayıcı istatistiklerden sayı ve yüzde hesabı kullanılarak SPSS 21.0 Windows paket programında analiz edilmiştir. Dersin amacı, konu içeriği ve öğrenim çıktıları ile ilişkili toplanan verilerin analizinde MAXQDA 2022 Programı kullanılarak veriler MAXQDA 2022 programına aktarıldı. MAXQDA 2022 Programı içerisinde Tematik Analiz ile verilerin analizi yapıldı.
Bulgular: Ülkemizde hemşirelik eğitimi veren programların 21'inde (%20) romatoloji hemşireliği dersi lisans ve lisansüstü düzeyde verilmektedir.21 üniversitenin 5’i lisans düzeyinde olmakla beraber dersin adı romatoloji hemşireliği olarak geçmektedir. Lisans düzeyinde verilen derslerin uygulaması bulunmamaktadır. 3’ü yüksek lisans 13’ü de doktora programında olmakla beraber 16’sı da lisansüstü program kapsamında işlenmektedir.
Sonuç: Türkiye’de romatoloji hemşireliği ders kapsamında lisans-lisansüstü düzeyindeki romatoloji hemşireliği ders müfredatının ilk araştırmasıdır. Müfredat içeriğinde lisans ve lisansüstü öğretimde dersin uyumlu alanları olduğu kadar farklılık olan tarafları da yer almakta ve ülke bazında ulusal standardizasyonun olmadığı saptanmıştır. Buna karşın dersi kalifiye öğretim üyelerinin verdiği görülmüştür. Ek olarak üniversiteler bünyesinde romatoloji hemşireliği eğitimi bağlamında önemli adımlar atıldığı da tespit edilmiştir.

Anahtar Kelimeler

Eğitim , Romatoloji Hemşireliği , Lisans-Lisansüstü Düzey

Evaluation of Rheumatology Nursing Education in Undergraduate and Graduate Nursing Programs: The Case of Türkiye

https://izlik.org/JA99EU38NX

Öz

Objective: The present descriptive and cross-sectional study was conducted to examine the status of rheumatology nursing courses offered at the undergraduate and graduate levels in nursing programs across Türkiye.
Methods: The population of the study consisted of 101 universities listed in the Council of Higher Education Information System (YÖK). The sample included 21 undergraduate and graduate nursing programs that offered a rheumatology nursing course. A list of 101 state universities providing undergraduate and graduate nursing education was obtained from the Council of Higher Education between May and June 2024. The data were analyzed using descriptive statistics (frequency and percentage) with the SPSS 21.0 Windows package program. Data related to the course objectives, content, and learning outcomes were analyzed using MAXQDA 2022. All qualitative data were imported into MAXQDA 2022, and a thematic analysis approach was employed to evaluate the content.
Results: In Türkiye, 21 (20%) of the nursing programs offer a rheumatology nursing course at the undergraduate and graduate levels. Among these 21 programs, five universities provide the course at the undergraduate level under the title Rheumatology Nursing. However, no practical component is included in the undergraduate-level courses. At the graduate level, three programs offer the course within master’s curricula, whereas 13 universities include it within doctoral programs. In total, 16 of the 21 identified courses are delivered within graduate-level programs.
Conclusion: This is the first research into the syllabus of rheumatology nursing lessons at undergraduate-postgraduate level in Turkey. The syllabus content had consistent areas in undergraduate and postgraduate teaching, just as there were different aspects. It was identified that there was no national standardization on a country basis. However, it appeared the lessons were given by qualified lecturers. Additionally, it was found that important steps were taken in the context of rheumatology nursing education within universities.

Anahtar Kelimeler

Education , Rheumatology Nursing , Undergraduate-Postgraduate Level

Etik Beyan

As access to the Higher Education Institute and university websites was open, no ethical committee or institutional permission was required.

Kaynakça

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