%0 Journal Article
%T Evaluation of Interpersonal Relationships and Therapeutic Communication Lesson Curriculum
%A Derya KAVGAO£¿LU
%A Nurten ELK£¿N
%J -
%D 2019
%X Aim: The purpose of this study is to evaluate the learner-centered curriculum design applied in the Istanbul Gelisim University Nursing Department, in 2017-2018 spring semester "Interpersonal Relationships and Therapeutic Communication" undergraduate course, according to students' opinions. Method: The research was carried out through a survey model within descriptive research. Research data collection tool is "CIPP Program Rating Scale" that was developed by Kavgao£¿lu and Alc£¿. The study group of the research consists of 52 students who attend the Istanbul Gelisim University School of Health Nursing undergraduate program in "Interpersonal Relationships and Therapeutic Communication" course in 2017-2018 spring semester. The survey data analysis was carried out with SPSS v25.0 program. Statistical analysis of the study was done by descriptive analysis, reliability, difference and correlation analysis. Non-parametric techniques, such as "Mann Whitney U Test", "Kruskal Wallis Analysis" and "Spearman's Rho Test" were used in the analyzes. "Hierarchical Regression Analysis" was performed to determine the mediating effect of the model's intermediate variables. Findings: There was a statistically significant relationship between the process variable and the output of the study (p <0.05). It was found that the context independent variable influenced the output of the process as an intermediate variable and had a partial intermediate variable effect (¦Â = 0.667 p = 0.000 <0.05). Findings with Context-1 between input levels and gender was in favor of male students; Significant differences were found in favor of students who stated that the level of emotional help was moderate between Context-1 and emotional support skill levels (p <0.05). There was no statistically significant difference between the levels of the students in the CIPP dimensions and the training in the field, academic achievement self-evaluation levels and social relationship self-evaluation levels (p> 0.05). Conclusion: As a result of the research, it has been determined that learner-centered teaching has an impact on the output of the program towards personal, social and business results. It has been found that the student's perceptions of the learner-centered teaching applied in the process are high in all dimensions without being differentiated according to the perceived academic and social competence variables and that individual differences such as perception of gender and emotional support skill are effective in a different interpretation of the learning environment. In order to increase
%K M¨¹fredat
%K £¿£¿retim modelleri
%K e£¿itsel teknikler
%K e£¿itsel de£¿erlendirme
%K hem£¿irelik e£¿itimi ara£¿t£¿rmas£¿
%K ileti£¿im programlar£¿
%U http://dergipark.org.tr/igusabder/issue/44890/460647