Abstract：
OBJECTIVE: This research aimed to examine students\' emotions, opinions, and suggestions regarding the \"Applied Scientific Research\" course.
METHODS: The study was conducted in a province in eastern Turkey between June and July 2023. Data were collected from 9 postgraduate students attending the \"Scientific Research\" course at a university\'s Institute of Health Sciences using a \'Descriptive Information Form\' and a \'Semi-Structured Questionnaire\'. Content analysis was employed for the qualitative data evaluation.
RESULTS: The participants\' ages ranged from 25 to 32. Six participants were female, five were academicians, and five were doctoral students. Six participants had taken a statistics or research course before the scientific research course. Additionally, seven had attended scientific conferences, five followed a scientific publication regularly, five had conducted scientific research before, and five had not published scientific research before taking the course. Through the analysis of data obtained from participant interviews, three themes, namely \"Effects of Activities in the Course,\" \"Reasons for Recommendations and Preferences,\" and \"Outcomes of the Course,\" were identified. Six sub-themes and 18 codes were generated, including \"Most Challenging Activity,\" \"Least Challenging Activity,\" \"Recommendations for the Course,\" \"Reasons for Choosing the Course,\" \"Contributions of the Course,\" and \"Feelings Towards the Course.\"
CONCLUSIONS: The research results indicate that students improved their skills in conducting scientific research, writing articles, and getting published after taking the course. Furthermore, the course evoked positive feelings in students and increased their perceived competence.
METHODS: The study was conducted in a province in eastern Turkey between June and July 2023. Data were collected from 9 postgraduate students attending the \"Scientific Research\" course at a university\'s Institute of Health Sciences using a \'Descriptive Information Form\' and a \'Semi-Structured Questionnaire\'. Content analysis was employed for the qualitative data evaluation.
RESULTS: The participants\' ages ranged from 25 to 32. Six participants were female, five were academicians, and five were doctoral students. Six participants had taken a statistics or research course before the scientific research course. Additionally, seven had attended scientific conferences, five followed a scientific publication regularly, five had conducted scientific research before, and five had not published scientific research before taking the course. Through the analysis of data obtained from participant interviews, three themes, namely \"Effects of Activities in the Course,\" \"Reasons for Recommendations and Preferences,\" and \"Outcomes of the Course,\" were identified. Six sub-themes and 18 codes were generated, including \"Most Challenging Activity,\" \"Least Challenging Activity,\" \"Recommendations for the Course,\" \"Reasons for Choosing the Course,\" \"Contributions of the Course,\" and \"Feelings Towards the Course.\"
CONCLUSIONS: The research results indicate that students improved their skills in conducting scientific research, writing articles, and getting published after taking the course. Furthermore, the course evoked positive feelings in students and increased their perceived competence.
摘要：
目的：这项研究旨在检查学生的情绪，意见,以及关于“应用科学研究”课程的建议。
方法：该研究于2023年6月至7月在土耳其东部的一个省进行。使用“描述性信息表”和“半结构化问卷”，从一所大学健康科学研究所参加“科学研究”课程的9名研究生中收集了数据。定性数据评价采用内容分析法。
结果：参与者年龄从25到32不等。六名参与者是女性，五名是院士，和五个是博士生。六名参与者在科学研究课程之前参加了统计或研究课程。此外,七个人参加了科学会议，五个人定期关注科学出版物，五个人以前进行过科学研究，还有五个人在上这门课之前没有发表过科学研究。通过对参与者访谈获得的数据进行分析，三个主题,即“活动在课程中的影响”，“\”推荐和偏好的原因，\"和\"课程的结果，“已识别。产生了六个次主题和18个代码，包括“最具挑战性的活动，\"\"最不具有挑战性的活动，\"\"课程建议,选择课程的原因，\“\”课程的贡献，“和”对课程的感觉。\"
结论:研究结果表明,学生进行科学研究的技能提高,写文章,并在上完课程后发表。此外，该课程唤起了学生的积极感受，并提高了他们的感知能力。
方法：该研究于2023年6月至7月在土耳其东部的一个省进行。使用“描述性信息表”和“半结构化问卷”，从一所大学健康科学研究所参加“科学研究”课程的9名研究生中收集了数据。定性数据评价采用内容分析法。
结果：参与者年龄从25到32不等。六名参与者是女性，五名是院士，和五个是博士生。六名参与者在科学研究课程之前参加了统计或研究课程。此外,七个人参加了科学会议，五个人定期关注科学出版物，五个人以前进行过科学研究，还有五个人在上这门课之前没有发表过科学研究。通过对参与者访谈获得的数据进行分析，三个主题,即“活动在课程中的影响”，“\”推荐和偏好的原因，\"和\"课程的结果，“已识别。产生了六个次主题和18个代码，包括“最具挑战性的活动，\"\"最不具有挑战性的活动，\"\"课程建议,选择课程的原因，\“\”课程的贡献，“和”对课程的感觉。\"
结论:研究结果表明,学生进行科学研究的技能提高,写文章,并在上完课程后发表。此外，该课程唤起了学生的积极感受，并提高了他们的感知能力。
