Week |
Subject |
Related Preparation |
1) |
Introduction to the course and explanation of the program
Creating groups
Measuring students' critical thinking skill tendencies |
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1) |
Introdicing the course and what is Thinking |
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2) |
Philosophical and scientific thinking |
Reading-research |
2) |
Thinking
Ways of Thinking
Thinking process
thinking skills |
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3) |
Definition and importance of critical thinking
Critical thinking tendencies and dimensions
Intellectual standards in the critical thinking process |
|
3) |
Analytical Thinking |
Reading-research |
4) |
Critical thinking process
Factors affecting critical thinking
Critical Thinking Process: Case Example |
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4) |
Dialectic, interpretation |
Reading and research |
5) |
Induction, deduction and inference |
Reading-research |
5) |
Critical thinking skills
Using critical skills: Sample article analysis |
|
6) |
Problem solving skills
Problem solving process
Exercise -scenario |
|
6) |
Analytical reasoning |
Reading-research |
7) |
Reasoning Process |
Reading-research |
7) |
Midterm Exam |
|
8) |
Midterm exam |
|
8) |
Communication
Communication Process
Communication events
Exercise- scenario |
|
9) |
Claims in logic and their relationships |
Reading-research |
9) |
Group presentations -Critical Thinking Activity I
Article 1, Movie 1 |
|
10) |
Effective reasoning |
Reading-research |
10) |
Evidence
Evidence-based practice
Exercise – scenario |
|
11) |
Effective rasoning II |
reading-research |
11) |
Group presentations - Critical Thinking Activity II
Free 1, Movie 2 |
|
12) |
Group presentation - Critical Thinking Activity III
Article 2, Book 1 |
|
12) |
Reasoning and Analysis |
Reading-research |
13) |
Group Presentation - Critical Thinking Activity IV
Book 2, Free 2 |
|
13) |
Planning and Creating Reasoning |
Reading-research |
14) |
Group Presentation - Critical Thinking Activity V
Movie 3, Free 3
Closing and Evaluation of the Lesson |
|
14) |
Structuring thinking |
Reading-research- |
15) |
Narrating-expressing Thinkings |
Reading-research |
16) |
Final exam |
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Course Notes / Textbooks: |
1- Allen Matthew, Smart thinking, Oxford Univ Press, Oxford and New York, 2004.
2- Paul Richard, Elder Linda, Kritik Düşünce, Çev Ed. A. Esra Aslan- Gamze Sert, Nobel Akademik Yayıncılık, 2013. |
References: |
1- Allen Matthew, Smart thinking, Oxford Univ Press, Oxford and New York, 2004.
2- Paul Richard, Elder Linda, Kritik Düşünce, Çev Ed. A. Esra Aslan- Gamze Sert, Nobel Akademik Yayıncılık, 2013.
3.M. Gare Rubenfeld, Barbara Scheffer. Critical Thinking TACTICS for Nurses 3. Baskı, Jones&Bartlett Learning, 2014, ISBN: 1284066096, 9781284066098
https://books.google.com.tr/books?id=n9qCAwAAQBAJ&dq=critical%20thinking%20nursing&hl=tr&source=gbs_book_other_versions
4. Judith M. Wilkonson. Nursing Process and Critical Thinking, 5. Baskı, Pearson Education, 2011, ISBN: 0132181622, 9780132181624
https://books.google.com.tr/books?id=C7qYcQAACAAJ&dq=critical%20thinking%20nursing&hl=tr&source=gbs_book_other_versions
5. Eileen Gambrill. Critical Thinking in Clinical Practice, John Wiley&Sons, 2012
ISBN: 0470904380, 9780470904381
https://books.google.com.tr/books?id=NsuHtwciwQwC&dq=critical+thinking&hl=tr&source=gbs_navlinks_s
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Program Outcomes |
Level of Contribution |
1) |
With the knowledge, knowledge and experience gained in the field of Physiotherapy and Rehabilitation, he/she can evaluate his patients and draw up a personalized treatment program within the framework of professional and ethical principles. |
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2) |
After successfully completing the Physiotherapy and Rehabilitation program, they can follow the current literature, evidence-based approaches and information as a physiotherapist and apply this information in the clinic. |
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3) |
With their knowledge and experience, they take part as an important part of the interdisciplinary and multidisciplinary team in the clinic and can organize the team adequately. |
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4) |
With their high research skills and equipment, they can take part in academic studies and projects, and can carry out these studies independently or in interaction with other professional groups. |
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5) |
They can use information technologies and devices required by the field of Physiotherapy and Rehabilitation, and exhibit an open and creative perspective on new technological developments. |
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6) |
They identify problems related to their field, evaluate problems with a critical perspective, and offer solutions to problems with their analytical thinking skills. |
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7) |
They have mastered the basic medical sciences, clinical sciences, social sciences, behavioral sciences and communication skills required by the Physiotherapy and Rehabilitation field. With these accumulations, they can approach their patients with a holistic perspective. |
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8) |
They are adequately equipped to protect public health, are aware of their responsibilities and can take initiatives to improve public health. |
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