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Journals / Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi / 2026 / Volume: 12 Issue: 1

The Clues Towards Affective Domain Education in Nursing

Hemşirelikte Duyuşsal Alan Eğitimine Yönelik İpuçları

Gülsüm Çonoğlu(ÇANKIRI KARATEKİN ÜNİVERSİTESİ, SAĞLIK BİLİMLERİ FAKÜLTESİ, HEMŞİRELİK BÖLÜMÜ, HEMŞİRELİK PR.)0000-0001-8606-3149
Fatma Orgun(EGE ÜNİVERSİTESİ, HEMŞİRELİK FAKÜLTESİ, HEMŞİRELİK BÖLÜMÜ, HEMŞİRELİKTE ÖĞRETİM ANABİLİM DALI)0000-0002-2351-7227
Pages
93–99
Publication Date
2025-04-22
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

In these assessments, simulation, observation, portfolio, reflection, interviews, checklists, open-ended questions, self, peer and group assessments can be used.

📌 3 Key Takeaways

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Objective & Hypothesis:The affective domain is related to the development of values, attitudes, and beliefs in accordance with professional nursing standards and is a critical learning domain for the individual in which the nurse determines the quality of the nursing care provided.
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Key Findings & Data:However, multiple observations of performance are required to determine whether behavior in the affective domain has become a student's characteristic in the assessments.
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Conclusion & Impact:In these assessments, simulation, observation, portfolio, reflection, interviews, checklists, open-ended questions, self, peer and group assessments can be used.
🔬Design:Derleme
📍Scope:Comprehensive Sample
⚙️Variables:Duyuşsal alan · eğitim programı · hemşirelik eğitimi

Abstract

The affective domain is related to the development of values, attitudes, and beliefs in accordance with professional nursing standards and is a critical learning domain for the individual in which the nurse determines the quality of the nursing care provided. The acquisition of competencies in this domain has a private importance for the nursing profession. This domain is the main driving force for acquiring expertise in clinical judgment and nursing practice and also helps assure the quality of nursing practice. However, as in other disciplines, there are difficulties in writing affective domain learning outcomes and evaluating affective domain behaviors in nursing education programs. The aim of this article is to emphasize the importance of affective domain behavior education in nursing education and to contribute to nurse educators for measuring and evaluating affective behaviors. Evaluating students' affective experiences in the classroom will undoubtedly continue to be an important part of instructional communication in the future. However, multiple observations of performance are required to determine whether behavior in the affective domain has become a student's characteristic in the assessments. In these assessments, simulation, observation, portfolio, reflection, interviews, checklists, open-ended questions, self, peer and group assessments can be used.

Özet

Duyuşsal alan mesleki hemşirelik standartlarına uygun değerler, tutumlar ve inançların gelişimi ile ilgilidir ve hemşirenin verilen hemşirelik bakımının kalitesini belirlediği birey için kritik bir öğrenme alanıdır. Bu alanda yetkinliklerin kazanılması, hemşirelik mesleği açısından özel bir öneme sahiptir. Bu alan, klinik yargı ve hemşirelik uygulamalarında uzmanlık elde etmek için ana itici güçtür ve hemşirelik uygulamasının kalitesinin sağlanmasına da yardımcı olmaktadır. Ancak, diğer disiplinlerde olduğu gibi hemşirelik eğitim programlarında da duyuşsal alan öğrenme çıktılarının yazılmasında ve duyuşsal alan davranışlarının değerlendirilmesinde zorluklar bulunmaktadır. Bu makalenin amacı da hemşirelik eğitiminde duyuşsal alan davranış eğitiminin önemine vurgu yapmak ve duyuşsal davranışların ölçülmesine ve değerlendirilmesine yönelik hemşire eğitimcilere katkı sağlamaktır. Öğrencilerin sınıftaki duyuşsal deneyimlerini değerlendirmek şüphesiz gelecekte öğretimsel iletişimin önemli bir parçası olmaya devam edecektir. Bununla birlikte, yapılan değerlendirmelerde duyuşsal alandaki bir davranışın öğrencinin bir özelliği haline gelip gelmediğini belirlemek için performansın çoklu gözlemleri gereklidir. Bu değerlendirmelerde, simülasyon, gözlem, portfolyo, yansıtma/refleksiyon, görüşmeler, kontrol listeleri, açık uçlu sorular, öz, akran ve grup değerlendirmeleri kullanılabilmektedir.

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Cite This Article

Çonoğlu, G., Orgun, F. (2025). The Clues Towards Affective Domain Education in Nursing. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, Volume: 12 Issue: 1, 93–99. https://doi.org/10.31125/hunhemsire.1282314

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