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Research Article
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PERCEPTIONS OF NURSING STUDENTS TAKING THE COURSE OF CHILD HEALTH AND DISEASES NURSING ABOUT CONCEPT MAP: A METAPHOR STUDY

Year 2022, Volume: 7 Issue: 1, 1 - 12, 30.06.2022

Fatma Dilek Turan

https://doi.org/10.47479/ihead.951944
Cited By: 3

Abstract

The aim of the research is to reveal the perceptions of the nursing students who take the Pediatric Nursing course about the concept map through metaphor. Phenomenology design was used in the research. This design is one of the qualitative research methods. The sample of the research consisted of nursing students who took the Pediatric Nursing Course in the Spring Semester of the 2020-2021 academic year at a public university. These students are the first and only group to receive a concept map-based-education at the faculty. The research was completed with the participation of 53 of the 103 students who took the course. The data were collected with the Student Information Form and the metaphor sentence “Concept Map…, because…”. The data were analyzed by content analysis technique. 75.47% of the students are girls, the mean age is 22.21±3.23 years. Students created 32 metaphors for the perception of “Concept Map”. The metaphors with the highest frequency are “simple puzzle (f=7)”, “puzzle (f=6)”, “spider web (f=4)” and “family tree (f=3)”. All metaphors were gathered in seven categories. Categories are “integrity”, “guidance”, “connection”, “start”, “centre”, “control”, “habit/food”. Most of the students participating in the research have positive metaphorical perceptions about the concept map.

Keywords

concept map metaphor nurse student student nurse

Project Number

Proje numarası bulunmamaktadır

References

  • Abd El-Hay, S. A., El Mezayen, S. E., & Ahmed, R. E. (2018). Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students. J Nurs Educ Pract, 8(8), 34.
  • Afacan, Ö. (2011). Fen Bilgisi öğretmen adaylarının "Fen" ve "Fen ve Teknoloji Öğretmeni" kavramlarına yönelik metafor durumları. Education Sciences, 6(1), 1242-1254.
  • All, A. C., & Havens, R. L. (1997). Cognitive/concept mapping: a teaching strategy for nursing. Journal of advanced nursing, 25(6), 1210-1219.
  • Amaniyan, S., Pouyesh, V., Bashiri, Y., Snelgrove, S., & Vaismoradi, M. (2020). Comparison of the Conceptual Map and Traditional Lecture Methods on Students’ Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial. SAGE Open Nursing, 6, 2377960820940550.
  • Bilik, Ö., Kankaya, E. A., & Deveci, Z. (2020). Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind, randomized, controlled study. Nurse education today, 86, 104312.
  • Cardwell, R., McKenna, L., Davis, J., & Gray, R. (2021). How is clinical credibility defined in nursing? A concept mapping study. Journal of Clinical Nursing, 0(0), 1-12.
  • Çekiç, Y., & Yüksel, R. (2021). Metaphors of Nursing Students on The Perception of Mental Illness: A Qualitative Study. J Psy Nurs, 12(2), 85-92. https://doi.org/10.14744/phd.2020.79803
  • Çolak, S., Güzelordu, D., Yener, M. D., Taşdemir, R., Topal, A., Bamaç, B., & Çolak, T. (2016). Metaphors about computer education of first year nursing students. SHS Web of Conferences,
  • Çolak, T., Bamaca, B., Tasdemir, R., Yener, D., Güzelordu, D., Sivri, İ., Aksu, E., & Özbek, A. (2016). The Nursing students’ metaphors about education of anatomy. SHS Web of Conferences,
  • Daley, B. J., Morgan, S., & Black, S. B. (2016). Concept maps in nursing education: A historical literature review and research directions. Journal of Nursing Education, 55(11), 631-639.
  • Eisenmann, N. (2021). An Innovative Clinical Concept Map to Promote Clinical Judgment in Nursing Students. Journal of Nursing Education, 60(3), 143-149.
  • Eraslan, L. (2011). Sosyolojik metaforlar. Akademik Bakış Dergisi, 27, 1-22.
  • Fawaz, M., & Kavuran, E. (2021). Lebanese nursing students’ perceptions regarding use of concept mapping. Teaching and Learning in Nursing, 16(1), 48-52.
  • Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students’ critical thinking. Nursing education perspectives, 39(4), 208-214.
  • George, A., Geethakrishnan, R., & D'souza, P. (2014). Concept mapping: a child health nursing practical exercise. Holistic Nursing Practice, 28(1), 43-47.
  • Giddens, J., Brady, D., Brown, P., Wright, M., & Harris, J. (2017). A New Curriculum for a New Era of Nursing Education. Nursing Education Perspectives Journal, 29(2), 65-69.
  • Gümüş, M., Yaz, Ş. B., & Şenol, S. (2020). Ülseratif Kolitin Pediatrik Bakımı Ve Kavram Haritası. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 9(3), 318-323.
  • Hagell, P., Edfors, E., Hedin, G., Westergren, A., & Hammarlund, C. S. (2016). Group concept mapping for evaluation and development in nursing education. Nurse Education in Practice, 20, 147-153.
  • Haghgoo, A., Karimy, M., Rahmani Katigari, M., Bolhasani, M., Afsheh, G., & Jafari, B. (2019). Comparison of Flipped Classroom and Conceptual Map on Students’ Deliberate Practice Study Approach. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(1), 1-8.
  • Hasanvand, S., Toulabi, T., Ebrahimzadeh, F., & Almasian, M. (2021). The Effectiveness of Concept Map instruction in mobile phones on Creativity of Nursing Students in Intensive Care Courses. Future of Medical Education Journal, 11(1), 26-31.
  • Hay, D. B. (2007). Using concept maps to measure deep, surface and non‐learning outcomes. Studies in Higher Education, 32(1), 39-57. https://doi.org/https://doi.org/10.1080/03075070601099432.
  • Hundial, H. (2020). The Safe Care Framework™: A practical tool for critical thinking. Nurse Education in Practice, 48, 102852. https://doi.org/https://doi.org/10.1016/j.nepr.2020.102852
  • Keskin, M. O., Yıldız, Ö. Ö., & Aksakal, E. (2019). Tıp Fakültesi öğrencilerinin etik kavramına ilişkin metaforik algıları. Ihlara Eğitim Araştırmaları Dergisi, 4(2), 300-313.
  • Kılıç, S. (2015). Kappa Testi. Journal of Mood Disorders, 5(3).
  • Limon, İ., & Durnalı, M. (2018). Doktora öğrencilerinin doktora eğitimi ve öğretim üyelerine yönelik metaforik algıları. Sakarya University Journal of Education, 8(1), 26-40.
  • Machado, C. T., & Carvalho, A. A. (2020). Concept mapping: benefits and challenges in higher education. The Journal of Continuing Higher Education, 68(1), 38-53.
  • Mahmoud, N. I., Ouda, W. E.-S., & Adly, R. M. (2021). The Impact of Concept Mapping Skills Intervention Versus Traditional Nursing Education on Academic Achievement of Pediatric Nursing Students. International Journal of Novel Research in Healthcare and Nursing, 7(3), 131-141.
  • Mert, İ. S. (2018). Hemşire ve stajyer hemşirelerde en fazla stres yaratan olayların nitel araştırma yöntemi ile incelenmesi. Elektronik Sosyal Bilimler Dergisi, 17(67), 1043-1059.
  • Özveren, H., Özden, D., & Gülnar, E. (2018). The perception of nursing by first-year nursing students: A metaphor analysis. Sağlık Bilimleri Dergisi, 27(2), 162-169.
  • Pinandito, A., Prasetya, D. D., Hayashi, Y., & Hirashima, T. (2021). Design and development of semi-automatic concept map authoring support tool. Research and Practice in Technology Enhanced Learning, 16(1), 1-19.
  • Pishgooie, A. H., Abdi, A., Mazhari, M. S., & Nazari, M. R. (2019). Comparing two teaching methods based on concept map and lecture on the level of learning in basic life support. Nurse Education in Practice, 38, 40-44.
  • Prasetya, D. D., Hirashima, T., & Hayashi, Y. (2020). Study on Extended Scratch-Build Concept Map to Enhance Students' Understanding and Promote Quality of Knowledge Structure. International Journal of Advanced Computer Science and Applications (IJACSA), 11(4), 144-153.
  • Roudsari, D. M., Feizi, S., & Maghsudlu, M. (2021). Nurses’ hemovigilance knowledge and performance after teach-back, concept map, and lecture: A quasi-experimental study. Heliyon, 7(1), e05982. https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e05982
  • Sadati, L., & Hannani, S. (2021). Evaluation of the effect of concept map training in comparison with the lecture method on the level of learning, retention and Satisfaction with teaching methods in surgical technology students. Iranian Journal of Nursing Research, 16(1), 0-0.
  • Sadita, L., Furtado, P. G. F., Hirashima, T., & Hayashi, Y. (2020). Analysis of The Similarity of Individual Knowledge and The Comprehension of Partner's Representation during Collaborative Concept Mapping with Reciprocal Kit Build Approach. IEICE Transactions on Information and Systems, 103(7), 1722-1731.
  • Sadita, L., Hirashima, T., Hayashi, Y., Wunnasri, W., Pailai, J., Junus, K., & Santoso, H. B. (2020). Collaborative concept mapping with reciprocal kit-build: a practical use in linear algebra course. Research and Practice in Technology Enhanced Learning, 15(1), 1-22.
  • Senyuva, E., & Kaya, H. (2013). Metaphors for the Internet Used by Nursing Students in Turkey: A Qualitative Research. Eurasian Journal of Educational Research, 50, 87-106.
  • Shao, Z., Li, Y., Wang, X., Zhao, X., & Guo, Y. (2020). Research on a new automatic generation algorithm of concept map based on text analysis and association rules mining. Journal of Ambient Intelligence and Humanized Computing, 11(2), 539-551.
  • Şimşek, H., & Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Teskereci, G., Sümen, A., Çiçek, S. N., & Özerli, A. N. (2019). Hemşirelik öğrencilerinin yabancı dil olarak İngilizceye ilişkin algıları: Bir metafor çalışması. International Journal of Social Sciences and Education Research, 5(3), 294-304.
  • Tseng, S.-S. (2019). Using Concept Mapping Activities to Enhance Students’ Critical Thinking Skills at a High School in Taiwan. The Asia-Pacific Education Researcher, 1-8.
  • Yue, M., Zhang, M., Zhang, C., & Jin, C. (2017). The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis. Nurse education today, 52, 87-94.
  • Zadeh, N. R., Gandomani, H. S., Delaram, M., & Yekta, Z. P. (2015). Comparing the effect of concept mapping and conventional methods on nursing students’ practical skill score. Nursing and midwifery studies, 4(3), 3-8.

ÇOCUK SAĞLIĞI VE HASTALIKLARI HEMŞİRELİĞİ DERSİNİ ALAN HEMŞİRELİK ÖĞRENCİLERİNİN KAVRAM HARİTASINA İLİŞKİN ALGILARI: BİR METAFOR ÇALIŞMASI

Year 2022, Volume: 7 Issue: 1, 1 - 12, 30.06.2022

Fatma Dilek Turan

https://doi.org/10.47479/ihead.951944
Cited By: 3

Abstract

Araştırma ile Çocuk Sağlığı ve Hastalıkları Hemşireliği dersini alan hemşirelik öğrencilerinin kavram haritasına ilişkin algılarının metafor aracılığıyla ortaya çıkarılması amaçlanmıştır. Araştırmada nitel araştırma yöntemlerinden olgu bilim deseni kullanılmıştır. Araştırmanın örneklemini kavram haritasına dayalı eğitim alan ilk ve tek grup olan, 2020-2021 Eğitim Öğretim Yılı Bahar Yarıyılında Çocuk Sağlığı ve Hastalıkları Hemşireliği Dersini alan hemşirelik öğrencileri oluşturmuştur. Dersi alan 103 öğrenciden 53’ünün katılımı ile araştırma tamamlanmıştır. Veriler Öğrenci Bilgi Formu ve kavram haritası algılarını sorgulayan, “Kavram Haritası… gibidir, çünkü…” metafor cümlesi kullanılarak toplanmıştır. Veriler içerik analiz tekniğiyle çözümlenmiştir. Öğrencilerinin %75,47’si kız, yaş ortalaması 22,21±3,23 yıldır. Öğrenciler “Kavram Haritası” algısına yönelik 32 metafor oluşturmuşlardır. Frekansı en yüksek metaforlar “yapboz (f=7)”, “puzzle (f=6), “örümcek ağı (f=4) ve “soy ağacı (f=3)” dır. Tüm metaforlar yedi kategoride toplanmıştır. Bu kategoriler; “bütünlük”, “yol gösterme”, “bağlantı”, “başlangıç”, “merkez”, “kontrol” ve “alışkanlık/besin” kategorileridir. Araştırmanın örneklemini oluşturan öğrencilerin ağırlıklı olarak “kavram haritası”na ilişkin olumlu metaforik algılara sahip oldukları belirlenmiştir.

Keywords

hemşire kavram haritası metafor öğrenci öğrenci hemşire

Supporting Institution

Destekleyen kurum bulunmamaktadır

Project Number

Proje numarası bulunmamaktadır

Thanks

Araştırmaya katılan öğrencilere ve uzman görüşleri ile araştırmaya ışık tutan öğretim elemanlarına teşekkürlerimi sunarım.

References

  • Abd El-Hay, S. A., El Mezayen, S. E., & Ahmed, R. E. (2018). Effect of concept mapping on problem solving skills, competence in clinical setting and knowledge among undergraduate nursing students. J Nurs Educ Pract, 8(8), 34.
  • Afacan, Ö. (2011). Fen Bilgisi öğretmen adaylarının "Fen" ve "Fen ve Teknoloji Öğretmeni" kavramlarına yönelik metafor durumları. Education Sciences, 6(1), 1242-1254.
  • All, A. C., & Havens, R. L. (1997). Cognitive/concept mapping: a teaching strategy for nursing. Journal of advanced nursing, 25(6), 1210-1219.
  • Amaniyan, S., Pouyesh, V., Bashiri, Y., Snelgrove, S., & Vaismoradi, M. (2020). Comparison of the Conceptual Map and Traditional Lecture Methods on Students’ Learning Based on the VARK Learning Style Model: A Randomized Controlled Trial. SAGE Open Nursing, 6, 2377960820940550.
  • Bilik, Ö., Kankaya, E. A., & Deveci, Z. (2020). Effects of web-based concept mapping education on students' concept mapping and critical thinking skills: A double blind, randomized, controlled study. Nurse education today, 86, 104312.
  • Cardwell, R., McKenna, L., Davis, J., & Gray, R. (2021). How is clinical credibility defined in nursing? A concept mapping study. Journal of Clinical Nursing, 0(0), 1-12.
  • Çekiç, Y., & Yüksel, R. (2021). Metaphors of Nursing Students on The Perception of Mental Illness: A Qualitative Study. J Psy Nurs, 12(2), 85-92. https://doi.org/10.14744/phd.2020.79803
  • Çolak, S., Güzelordu, D., Yener, M. D., Taşdemir, R., Topal, A., Bamaç, B., & Çolak, T. (2016). Metaphors about computer education of first year nursing students. SHS Web of Conferences,
  • Çolak, T., Bamaca, B., Tasdemir, R., Yener, D., Güzelordu, D., Sivri, İ., Aksu, E., & Özbek, A. (2016). The Nursing students’ metaphors about education of anatomy. SHS Web of Conferences,
  • Daley, B. J., Morgan, S., & Black, S. B. (2016). Concept maps in nursing education: A historical literature review and research directions. Journal of Nursing Education, 55(11), 631-639.
  • Eisenmann, N. (2021). An Innovative Clinical Concept Map to Promote Clinical Judgment in Nursing Students. Journal of Nursing Education, 60(3), 143-149.
  • Eraslan, L. (2011). Sosyolojik metaforlar. Akademik Bakış Dergisi, 27, 1-22.
  • Fawaz, M., & Kavuran, E. (2021). Lebanese nursing students’ perceptions regarding use of concept mapping. Teaching and Learning in Nursing, 16(1), 48-52.
  • Garwood, J. K., Ahmed, A. H., & McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students’ critical thinking. Nursing education perspectives, 39(4), 208-214.
  • George, A., Geethakrishnan, R., & D'souza, P. (2014). Concept mapping: a child health nursing practical exercise. Holistic Nursing Practice, 28(1), 43-47.
  • Giddens, J., Brady, D., Brown, P., Wright, M., & Harris, J. (2017). A New Curriculum for a New Era of Nursing Education. Nursing Education Perspectives Journal, 29(2), 65-69.
  • Gümüş, M., Yaz, Ş. B., & Şenol, S. (2020). Ülseratif Kolitin Pediatrik Bakımı Ve Kavram Haritası. Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi, 9(3), 318-323.
  • Hagell, P., Edfors, E., Hedin, G., Westergren, A., & Hammarlund, C. S. (2016). Group concept mapping for evaluation and development in nursing education. Nurse Education in Practice, 20, 147-153.
  • Haghgoo, A., Karimy, M., Rahmani Katigari, M., Bolhasani, M., Afsheh, G., & Jafari, B. (2019). Comparison of Flipped Classroom and Conceptual Map on Students’ Deliberate Practice Study Approach. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 10(1), 1-8.
  • Hasanvand, S., Toulabi, T., Ebrahimzadeh, F., & Almasian, M. (2021). The Effectiveness of Concept Map instruction in mobile phones on Creativity of Nursing Students in Intensive Care Courses. Future of Medical Education Journal, 11(1), 26-31.
  • Hay, D. B. (2007). Using concept maps to measure deep, surface and non‐learning outcomes. Studies in Higher Education, 32(1), 39-57. https://doi.org/https://doi.org/10.1080/03075070601099432.
  • Hundial, H. (2020). The Safe Care Framework™: A practical tool for critical thinking. Nurse Education in Practice, 48, 102852. https://doi.org/https://doi.org/10.1016/j.nepr.2020.102852
  • Keskin, M. O., Yıldız, Ö. Ö., & Aksakal, E. (2019). Tıp Fakültesi öğrencilerinin etik kavramına ilişkin metaforik algıları. Ihlara Eğitim Araştırmaları Dergisi, 4(2), 300-313.
  • Kılıç, S. (2015). Kappa Testi. Journal of Mood Disorders, 5(3).
  • Limon, İ., & Durnalı, M. (2018). Doktora öğrencilerinin doktora eğitimi ve öğretim üyelerine yönelik metaforik algıları. Sakarya University Journal of Education, 8(1), 26-40.
  • Machado, C. T., & Carvalho, A. A. (2020). Concept mapping: benefits and challenges in higher education. The Journal of Continuing Higher Education, 68(1), 38-53.
  • Mahmoud, N. I., Ouda, W. E.-S., & Adly, R. M. (2021). The Impact of Concept Mapping Skills Intervention Versus Traditional Nursing Education on Academic Achievement of Pediatric Nursing Students. International Journal of Novel Research in Healthcare and Nursing, 7(3), 131-141.
  • Mert, İ. S. (2018). Hemşire ve stajyer hemşirelerde en fazla stres yaratan olayların nitel araştırma yöntemi ile incelenmesi. Elektronik Sosyal Bilimler Dergisi, 17(67), 1043-1059.
  • Özveren, H., Özden, D., & Gülnar, E. (2018). The perception of nursing by first-year nursing students: A metaphor analysis. Sağlık Bilimleri Dergisi, 27(2), 162-169.
  • Pinandito, A., Prasetya, D. D., Hayashi, Y., & Hirashima, T. (2021). Design and development of semi-automatic concept map authoring support tool. Research and Practice in Technology Enhanced Learning, 16(1), 1-19.
  • Pishgooie, A. H., Abdi, A., Mazhari, M. S., & Nazari, M. R. (2019). Comparing two teaching methods based on concept map and lecture on the level of learning in basic life support. Nurse Education in Practice, 38, 40-44.
  • Prasetya, D. D., Hirashima, T., & Hayashi, Y. (2020). Study on Extended Scratch-Build Concept Map to Enhance Students' Understanding and Promote Quality of Knowledge Structure. International Journal of Advanced Computer Science and Applications (IJACSA), 11(4), 144-153.
  • Roudsari, D. M., Feizi, S., & Maghsudlu, M. (2021). Nurses’ hemovigilance knowledge and performance after teach-back, concept map, and lecture: A quasi-experimental study. Heliyon, 7(1), e05982. https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e05982
  • Sadati, L., & Hannani, S. (2021). Evaluation of the effect of concept map training in comparison with the lecture method on the level of learning, retention and Satisfaction with teaching methods in surgical technology students. Iranian Journal of Nursing Research, 16(1), 0-0.
  • Sadita, L., Furtado, P. G. F., Hirashima, T., & Hayashi, Y. (2020). Analysis of The Similarity of Individual Knowledge and The Comprehension of Partner's Representation during Collaborative Concept Mapping with Reciprocal Kit Build Approach. IEICE Transactions on Information and Systems, 103(7), 1722-1731.
  • Sadita, L., Hirashima, T., Hayashi, Y., Wunnasri, W., Pailai, J., Junus, K., & Santoso, H. B. (2020). Collaborative concept mapping with reciprocal kit-build: a practical use in linear algebra course. Research and Practice in Technology Enhanced Learning, 15(1), 1-22.
  • Senyuva, E., & Kaya, H. (2013). Metaphors for the Internet Used by Nursing Students in Turkey: A Qualitative Research. Eurasian Journal of Educational Research, 50, 87-106.
  • Shao, Z., Li, Y., Wang, X., Zhao, X., & Guo, Y. (2020). Research on a new automatic generation algorithm of concept map based on text analysis and association rules mining. Journal of Ambient Intelligence and Humanized Computing, 11(2), 539-551.
  • Şimşek, H., & Yıldırım, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Teskereci, G., Sümen, A., Çiçek, S. N., & Özerli, A. N. (2019). Hemşirelik öğrencilerinin yabancı dil olarak İngilizceye ilişkin algıları: Bir metafor çalışması. International Journal of Social Sciences and Education Research, 5(3), 294-304.
  • Tseng, S.-S. (2019). Using Concept Mapping Activities to Enhance Students’ Critical Thinking Skills at a High School in Taiwan. The Asia-Pacific Education Researcher, 1-8.
  • Yue, M., Zhang, M., Zhang, C., & Jin, C. (2017). The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis. Nurse education today, 52, 87-94.
  • Zadeh, N. R., Gandomani, H. S., Delaram, M., & Yekta, Z. P. (2015). Comparing the effect of concept mapping and conventional methods on nursing students’ practical skill score. Nursing and midwifery studies, 4(3), 3-8.
There are 43 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Online First
Authors

Fatma Dilek Turan 0000-0001-6130-6896

Project Number Proje numarası bulunmamaktadır
Publication Date June 30, 2022
Submission Date June 13, 2021
Published in Issue Year 2022 Volume: 7 Issue: 1

Cite

APA Turan, F. D. (2022). ÇOCUK SAĞLIĞI VE HASTALIKLARI HEMŞİRELİĞİ DERSİNİ ALAN HEMŞİRELİK ÖĞRENCİLERİNİN KAVRAM HARİTASINA İLİŞKİN ALGILARI: BİR METAFOR ÇALIŞMASI. Ihlara Eğitim Araştırmaları Dergisi, 7(1), 1-12. https://doi.org/10.47479/ihead.951944

Cited By

Kavram Haritası ile Verilen Kendi Kendine Meme Muayenesi Eğitiminin Hemşirelik Öğrencilerinin Sağlık İnançları ve Öz Yeterlilik Düzeylerine Etkisi
Black Sea Journal of Health Science
https://doi.org/10.19127/bshealthscience.1320775
Hemşirelik Eğitiminde Kullanılan Güncel Öğretim Yöntem ve Teknikleri
Bingöl Üniversitesi Sağlık Dergisi
https://doi.org/10.58605/bingolsaglik.1448021
“Basınç Yaralanması” Anlatımında Kavram Haritalarının Kullanımı: Nitel Araştırma
Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi
https://doi.org/10.37989/gumussagbil.1182877

Dear Colleagues,
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