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2015, Cilt 5, Sayı 3, Sayfa(lar) 255-262
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DOI: 10.5961/jhes.2015.127
Situation Analysis of Nursing Education in Turkey: Nursing Education with Numbers (1996-2015)
Gülseren KOCAMAN1, Havva ARSLAN YÜRÜMEZOĞLU2
1Dokuz Eylül University, Faculty of Nursing, İzmir, Turkey
2İzmir University, School of Health, Department of Nursing, İzmir, Turkey
Keywords: Nursing education, Undergraduate education, Graduate education

In Turkey, for years, there have been unplanned increases in the number of nursing students, which adversely affected the quality of nursing education. The evaluation of the current situation in nursing undergraduate and graduate programs in terms of the number of faculties will provide data which will shed light on forward planning. The purpose of this study is to describe the profile of undergraduate and graduate students and the faculties between 1996 and 2015 and to assess needs for educators. The data of this descriptive study were obtained from three major reports prepared on nursing education, guidelines and statistical yearbooks of the Student Selection and Placement Center, and university web pages. In Turkey, as of June 2015, there are 133 nursing undergraduate programs held in 92 state and 41 foundation universities. The total number of nurse educators is 1894. While the number of nurse students per faculty member was 58 in the 1996-1997 academic school year, it is 74 in the 2015-2016. However, when the other instructors are included, these rates are 25 and 30 respectively. While the quotas for undergraduate nursing have increased 21.8 times between 1997 and 2015, the numbers of faculties and other instructors increased 8 and 8.7 times respectively. The number of people who received master’s and doctoral degrees from the graduate programs since the 2000-2001 academic year is 2788 and 650 respectively. In the 2014-2015 academic year, the number of master and doctoral programs reached 57 and 30 respectively. Although the number of undergraduate students increased rapidly in the last 20 years, the increase in the number of nurse educators continued to lag behind it. No more students should be enrolled for programs in which the number of faculties is inadequate. To meet the requirements for faculties, urgent interventions should be planned.

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