Abstract:

The main objective of education in nursing schools is to develop critical thinking skills and psychomotor abilities with universal ethical values, so that they can provide nursing care to healthy/sick individuals and their families. Because the care is multi-dimensional, in order to develop the ability of nurses to provide special care to the individual, a curriculum should be created by evaluating the learning outcomes. It has been seen for many years that a standard for the nursing training program has been tried to be established. In this study, a positive contribution to nursing education and graduate student profile was attracted to the nursing education curriculum and learning outcomes. Learning outcomes include the knowledge, attitudes and skills that the student should have at the end of a learning process. These outcomes are skills aimed at the cognitive, sensory/psychosocial and psychomotor fields that are planned to be obtained at the end of each course. The cognitive field consists of the stages of knowledge, understanding, application, analysis, synthesis and evaluation. The teaching of basic concepts in this field is the first step. The emotional area contains more emotions. The positive and negative emotions, attitudes, values, interests, personal and social characteristics that a person has are assessed within this area. The psychomotor field focuses on physical skills that involve coordination of brain functions and muscle movements. To be able to the learning goals set during the completion of nursing training, the learning outcomes are added to the curriculum. Thus, it is assumed that the outcomes of the cognitive, sensual/psychosocial and psychomotor fields included in the curriculum are successful. In addition to the work aimed at improving the nursing programming, the evaluation of the programming outcomes will be possible to improve the quality of nursing training.

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