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Hemşirelikte Duyuşsal Alan Eğitimine Yönelik İpuçları

Year 2025, Volume: 12 Issue: 1, 93 - 99, 22.04.2025

Gülsüm Çonoğlu , Fatma Orgun

https://doi.org/10.31125/hunhemsire.1282314

Abstract

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.

Keywords

Duyuşsal alan eğitim programı hemşirelik eğitimi

References

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  • Ashipala, D. O., Mazila, B., & Pretorius, L. (2022). A qualitative descriptive enquiry of nursing students’ experiences of utilising a portfolio as an assessment tool in nursing and midwifery education. Nurse Education Today, 109, 105259. https://doi.org/10.1016/j.nedt.2021.105259
  • Bacanlı, H. (2006). Duyuşsal davranış eğitimi (3.Baskı). Nobel Yayın Dağıtım.
  • Basavanthappa, B. T. (2009). Nursing Education (2nd ed.). Jaypee Brothers Medical Publishers.
  • Boland, D. L. (2012). Developing curriculum: Frameworks, Outcomes, and Competencies. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 138–159). Elsevier-Saunders.
  • Bolkan, S. (2015). Students’ affective learning as affective experience: Significance, reconceptualization, and future directions. Communication Education, 64(4), 502–505.
  • Brien, L.-A., Legault, A., & Tremblay, N. (2008). Affective learning in end-of-life care education: the experience of nurse educators and students. International Journal of Palliative Nursing, 14(12), 610–614.
  • Calhoun, J. G., Rowney, R., Eng, E., & Hoffman, Y. (2005). Competency mapping and analysis for Public Health Preparedness training initiatives. Public Health Reports, 120(Supplement 1), 91–99. https://doi.org/10.1177/00333549051200s117
  • Casey, A., & Fernandez-Rio, J. (2019). Cooperative Learning and the Affective Domain. Journal of Physical Education, Recreation and Dance, 90(3), 12–17. https://doi.org/10.1080/07303084.2019.1559671
  • Cazzell, M., & Howe, C. (2012). Using objective structured clinical evaluation for simulation evaluation: Checklist considerations for interrater reliability. Clinical Simulation in Nursing, 8(6), e219–e225. https://doi.org/10.1016/j.ecns.2011.10.004
  • Çonoğlu, G., Özkütük, N., & Orgun, F. (2020). Hemşirelik eğitiminde yenilikçi eğitim paradigması: Öğretim teknolojileriyle duyuşsal alanı harekete geçirmek. EGE HFD, 36(1), 61–65.
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  • Grootenboer, P. (2010). Affective development in university education. Higher Education Research and Development, 29(6) 723–737. https://doi.org/10.1080/07294361003682586
  • Harden, R. M. (2001). AMEE Guide No. 21: Curriculum mapping: A tool for transaprent and authentic teaching and learning. Medical Teacher, 23(2), 123–137. https://doi.org/10.1080/01421590120036547
  • Harden, R. M. (2013a). Curriculum planning and development. In J. A. Dent & R. M. Harden (Eds.), A Practical Guide for Medical Teachers (4th ed., pp. 8–15). Elsevier Limited.
  • Harden, R. M. (2013b). Outcome-based education. In J. A. Dent & R. M. Harden (Eds.), A Practical Guide for Medical Teachers (4th ed., pp. 151–156). Elsevier Limited.
  • Hoveyzian, S. A., Shariati, A., Haghighi, S., Latifi, S. M., & Ayoubi, M. (2021). The effect of portfolio-based education and evaluation on clinical competence of nursing students: A pretest–posttest quasiexperimental crossover study. Advances in Medical Education and Practice, 12, 175–182. https://doi.org/10.2147/AMEP.S231760
  • Isabell, C., Banfield, B., & Lis, G. (2017). Teaching to the affective domain: An end-of-life simulation. Western Journal of Nursing Research, 39(10), 1371. https://doi.org/10.1177/0193945917715261g
  • Iwasiw, C. L., Andrusyszyn, M.-A., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Learning.
  • Japee, G. P., & Oza, P. (2021). Curriculum and evaluation in outcome-based education. Psychology and Education Journal, 58(2), 5620–5625. https://doi.org/10.17762/pae.v58i2.2982
  • Jenkins, E. K., Slemon, A., O’Flynn-Magee, K., & Mahy, J. (2019). Exploring the implications of a self-care assignment to foster undergraduate nursing student mental health: Findings from a survey research study. Nurse Education Today, 81(December 2018), 13–18. https://doi.org/10.1016/j.nedt.2019.06.009
  • Kangas-Niemi, A., Manninen, K., & Mattsson, J. (2018). Facilitating affective elements in learning - In a palliative care context. Nurse Education in Practice, 33, 148–153. https://doi.org/10.1016/j.nepr.2018.09.007
  • Karagöl, İ., & Adıgüzel, O. C. (2022). Duyuşsal alan ve duyuşsal alan taksonomileri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 217–240. https://doi.org/10.34056/aujef.999650
  • Karaöz, S. (2013). Hemşirelik eğitiminde klinik değerlendirmeye genel bakış: Güçlükler ve öneriler. DEUHYO ED, 6(3), 149–158.
  • Kaya, A., & Boz, İ. (2019). The development of the professional values model in nursing. Nursing Ethics, 26(3), 914–923. https://doi.org/10.1177/0969733017730685
  • Kelly, M. A., Mitchell, M. L., Henderson, A., Jeffrey, C. A., Groves, M., Nulty, D. D., Glover, P., & Knight, S. (2016). OSCE best practice guidelines—applicability for nursing simulations. Advances in Simulation, 1(1), 1–10. https://10.1186/s41077-016-0014-1
  • Kutlu, Ö., Doğan, C. D., & Karakaya, İ. (2017). Ölçme ve değerlendirme performansa ve portfolyaya dayalı durum belirleme. (5.Baskı). Pegem Akademi.
  • Lane, D. R. (2015). The instructional communication affective learning paradox. Communication Education, 64(4), 510–515.
  • Lee, E., & Kim, E.-K. (2014). A review on extra-curricular english course in replacement of graduation certification. Journal of Pan-Pacific Association of Applied Linguistics, 18(2), 77–92.
  • Lin, P. F., Hsu, M. Y., & Tasy, S. L. (2003). Teaching clinical judgment in Taiwan. The Journal of Nursing Research: JNR, 11(3), 159–166.
  • McArthur, P., Burch, L., Moore, K., & Hodges, M. S. (2016). Novel active learning experiences for students to identify barriers to independent living for people with disabilities. Rehabilitation Nursing, 41(4), 202–206. https://doi.org/10.1002/rnj.208
  • Miller, C. (2010). Improving and enhancing performance in the affective domain of nursing students: Insights from the literatüre for clinical educators. Contemporary Nurse, 35(1), 2–17. https://doi.org/10.5172/conu.2010.35.1.002
  • Mkandawire-Valhmu, L., Weitzel, J., Dressel, A., Neiman, T., Hafez, S., Olukotun, O., Kreuziger, S., Scheer, V., Washington, R., Hess, A., Morgan, S., & Stevens, P. (2019). Enhancing cultural safety among undergraduate nursing students through watching documentaries. Nursing Inquiry, 26(1), 1–11. https://doi.org/10.1111/nin.12270
  • Naziah, R., Caska, Nas, S., & Indrawati, H. (2020). The effects of contextual learning and teacher’s work spirit on learning motivation and its impact on affective learning outcomes. Journal of Educational Sciences, 4(1), 30–43. Doi: 10.31258/jes.4.1.p.30-43
  • Noordman, J., Schulze, L., Roodbeen, R., Boland, G., Vliet, L. M., Muijsenbergh, M., & van Dulmen, S. (2020). Instrumental and affective communication with patients with limited health literacy in the palliative phase of cancer or COPD. BMC Palliative Care, 19(152), 1–12. Doi: 10.1186/s12904-020-00658-2
  • Oermann, M. H. (2016). Thinking about teaching in nursing. Nurse Educator, 41(5), 217–218. https://doi.org/10.1097/nne.0000000000000305
  • Rao, N. J. (2020). Outcome-based education: An outline. Higher Education for the Future, 7(1), 5–21. https://doi.org/10.1177/2347631119886418
  • Rees, K. L. (2013). The role of reflective practices in enabling final year nursing students to respond to the distressing emotional challenges of nursing work. Nurse Education in Practice, 13(1), 48–52.
  • Reilly, J. R., Gallagher-Lepak, S., & Killion, C. (2012). “Me and my computer”: emotional factors in online learning. Nursing Education Perspectives, 33(2), 100–105. Doi: 10.5480/1536-5026-33.2.100
  • Ronghua, L., Yan, L., Caixin, Y., & Ying, Z. (2021). Effect of formative assessment based on portfolio in bilingual teaching of pediatric nursing. Chinese Journal of Medical Education, 41(4), 376–380.
  • Sarıgöl Ordin, Y., Bilik, Ö., Turhan Damar, H., & Çelik, B. (2018). Cerrahi kliniklerdeki hemşirelik öğrencilerinin yansıtma raporlarından elde edilen öğrenme deneyimleri. Eğitimde Nitel Araştırmalar Dergisi, 6(3), 106–120. https://doi.org/10.14689/issn.2148-2624.1.6c3s5m
  • Scheckel, M. (2012). Selecting learning experiences to achieve curriculum outcomes. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 170–187). Elsevier-Saunders.
  • Sharma, R., Kumar, P., Patel, B., & Gajjar, S. (2016). Impact evaluation of domains of learning on Universal Work Precautions (UWP) amongst nursing staff in a Tertiary Care Hospital, Western India. Indian Journal of Community Medicine, 41(2), 141–145. https://doi.org/10.4103/0970-0218.173493
  • Stephens, M., & Ormandy, P. (2018). Extending conceptual understanding: How interprofessional education influences affective domain development. Journal of Interprofessional Care, 32(3), 348–357. https://doi.org/10.1080/13561820.2018.1425291
  • Stephens, M., & Ormandy, P. (2019). An evidence-based approach to measuring affective domain development. Journal of Professional Nursing, 35(3), 216–223.
  • Stuart, G. W., Tondora, J., & Hoge, M. A. (2004). Evidence-based teaching practice: Implications for behavioral health. Administration and Policy in Mental Health and Mental Health Services Research, 32(2), 107–130. Doi: 10.1023/B:APIH.0000042743.11286.bc
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The Clues Towards Affective Domain Education in Nursing

Year 2025, Volume: 12 Issue: 1, 93 - 99, 22.04.2025

Gülsüm Çonoğlu , Fatma Orgun

https://doi.org/10.31125/hunhemsire.1282314

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.

Keywords

Affective domain curriculum nursing education

References

  • Anema, M. G. (2018). Curriculum and course design. In J. L. McCoy & M. G. Anema (Eds.), Fast facts for curriculum development in nursing: How to develop & evaluate educational programs (pp. 71–96). Springer Publishing Company.
  • Ashipala, D. O., Mazila, B., & Pretorius, L. (2022). A qualitative descriptive enquiry of nursing students’ experiences of utilising a portfolio as an assessment tool in nursing and midwifery education. Nurse Education Today, 109, 105259. https://doi.org/10.1016/j.nedt.2021.105259
  • Bacanlı, H. (2006). Duyuşsal davranış eğitimi (3.Baskı). Nobel Yayın Dağıtım.
  • Basavanthappa, B. T. (2009). Nursing Education (2nd ed.). Jaypee Brothers Medical Publishers.
  • Boland, D. L. (2012). Developing curriculum: Frameworks, Outcomes, and Competencies. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 138–159). Elsevier-Saunders.
  • Bolkan, S. (2015). Students’ affective learning as affective experience: Significance, reconceptualization, and future directions. Communication Education, 64(4), 502–505.
  • Brien, L.-A., Legault, A., & Tremblay, N. (2008). Affective learning in end-of-life care education: the experience of nurse educators and students. International Journal of Palliative Nursing, 14(12), 610–614.
  • Calhoun, J. G., Rowney, R., Eng, E., & Hoffman, Y. (2005). Competency mapping and analysis for Public Health Preparedness training initiatives. Public Health Reports, 120(Supplement 1), 91–99. https://doi.org/10.1177/00333549051200s117
  • Casey, A., & Fernandez-Rio, J. (2019). Cooperative Learning and the Affective Domain. Journal of Physical Education, Recreation and Dance, 90(3), 12–17. https://doi.org/10.1080/07303084.2019.1559671
  • Cazzell, M., & Howe, C. (2012). Using objective structured clinical evaluation for simulation evaluation: Checklist considerations for interrater reliability. Clinical Simulation in Nursing, 8(6), e219–e225. https://doi.org/10.1016/j.ecns.2011.10.004
  • Çonoğlu, G., Özkütük, N., & Orgun, F. (2020). Hemşirelik eğitiminde yenilikçi eğitim paradigması: Öğretim teknolojileriyle duyuşsal alanı harekete geçirmek. EGE HFD, 36(1), 61–65.
  • Day, L., Ziehm, S. R., Jessup, M. A., Amedro, P., Dawson-Rose, C., Derouin, A., Kennedy, B. B., Manahan, S., Parish, A. L., & Remen, R. N. (2017). The power of nursing: An innovative course in values clarification and self-discovery. Journal of Professional Nursing, 33(4), 267–270. https://doi.org/10.1016/j.profnurs.2017.01.005
  • Grootenboer, P. (2010). Affective development in university education. Higher Education Research and Development, 29(6) 723–737. https://doi.org/10.1080/07294361003682586
  • Harden, R. M. (2001). AMEE Guide No. 21: Curriculum mapping: A tool for transaprent and authentic teaching and learning. Medical Teacher, 23(2), 123–137. https://doi.org/10.1080/01421590120036547
  • Harden, R. M. (2013a). Curriculum planning and development. In J. A. Dent & R. M. Harden (Eds.), A Practical Guide for Medical Teachers (4th ed., pp. 8–15). Elsevier Limited.
  • Harden, R. M. (2013b). Outcome-based education. In J. A. Dent & R. M. Harden (Eds.), A Practical Guide for Medical Teachers (4th ed., pp. 151–156). Elsevier Limited.
  • Hoveyzian, S. A., Shariati, A., Haghighi, S., Latifi, S. M., & Ayoubi, M. (2021). The effect of portfolio-based education and evaluation on clinical competence of nursing students: A pretest–posttest quasiexperimental crossover study. Advances in Medical Education and Practice, 12, 175–182. https://doi.org/10.2147/AMEP.S231760
  • Isabell, C., Banfield, B., & Lis, G. (2017). Teaching to the affective domain: An end-of-life simulation. Western Journal of Nursing Research, 39(10), 1371. https://doi.org/10.1177/0193945917715261g
  • Iwasiw, C. L., Andrusyszyn, M.-A., & Goldenberg, D. (2020). Curriculum development in nursing education (4th ed.). Jones & Bartlett Learning.
  • Japee, G. P., & Oza, P. (2021). Curriculum and evaluation in outcome-based education. Psychology and Education Journal, 58(2), 5620–5625. https://doi.org/10.17762/pae.v58i2.2982
  • Jenkins, E. K., Slemon, A., O’Flynn-Magee, K., & Mahy, J. (2019). Exploring the implications of a self-care assignment to foster undergraduate nursing student mental health: Findings from a survey research study. Nurse Education Today, 81(December 2018), 13–18. https://doi.org/10.1016/j.nedt.2019.06.009
  • Kangas-Niemi, A., Manninen, K., & Mattsson, J. (2018). Facilitating affective elements in learning - In a palliative care context. Nurse Education in Practice, 33, 148–153. https://doi.org/10.1016/j.nepr.2018.09.007
  • Karagöl, İ., & Adıgüzel, O. C. (2022). Duyuşsal alan ve duyuşsal alan taksonomileri. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 217–240. https://doi.org/10.34056/aujef.999650
  • Karaöz, S. (2013). Hemşirelik eğitiminde klinik değerlendirmeye genel bakış: Güçlükler ve öneriler. DEUHYO ED, 6(3), 149–158.
  • Kaya, A., & Boz, İ. (2019). The development of the professional values model in nursing. Nursing Ethics, 26(3), 914–923. https://doi.org/10.1177/0969733017730685
  • Kelly, M. A., Mitchell, M. L., Henderson, A., Jeffrey, C. A., Groves, M., Nulty, D. D., Glover, P., & Knight, S. (2016). OSCE best practice guidelines—applicability for nursing simulations. Advances in Simulation, 1(1), 1–10. https://10.1186/s41077-016-0014-1
  • Kutlu, Ö., Doğan, C. D., & Karakaya, İ. (2017). Ölçme ve değerlendirme performansa ve portfolyaya dayalı durum belirleme. (5.Baskı). Pegem Akademi.
  • Lane, D. R. (2015). The instructional communication affective learning paradox. Communication Education, 64(4), 510–515.
  • Lee, E., & Kim, E.-K. (2014). A review on extra-curricular english course in replacement of graduation certification. Journal of Pan-Pacific Association of Applied Linguistics, 18(2), 77–92.
  • Lin, P. F., Hsu, M. Y., & Tasy, S. L. (2003). Teaching clinical judgment in Taiwan. The Journal of Nursing Research: JNR, 11(3), 159–166.
  • McArthur, P., Burch, L., Moore, K., & Hodges, M. S. (2016). Novel active learning experiences for students to identify barriers to independent living for people with disabilities. Rehabilitation Nursing, 41(4), 202–206. https://doi.org/10.1002/rnj.208
  • Miller, C. (2010). Improving and enhancing performance in the affective domain of nursing students: Insights from the literatüre for clinical educators. Contemporary Nurse, 35(1), 2–17. https://doi.org/10.5172/conu.2010.35.1.002
  • Mkandawire-Valhmu, L., Weitzel, J., Dressel, A., Neiman, T., Hafez, S., Olukotun, O., Kreuziger, S., Scheer, V., Washington, R., Hess, A., Morgan, S., & Stevens, P. (2019). Enhancing cultural safety among undergraduate nursing students through watching documentaries. Nursing Inquiry, 26(1), 1–11. https://doi.org/10.1111/nin.12270
  • Naziah, R., Caska, Nas, S., & Indrawati, H. (2020). The effects of contextual learning and teacher’s work spirit on learning motivation and its impact on affective learning outcomes. Journal of Educational Sciences, 4(1), 30–43. Doi: 10.31258/jes.4.1.p.30-43
  • Noordman, J., Schulze, L., Roodbeen, R., Boland, G., Vliet, L. M., Muijsenbergh, M., & van Dulmen, S. (2020). Instrumental and affective communication with patients with limited health literacy in the palliative phase of cancer or COPD. BMC Palliative Care, 19(152), 1–12. Doi: 10.1186/s12904-020-00658-2
  • Oermann, M. H. (2016). Thinking about teaching in nursing. Nurse Educator, 41(5), 217–218. https://doi.org/10.1097/nne.0000000000000305
  • Rao, N. J. (2020). Outcome-based education: An outline. Higher Education for the Future, 7(1), 5–21. https://doi.org/10.1177/2347631119886418
  • Rees, K. L. (2013). The role of reflective practices in enabling final year nursing students to respond to the distressing emotional challenges of nursing work. Nurse Education in Practice, 13(1), 48–52.
  • Reilly, J. R., Gallagher-Lepak, S., & Killion, C. (2012). “Me and my computer”: emotional factors in online learning. Nursing Education Perspectives, 33(2), 100–105. Doi: 10.5480/1536-5026-33.2.100
  • Ronghua, L., Yan, L., Caixin, Y., & Ying, Z. (2021). Effect of formative assessment based on portfolio in bilingual teaching of pediatric nursing. Chinese Journal of Medical Education, 41(4), 376–380.
  • Sarıgöl Ordin, Y., Bilik, Ö., Turhan Damar, H., & Çelik, B. (2018). Cerrahi kliniklerdeki hemşirelik öğrencilerinin yansıtma raporlarından elde edilen öğrenme deneyimleri. Eğitimde Nitel Araştırmalar Dergisi, 6(3), 106–120. https://doi.org/10.14689/issn.2148-2624.1.6c3s5m
  • Scheckel, M. (2012). Selecting learning experiences to achieve curriculum outcomes. In D. M. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed., pp. 170–187). Elsevier-Saunders.
  • Sharma, R., Kumar, P., Patel, B., & Gajjar, S. (2016). Impact evaluation of domains of learning on Universal Work Precautions (UWP) amongst nursing staff in a Tertiary Care Hospital, Western India. Indian Journal of Community Medicine, 41(2), 141–145. https://doi.org/10.4103/0970-0218.173493
  • Stephens, M., & Ormandy, P. (2018). Extending conceptual understanding: How interprofessional education influences affective domain development. Journal of Interprofessional Care, 32(3), 348–357. https://doi.org/10.1080/13561820.2018.1425291
  • Stephens, M., & Ormandy, P. (2019). An evidence-based approach to measuring affective domain development. Journal of Professional Nursing, 35(3), 216–223.
  • Stuart, G. W., Tondora, J., & Hoge, M. A. (2004). Evidence-based teaching practice: Implications for behavioral health. Administration and Policy in Mental Health and Mental Health Services Research, 32(2), 107–130. Doi: 10.1023/B:APIH.0000042743.11286.bc
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There are 54 citations in total.

Details

Primary Language Turkish
Subjects Health Care Administration
Journal Section Review Aticle
Authors

Gülsüm Çonoğlu 0000-0001-8606-3149

Fatma Orgun 0000-0002-2351-7227

Publication Date April 22, 2025
Submission Date April 13, 2023
Published in Issue Year 2025 Volume: 12 Issue: 1

Cite

APA Çonoğlu, G., & Orgun, F. (2025). Hemşirelikte Duyuşsal Alan Eğitimine Yönelik İpuçları. Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi, 12(1), 93-99. https://doi.org/10.31125/hunhemsire.1282314