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Professional Development Program (PDP) As a Tool to Improve Educational Quality in Higher Education: Views and Expectations of Nursing Academics

Year 2022, Volume: 3 Issue: 2, 91 - 107, 31.08.2022

Abstract

This study aims to determine the views and expectations of the nursing academics about professional development programmes to improve educational quality in higher education. The study has a qualitative research feature and it is designed as a holistic single case study. The study group consisted of 25 academics in the nursing education departments of higher education institutions and are determined by a simple random sampling method. A semi-structured interview form including mainly open-ended questions and close-ended was used as the data collection instrument. The data was analysed via content analysis and basic descriptive statistics. It was determined the academics thought that Professional Development Programs should have aimed to enable participants gain knowledge/skills about different methods/techniques, classroom management, measurement and evaluation, distance education, effective communicate, and continuous improvement. They explained views about the content in line with the aims they declared. They indicated active participation of the learners should be enacted and extra importance should be given to the time, the place and the instructor for effective teaching/learning process. Lastly, they uttered their belief about the necessity of evaluation after such programs. This study will facilitate and guide the development of the Professional Development Program to be held in the field of nursing. Conducting similar studies on the subject will increase the effectiveness of Professional Development Programs and the quality levels of teaching/learning quality in higher education.

References

  • Ahmady, S. (2009). Faculty development in medical education: A comprehensive approach. [Doctoral dissertation, Institutionen för lärande, informatik, management och etik, LIME]. Solna. https://openarchive.ki.se/xmlui/handle/10616/38549
  • Aiken, L. H., Sloane, D. M., Bruyneel, L., Van den Heede, K., Griffiths, P., Busse, R., … Sermeus, W. (2014). Nurse staffing and education and hospital mortality in nine European countries: a retrospective observational study. Lancet, 383 (9931), 1824- 1830. https://doi.org/10.1016/S0140-6736(13)62631-8.
  • Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. University of Chicago.
  • Atay, S., Gider, D., Karadere, G., & Şenyüz, P. (2009). Hastanede çalışan hemşirelerin hizmet içi eğitime yönelik görüşleri. [The views, thought of nurses’ who have been working in hospitals related to in-service education] International Human Sciences Journal, 6(1), 84–93.
  • Baasandorj, D. (2010). Faculty development program needs at Mongolian State University: Content and strategies. [Doctoral dissertation, Purdue University]. USA. https://docs.lib.purdue.edu/dissertations/AAI3413838/
  • Brown, S. T., Kirkpatrick, M. K., Mangum, D., & Avery, J. (2008). A review of narrative pedagogy strategies to transform traditional nursing education. Journal of Nursing Education, 47(6), 283–286.
  • Committee for Economic Development of Australia. (2015). Australia’s future workforce? (ISBN: 0858013002). https://cedakenticomedia.blob.core.windows.net/cedamediacontainer/kentico/media/researchcataloguedocuments/research%20and%20policy/pdf/26792-futureworkforce_june2015.pdf
  • Çelen, Ö., Karaalp, T., Kaya, S., Demir, C., Teke, A., & Akdeniz, A. (2007). Gülhane Askeri Tıp Fakültesi Eğitim Hastanesi yoğun bakım ünitelerinde görev yapan hemşirelerin uygulanan hizmet içi eğitim programlarından beklentileri ve bu programlar ile ilgili düşünceleri. [Expectations of nurses working in intensive care units of Gülhane Military Medical Faculty Training Hospital from in-service training programs and their thoughts about these programs]Gülhane Medical Journal, 49(1), 25–31.
  • Davey, R. (2013). The professional identity of teacher educators- career on the cusp (1st ed.). Routledge. https://doi.org/10.4324/9780203584934
  • Duman, Ç. S., Suluhan, D., & Durduran, Y. (2016). Birinci basamak sağlık kuruluşlarında çalışan hekim dışı sağlık profesyonellerinin hizmet içi eğitim gereksinimlerinin belirlenmesi. [Determining the in-service training needs of non-physician health professionals working in primary health care institutions.] Medical Journal of Bakırköy, 12(3), 118–123.
  • Erişen, Y., Çeliköz, N., Kurtkan Kapıcıoğlu, M. O., Akyol, C., & Ataş, S. (2009). The need for professional development of academic staff at vocational education faculties in Turkey. Procedia Social Behavioral Science,1(1), 1431–1436. https://doi:10.1016/j.sbspro.2009.01.252
  • Ertem, M. (2019). Bridging the theory-education in nursing. International Journal of Science and Research, 8(2), 1714-1716.
  • Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 645– 672). Sage.
  • Gaff, J. G. (1975). Toward faculty renewal (1st ed.). Jossey-Bass.
  • Higher Education Council [HEC]. (2014). Büyüme, kalite, uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası. [Growth, quality, internationalization: A roadmap for higher education in Turkey.] https://yolharitasi.yok.gov.tr/docs/YolHaritasi.pdf
  • Higher Education Council [HEC]. (2017). Hemşirelik lisans çalıştay raporu. [Nursing undergraduate workshop report.] http://www.hemed.org.tr/images/stories/Hemsirelik_Lisans_Egitimi_Calistayi_Sonuc_R
  • Holloway, R. L., Wilkerson, L., & Hejdek, G. (1997). Our back pages: Faculty development and the evolution of family medicine. Family Medicine, 29(4), 133–136.
  • Kabakçı, I., & Odabaşı, H.F. (2008). The organization of the faculty development programs for research assistants: The case of education faculties in Turkey. Turkish Online Journal of Educational Technology,7(3), 56–63.
  • Kalaycı, N. (2008). "TQM center" and "curriculum" that have been neglected during the application process of TQM in higher education. Journal of Turkish Educational Sciences, 6(2), 163-188.
  • Kantek, F., Öztürk, N., & Gezer, N. (2010, November, 11-13). Bir sağlık yüksekokulunda öğrencilerin eleştirel düşünme ve problem çözme becerilerinin incelenmesi. [Examination of students' critical thinking and problem solving skills in a health school] [Conference presentation abstract]. International Conference on New Trends in Education and Their Implications, Antalya, Turkey. https://silo.tips/download/bir-salk-yksekokulunda-rencilerin-eletirel-dnme-ve-problem-zme-becerilerinin-nce
  • Kayabaşı, Y. (2005). Sanal gerçeklik ve eğitim amaçlı kullanılması. [Virtual reality and its use for educational purposes] Turkish Online Journal of Educational Technology, 4(3), 151–158.
  • Koc, M., Demirbulak, M., & Yılmaz İ. E. (2015). A needs assessment for academicians’ professional development. Education and Science, 40(177), 297–311.
  • Koc, Z., Keskin Kızıltepe, S., Cınarlı, T. & Sener, A. (2017). The use of theory in nursing practice, research, management, and education. Journal of Education and Research in Nursing, 2017(14), 62-72. https://doi.org/10.5222/HEAD.2017.062
  • Kocaman, G. (2017). Hemşirelik eğitiminde akreditasyon ve kalite. [Accreditation and quality in nursing education] http://www.hemed.org.tr/images/stories/Hemsirelik_Lisans_Egitimi_Calistayi_Sonuc_
  • Konokman, G. Y., & Yelken, T. Y. (2014). The perceptions of academics in education faculties on their lifelong learning competencies. Hacettepe University Journal of Education, 29(2), 267-281.
  • Kumar, R. (2011). Research methodology: a step-by-step guide for beginners. (3rd Ed.). Sage.
  • Loucks-Horsley, S., & Roody, D. (1990). Using what is known about change to inform the regular education initiative. Remedial and Special Education, 11(3), 51–56.
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber [Qualitative research a guide to design and implementation] (S. Turan, Trans.). Nobel. (Original work published 2009)
  • Michelle, M., Francois, C., & Jacqueline, W. (2008). Faculty development: Yesterday, today, and tomorrow. Medical Teacher, 30(6), 555–565.
  • Moeini, H. (2003). A need analysis study for faculty development programs in METU and structural equation modeling of faculty needs. [Doctoral dissertation, Middle Technical East University]. https://etd.lib.metu.edu.tr/upload/445320/index.pdf
  • Nguyen, D., Zierler, B., & Nguyen, H. (2011). A survey of nursing faculty needs training in the use of new technologies for education and practice. Journal of Nursing Education, 50(4), 181-189.
  • Odabaşı, H. F. (2003). Faculty point of view on faculty development. Hacettepe University Journal of Education, 2003(24), 86–89.
  • Oktay, S., & Çakır, R. (2013). The effect of technology-supported brain-based learning on students’ academic achievement, retention level, and metacognitive awareness. Journal of Turkish Science Education, 10(3), 3–23.
  • Organization for Economic Co-operation & Development. (2016). Getting skills right: Assessing and anticipating changing skill needs. http://www.oecd.org/els/getting-skills-right-assessing-and- anticipating-changing-skill-needs-9789264252073- en.htm
  • Öztürk, H. (2008). Expectations, suggestions, and problems about in-service training nurses experienced. Florence Nightingale Journal of Nursing, 16(61), 41–49.
  • Pagnucci, N., Franco, F. A., Carnevale, A. B., Tolotti, A., Cadorin, L., & Sass, L. (2015). A cross-sectional study of pedagogical strategies in nursing education: Opportunities and constraints toward using effective pedagogy. BMC Medical Education, 2015(15), 138-150. https://doi.org/10.1186/s12909-015-0411-5.
  • Program for the International Assessment of Adult Competencies. (2016). Survey of adult skills. http://www.oecd.org/skills/piaac/.
  • Salmi, J. (2009). The challenges of establishing world-class universities. World Bank. https://openknowledge.worldbank.org/handle/10986/2600 License: CC BY 3.0 IGO
  • Saracaloğlu, S., Yenice, N., & Karasakaloğlu, N. (2009). Öğretmen adaylarının iletişim ve problem çözme becerileri ile okuma ilgi ve alışkanlıkları arasındaki ilişki. [The relationship between communication and problem solving skills and reading interest and habits of candidate teachers] Journal of Yüzüncü Yıl University Educational Faculty, 6(2), 167-185.
  • Sarıkoc, G. (2016). Use of virtual reality in the education of health workers. Journal of Education and Research in Nursing, 13(1), 11-15.
  • Siddiqui, Z. S. (2006, December 11-13). Professional development of academics. A needs assessment. [Conference presentation abstract]. The First International Conference on Assessing Quality in Higher Education, Lahore, Pakistan. https://www.researchgate.net/publication/266250386_PROFESSIONAL_DEVELOPMENT_OF_ACADEMICS_A_NEEDS_ASSESSMENT
  • Soran, H., Akkoyunlu, B., & Kavak, Y. (2006). Yaşam boyu öğrenme becerileri ve eğiticilerin eğitimi programı: Hacettepe Üniversitesi örneği [Life-long learning skills and training faculty members: a project at Hacettepe University]. Hacettepe University Journal of Education, 30(30), 201-210.
  • Souza, D. M., Backes, V. M. S., Lazzari, D. D., & Martini, J. G. (2018). Pedagogical preparation of nursing professors for professional secondary technical education. The Brazilian Journal of Nursing, 71(5), 2432-2439. http://dx.doi.org/10.1590/0034- 7167-2017-0289
  • Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From programme design to curriculum change. Medical Education, 39(2), 127–136.
  • Turkish Higher Education Quality Council [THEQC] (2016). Yükseköğretim değerlendirme ve kalite güvencesi 2016 yılı durum raporu. [Higher education evaluation and quality assurance 2016 status report] https://yokak.gov.tr/Common/Docs/Site_Activity_Reports/2016-
  • Turkish Higher Education Quality Council [THEQC] (2017). Yükseköğretim değerlendirme ve kalite güvencesi 2017 yılı durum raporu. [Higher education evaluation and quality assurance 2017 status report] https://yokak.gov.tr/Common/Docs/Site_Activity_Reports/2017-
  • Turkish Higher Education Quality Council [THEQC] (2019). 2018-2019 yükseköğretimi değerlendirme ve kalite güvencesi durum raporu. [Higher education evaluation and quality assurance2019 status report]https://yokak.gov.tr/Common/Docs/Site_Activity_Reports/2019 -
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  • Wills, E. M., & McEwen, M. (2014). Application of theory in nursing education. In McEwen, M., & Wills, E.M. (Eds). Theoretical basis for nursing (4th ed) (pp. 497-513). Lippincott Williams & Wilkins Wolters Kluwer.
  • Yin, R. K. (2011). Qualitative research from start to finish (2nd ed.). The Guilford.

Yükseköğretimde Eğitimin Kalitesini Artırmada Bir Araç Olarak Mesleki Gelişim Programı: Hemşirelik Alanındaki Akademisyenlerinin Görüşleri ve Beklentileri

Year 2022, Volume: 3 Issue: 2, 91 - 107, 31.08.2022

Abstract

Bu araştırma, hemşirelik eğitimi alanındaki akademisyenlerin yükseköğretimde eğitimin kalitesini artırmak aracı olarak mesleki gelişim programlarına ilişkin görüş ve beklentilerini belirlemeyi amaçlamaktadır. Araştırma, nitel araştırma özelliğine sahiptir ve bütüncül tek durum çalışması olarak tasarlanmıştır. Çalışma grubu, çeşitli yükseköğretim kurumlarının hemşirelik bölümlerinde görev yapan basit tesadüfi örnekleme yöntemi ile belirlenmiş 25 akademisyenden oluşmaktadır. Veri toplama aracı olarak ağırlıklı olarak açık uçlu ve bir kapalı uçlu sorulardan oluşan yarı yapılandırılmış görüşme formu kullanılmıştır. Veriler, içerik analizi ve temel betimsel istatistikler yoluyla analiz edilmiştir. Akademisyenlere göre mesleki gelişim programlarının amaçları; onların farklı yöntem / teknikler, sınıf yönetimi, ölçme ve değerlendirme, uzaktan eğitim, etkili iletişim ve sürekli iyileştirme hakkında bilgi / beceri kazanmalarını sağlamak olmalıdır. Akademisyenler, içerikle ilgili görüşlerini ise ifade ettikleri amaçlarla uyumlu şekilde açıklamıştır. Akademisyenler, eğitim sürecinin etkili olabilmesi için katılımcıların aktif katılımının sağlanması ve zamana, yere, eğitmene daha fazla önem verilmesi gerektiğini belirtmiştir. Son olarak, bu tür programlardan sonra değerlendirmenin gerekliliği konusundaki inançlarını dile getirmişlerdir. Bu araştırmanın sonuçları, hemşirelik alanında Mesleki Gelişim Programının geliştirilmesine yön verecek ve süreci kolaylaştıracak niteliktedir. Konuyla ilgili benzer çalışmaların yapılması Mesleki Gelişim Programlarının etkililiğini artıracak ve yükseköğretimde beklenen eğitim kalitesi düzeylerine ulaşılmasına katkıda bulunacaktır.
Anahtar Kelimeler: Hemşirelik alanındaki akademisyenler, hemşirelik eğitimi, mesleki gelişim programı, yükseköğretimde eğitimde kalite.

References

  • Ahmady, S. (2009). Faculty development in medical education: A comprehensive approach. [Doctoral dissertation, Institutionen för lärande, informatik, management och etik, LIME]. Solna. https://openarchive.ki.se/xmlui/handle/10616/38549
  • Aiken, L. H., Sloane, D. M., Bruyneel, L., Van den Heede, K., Griffiths, P., Busse, R., … Sermeus, W. (2014). Nurse staffing and education and hospital mortality in nine European countries: a retrospective observational study. Lancet, 383 (9931), 1824- 1830. https://doi.org/10.1016/S0140-6736(13)62631-8.
  • Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. University of Chicago.
  • Atay, S., Gider, D., Karadere, G., & Şenyüz, P. (2009). Hastanede çalışan hemşirelerin hizmet içi eğitime yönelik görüşleri. [The views, thought of nurses’ who have been working in hospitals related to in-service education] International Human Sciences Journal, 6(1), 84–93.
  • Baasandorj, D. (2010). Faculty development program needs at Mongolian State University: Content and strategies. [Doctoral dissertation, Purdue University]. USA. https://docs.lib.purdue.edu/dissertations/AAI3413838/
  • Brown, S. T., Kirkpatrick, M. K., Mangum, D., & Avery, J. (2008). A review of narrative pedagogy strategies to transform traditional nursing education. Journal of Nursing Education, 47(6), 283–286.
  • Committee for Economic Development of Australia. (2015). Australia’s future workforce? (ISBN: 0858013002). https://cedakenticomedia.blob.core.windows.net/cedamediacontainer/kentico/media/researchcataloguedocuments/research%20and%20policy/pdf/26792-futureworkforce_june2015.pdf
  • Çelen, Ö., Karaalp, T., Kaya, S., Demir, C., Teke, A., & Akdeniz, A. (2007). Gülhane Askeri Tıp Fakültesi Eğitim Hastanesi yoğun bakım ünitelerinde görev yapan hemşirelerin uygulanan hizmet içi eğitim programlarından beklentileri ve bu programlar ile ilgili düşünceleri. [Expectations of nurses working in intensive care units of Gülhane Military Medical Faculty Training Hospital from in-service training programs and their thoughts about these programs]Gülhane Medical Journal, 49(1), 25–31.
  • Davey, R. (2013). The professional identity of teacher educators- career on the cusp (1st ed.). Routledge. https://doi.org/10.4324/9780203584934
  • Duman, Ç. S., Suluhan, D., & Durduran, Y. (2016). Birinci basamak sağlık kuruluşlarında çalışan hekim dışı sağlık profesyonellerinin hizmet içi eğitim gereksinimlerinin belirlenmesi. [Determining the in-service training needs of non-physician health professionals working in primary health care institutions.] Medical Journal of Bakırköy, 12(3), 118–123.
  • Erişen, Y., Çeliköz, N., Kurtkan Kapıcıoğlu, M. O., Akyol, C., & Ataş, S. (2009). The need for professional development of academic staff at vocational education faculties in Turkey. Procedia Social Behavioral Science,1(1), 1431–1436. https://doi:10.1016/j.sbspro.2009.01.252
  • Ertem, M. (2019). Bridging the theory-education in nursing. International Journal of Science and Research, 8(2), 1714-1716.
  • Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 645– 672). Sage.
  • Gaff, J. G. (1975). Toward faculty renewal (1st ed.). Jossey-Bass.
  • Higher Education Council [HEC]. (2014). Büyüme, kalite, uluslararasılaşma: Türkiye yükseköğretimi için bir yol haritası. [Growth, quality, internationalization: A roadmap for higher education in Turkey.] https://yolharitasi.yok.gov.tr/docs/YolHaritasi.pdf
  • Higher Education Council [HEC]. (2017). Hemşirelik lisans çalıştay raporu. [Nursing undergraduate workshop report.] http://www.hemed.org.tr/images/stories/Hemsirelik_Lisans_Egitimi_Calistayi_Sonuc_R
  • Holloway, R. L., Wilkerson, L., & Hejdek, G. (1997). Our back pages: Faculty development and the evolution of family medicine. Family Medicine, 29(4), 133–136.
  • Kabakçı, I., & Odabaşı, H.F. (2008). The organization of the faculty development programs for research assistants: The case of education faculties in Turkey. Turkish Online Journal of Educational Technology,7(3), 56–63.
  • Kalaycı, N. (2008). "TQM center" and "curriculum" that have been neglected during the application process of TQM in higher education. Journal of Turkish Educational Sciences, 6(2), 163-188.
  • Kantek, F., Öztürk, N., & Gezer, N. (2010, November, 11-13). Bir sağlık yüksekokulunda öğrencilerin eleştirel düşünme ve problem çözme becerilerinin incelenmesi. [Examination of students' critical thinking and problem solving skills in a health school] [Conference presentation abstract]. International Conference on New Trends in Education and Their Implications, Antalya, Turkey. https://silo.tips/download/bir-salk-yksekokulunda-rencilerin-eletirel-dnme-ve-problem-zme-becerilerinin-nce
  • Kayabaşı, Y. (2005). Sanal gerçeklik ve eğitim amaçlı kullanılması. [Virtual reality and its use for educational purposes] Turkish Online Journal of Educational Technology, 4(3), 151–158.
  • Koc, M., Demirbulak, M., & Yılmaz İ. E. (2015). A needs assessment for academicians’ professional development. Education and Science, 40(177), 297–311.
  • Koc, Z., Keskin Kızıltepe, S., Cınarlı, T. & Sener, A. (2017). The use of theory in nursing practice, research, management, and education. Journal of Education and Research in Nursing, 2017(14), 62-72. https://doi.org/10.5222/HEAD.2017.062
  • Kocaman, G. (2017). Hemşirelik eğitiminde akreditasyon ve kalite. [Accreditation and quality in nursing education] http://www.hemed.org.tr/images/stories/Hemsirelik_Lisans_Egitimi_Calistayi_Sonuc_
  • Konokman, G. Y., & Yelken, T. Y. (2014). The perceptions of academics in education faculties on their lifelong learning competencies. Hacettepe University Journal of Education, 29(2), 267-281.
  • Kumar, R. (2011). Research methodology: a step-by-step guide for beginners. (3rd Ed.). Sage.
  • Loucks-Horsley, S., & Roody, D. (1990). Using what is known about change to inform the regular education initiative. Remedial and Special Education, 11(3), 51–56.
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber [Qualitative research a guide to design and implementation] (S. Turan, Trans.). Nobel. (Original work published 2009)
  • Michelle, M., Francois, C., & Jacqueline, W. (2008). Faculty development: Yesterday, today, and tomorrow. Medical Teacher, 30(6), 555–565.
  • Moeini, H. (2003). A need analysis study for faculty development programs in METU and structural equation modeling of faculty needs. [Doctoral dissertation, Middle Technical East University]. https://etd.lib.metu.edu.tr/upload/445320/index.pdf
  • Nguyen, D., Zierler, B., & Nguyen, H. (2011). A survey of nursing faculty needs training in the use of new technologies for education and practice. Journal of Nursing Education, 50(4), 181-189.
  • Odabaşı, H. F. (2003). Faculty point of view on faculty development. Hacettepe University Journal of Education, 2003(24), 86–89.
  • Oktay, S., & Çakır, R. (2013). The effect of technology-supported brain-based learning on students’ academic achievement, retention level, and metacognitive awareness. Journal of Turkish Science Education, 10(3), 3–23.
  • Organization for Economic Co-operation & Development. (2016). Getting skills right: Assessing and anticipating changing skill needs. http://www.oecd.org/els/getting-skills-right-assessing-and- anticipating-changing-skill-needs-9789264252073- en.htm
  • Öztürk, H. (2008). Expectations, suggestions, and problems about in-service training nurses experienced. Florence Nightingale Journal of Nursing, 16(61), 41–49.
  • Pagnucci, N., Franco, F. A., Carnevale, A. B., Tolotti, A., Cadorin, L., & Sass, L. (2015). A cross-sectional study of pedagogical strategies in nursing education: Opportunities and constraints toward using effective pedagogy. BMC Medical Education, 2015(15), 138-150. https://doi.org/10.1186/s12909-015-0411-5.
  • Program for the International Assessment of Adult Competencies. (2016). Survey of adult skills. http://www.oecd.org/skills/piaac/.
  • Salmi, J. (2009). The challenges of establishing world-class universities. World Bank. https://openknowledge.worldbank.org/handle/10986/2600 License: CC BY 3.0 IGO
  • Saracaloğlu, S., Yenice, N., & Karasakaloğlu, N. (2009). Öğretmen adaylarının iletişim ve problem çözme becerileri ile okuma ilgi ve alışkanlıkları arasındaki ilişki. [The relationship between communication and problem solving skills and reading interest and habits of candidate teachers] Journal of Yüzüncü Yıl University Educational Faculty, 6(2), 167-185.
  • Sarıkoc, G. (2016). Use of virtual reality in the education of health workers. Journal of Education and Research in Nursing, 13(1), 11-15.
  • Siddiqui, Z. S. (2006, December 11-13). Professional development of academics. A needs assessment. [Conference presentation abstract]. The First International Conference on Assessing Quality in Higher Education, Lahore, Pakistan. https://www.researchgate.net/publication/266250386_PROFESSIONAL_DEVELOPMENT_OF_ACADEMICS_A_NEEDS_ASSESSMENT
  • Soran, H., Akkoyunlu, B., & Kavak, Y. (2006). Yaşam boyu öğrenme becerileri ve eğiticilerin eğitimi programı: Hacettepe Üniversitesi örneği [Life-long learning skills and training faculty members: a project at Hacettepe University]. Hacettepe University Journal of Education, 30(30), 201-210.
  • Souza, D. M., Backes, V. M. S., Lazzari, D. D., & Martini, J. G. (2018). Pedagogical preparation of nursing professors for professional secondary technical education. The Brazilian Journal of Nursing, 71(5), 2432-2439. http://dx.doi.org/10.1590/0034- 7167-2017-0289
  • Steinert, Y., Cruess, S., Cruess, R., & Snell, L. (2005). Faculty development for teaching and evaluating professionalism: From programme design to curriculum change. Medical Education, 39(2), 127–136.
  • Turkish Higher Education Quality Council [THEQC] (2016). Yükseköğretim değerlendirme ve kalite güvencesi 2016 yılı durum raporu. [Higher education evaluation and quality assurance 2016 status report] https://yokak.gov.tr/Common/Docs/Site_Activity_Reports/2016-
  • Turkish Higher Education Quality Council [THEQC] (2017). Yükseköğretim değerlendirme ve kalite güvencesi 2017 yılı durum raporu. [Higher education evaluation and quality assurance 2017 status report] https://yokak.gov.tr/Common/Docs/Site_Activity_Reports/2017-
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Elif İlhan 0000-0002-8536-1571

Ayla Ünsal 0000-0003-3319-1600

Fatih Demir 0000-0002-2013-4626

Publication Date August 31, 2022
Acceptance Date April 2, 2021
Published in Issue Year 2022 Volume: 3 Issue: 2

Cite

APA İlhan, E., Ünsal, A., & Demir, F. (2022). Professional Development Program (PDP) As a Tool to Improve Educational Quality in Higher Education: Views and Expectations of Nursing Academics. Eurasian Journal of Teacher Education, 3(2), 91-107.

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