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How to succeed as an adjunct clinical nurse instructor.

Nursing for women's health

Hall N, Chichester M.
PMID: 25145722
Nurs Womens Health. 2014 Aug-Sep;18(4):341-4. doi: 10.1111/1751-486X.12139.

Adjunct clinical nurse instructors who are proactive about staying clinically current and who form collaborative relationships with nurses, physicians and other health care professionals are able to teach safe care and engender staff nurses' trust. It's important for nurse...

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Hall N, Chichester M. How to succeed as an adjunct clinical nurse instructor. Nurs Womens Health. 2014;18(4):341-4doi: 10.1111/1751-486X.12139.
Hall, N., & Chichester, M. (2014). How to succeed as an adjunct clinical nurse instructor. Nursing for women's health, 18(4), 341-4. https://doi.org/10.1111/1751-486X.12139
Hall, Nicole, and Chichester, Melanie. "How to succeed as an adjunct clinical nurse instructor." Nursing for women's health vol. 18,4 (2014): 341-4. doi: https://doi.org/10.1111/1751-486X.12139
Hall N, Chichester M. How to succeed as an adjunct clinical nurse instructor. Nurs Womens Health. 2014 Aug-Sep;18(4):341-4. doi: 10.1111/1751-486X.12139. PMID: 25145722.
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Caring groups: an experiential teaching/learning strategy.

NLN publications

Wilson C, Hickox C.
PMID: 8710484
NLN Publ. 1995 Feb;(14):83-95.

No abstract available.

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Wilson C, Hickox C. Caring groups: an experiential teaching/learning strategy. NLN Publ. 1995;(14):83-95
Wilson, C., & Hickox, C. (1995). Caring groups: an experiential teaching/learning strategy. NLN publications, (14), 83-95.
Wilson, C, and Hickox, C. "Caring groups: an experiential teaching/learning strategy." NLN publications vol. ,14 (1995): 83-95.
Wilson C, Hickox C. Caring groups: an experiential teaching/learning strategy. NLN Publ. 1995 Feb;(14):83-95. PMID: 8710484.
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Peer tutoring program for academic success of returning nursing students.

The Journal of the New York State Nurses' Association

Bryer J.
PMID: 23189512
J N Y State Nurses Assoc. 2012;43(1):20-2.

High attrition rates among students in associate degree nursing programs are a concern for faculty, administrators, and students. Programs offering academic and emotional support for students at risk for failing a clinical course may decrease attrition rates and improve...

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Bryer J. Peer tutoring program for academic success of returning nursing students. J N Y State Nurses Assoc. 2012;43(1):20-2
Bryer, J. (2012). Peer tutoring program for academic success of returning nursing students. The Journal of the New York State Nurses' Association, 43(1), 20-2.
Bryer, Jennifer. "Peer tutoring program for academic success of returning nursing students." The Journal of the New York State Nurses' Association vol. 43,1 (2012): 20-2.
Bryer J. Peer tutoring program for academic success of returning nursing students. J N Y State Nurses Assoc. 2012;43(1):20-2. PMID: 23189512.
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Use of Mindful Observer to Extend Simulation Learning Experience.

Nursing education perspectives

Collins T, Lambert L, Helms CD, Minichiello VM.
PMID: 29194307
Nurs Educ Perspect. 2017 Mar/Apr;38(2):98-99. doi: 10.1097/01.NEP.0000000000000087.

Simulation is a teaching strategy that allows students to experience patient care situations in a safe environment. After these experiences, students will understand and respond more readily when exposed in clinical practice. An increase in student enrollment meant incorporating...

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Collins T, Lambert L, Helms CD, et al. Use of Mindful Observer to Extend Simulation Learning Experience. Nurs Educ Perspect. 2017;38(2):98-99doi: 10.1097/01.NEP.0000000000000087.
Collins, T., Lambert, L., Helms, C. D., & Minichiello, V. M. (2017). Use of Mindful Observer to Extend Simulation Learning Experience. Nursing education perspectives, 38(2), 98-99. https://doi.org/10.1097/01.NEP.0000000000000087
Collins, Tina, et al. "Use of Mindful Observer to Extend Simulation Learning Experience." Nursing education perspectives vol. 38,2 (2017): 98-99. doi: https://doi.org/10.1097/01.NEP.0000000000000087
Collins T, Lambert L, Helms CD, Minichiello VM. Use of Mindful Observer to Extend Simulation Learning Experience. Nurs Educ Perspect. 2017 Mar/Apr;38(2):98-99. doi: 10.1097/01.NEP.0000000000000087. PMID: 29194307.
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Storytelling as a teaching-learning tool with RN students.

The ABNF journal : official journal of the Association of Black Nursing Faculty in Higher Education, Inc

Branch M, Anderson M.
PMID: 10855085
ABNF J. 1999 Nov-Dec;10(6):131-5.

The Registered Nurse student returning to school brings both a knowledge base and experiences that lend themselves to enriching the learning environment. These experiences have helped to develop the practical knowledge and expertise that is evident in their practice....

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Branch M, Anderson M. Storytelling as a teaching-learning tool with RN students. ABNF J. 1999;10(6):131-5
Branch, M., & Anderson, M. (1999). Storytelling as a teaching-learning tool with RN students. The ABNF journal : official journal of the Association of Black Nursing Faculty in Higher Education, Inc, 10(6), 131-5.
Branch, M, and Anderson, M. "Storytelling as a teaching-learning tool with RN students." The ABNF journal : official journal of the Association of Black Nursing Faculty in Higher Education, Inc vol. 10,6 (1999): 131-5.
Branch M, Anderson M. Storytelling as a teaching-learning tool with RN students. ABNF J. 1999 Nov-Dec;10(6):131-5. PMID: 10855085.
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Comprehensive performance review: preparing students for a preceptor experience.

Nurse educator

Souers C.
PMID: 11840064
Nurse Educ. 2002 Jan-Feb;27(1):9-12. doi: 10.1097/00006223-200201000-00011.

No abstract available.

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Souers C. Comprehensive performance review: preparing students for a preceptor experience. Nurse Educ. 2002;27(1):9-12doi: 10.1097/00006223-200201000-00011.
Souers, C. (2002). Comprehensive performance review: preparing students for a preceptor experience. Nurse educator, 27(1), 9-12. https://doi.org/10.1097/00006223-200201000-00011
Souers, Charlotte. "Comprehensive performance review: preparing students for a preceptor experience." Nurse educator vol. 27,1 (2002): 9-12. doi: https://doi.org/10.1097/00006223-200201000-00011
Souers C. Comprehensive performance review: preparing students for a preceptor experience. Nurse Educ. 2002 Jan-Feb;27(1):9-12. doi: 10.1097/00006223-200201000-00011. PMID: 11840064.
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Service-learning across the curriculum.

Nurse educator

Ligeikis-Clayton C, Denman JZ.
PMID: 16170257
Nurse Educ. 2005 Sep-Oct;30(5):191-2. doi: 10.1097/00006223-200509000-00003.

No abstract available.

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Ligeikis-Clayton C, Denman JZ. Service-learning across the curriculum. Nurse Educ. 2005;30(5):191-2doi: 10.1097/00006223-200509000-00003.
Ligeikis-Clayton, C., & Denman, J. Z. (2005). Service-learning across the curriculum. Nurse educator, 30(5), 191-2. https://doi.org/10.1097/00006223-200509000-00003
Ligeikis-Clayton, Claire, and Denman, Janet Z. "Service-learning across the curriculum." Nurse educator vol. 30,5 (2005): 191-2. doi: https://doi.org/10.1097/00006223-200509000-00003
Ligeikis-Clayton C, Denman JZ. Service-learning across the curriculum. Nurse Educ. 2005 Sep-Oct;30(5):191-2. doi: 10.1097/00006223-200509000-00003. PMID: 16170257.
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Introducing ADN students to nursing research.

Nurse educator

Thorpe R, Smutko PW.
PMID: 9739640
Nurse Educ. 1998 Jul-Aug;23(4):13-5. doi: 10.1097/00006223-199807000-00007.

Every nurse, regardless of educational preparation, should be involved in and benefit from nursing research. The research process needs to become an integral part of nursing practice. In this article, the authors emphasize the importance of nursing research in...

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Thorpe R, Smutko PW. Introducing ADN students to nursing research. Nurse Educ. 1998;23(4):13-5doi: 10.1097/00006223-199807000-00007.
Thorpe, R., & Smutko, P. W. (1998). Introducing ADN students to nursing research. Nurse educator, 23(4), 13-5. https://doi.org/10.1097/00006223-199807000-00007
Thorpe, R, and Smutko, P W. "Introducing ADN students to nursing research." Nurse educator vol. 23,4 (1998): 13-5. doi: https://doi.org/10.1097/00006223-199807000-00007
Thorpe R, Smutko PW. Introducing ADN students to nursing research. Nurse Educ. 1998 Jul-Aug;23(4):13-5. doi: 10.1097/00006223-199807000-00007. PMID: 9739640.
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Dual degree partnership in nursing: an innovative undergraduate educational model.

The Journal of nursing education

Bastable SB, Markowitz M.
PMID: 22909040
J Nurs Educ. 2012 Oct;51(10):549-55. doi: 10.3928/01484834-20120820-03. Epub 2012 Aug 20.

We report the success of a unique articulation Dual Degree Partnership in Nursing (DDPN) model. The process used to establish and implement this approach is described. Unlike typical 2+2 agreements between associate degree (AD) and bachelor degree (BS) nursing...

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Bastable SB, Markowitz M. Dual degree partnership in nursing: an innovative undergraduate educational model. J Nurs Educ. 2012;51(10):549-55doi: 10.3928/01484834-20120820-03.
Bastable, S. B., & Markowitz, M. (2012). Dual degree partnership in nursing: an innovative undergraduate educational model. The Journal of nursing education, 51(10), 549-55. https://doi.org/10.3928/01484834-20120820-03
Bastable, Susan B, and Markowitz, Marianne. "Dual degree partnership in nursing: an innovative undergraduate educational model." The Journal of nursing education vol. 51,10 (2012): 549-55. doi: https://doi.org/10.3928/01484834-20120820-03
Bastable SB, Markowitz M. Dual degree partnership in nursing: an innovative undergraduate educational model. J Nurs Educ. 2012 Oct;51(10):549-55. doi: 10.3928/01484834-20120820-03. Epub 2012 Aug 20. PMID: 22909040.
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A solution-focused approach to help high-risk students.

Nurse educator

Devine AM.
PMID: 9287712
Nurse Educ. 1997 Jul-Aug;22(4):7-8. doi: 10.1097/00006223-199707000-00004.

No abstract available.

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Devine AM. A solution-focused approach to help high-risk students. Nurse Educ. 1997;22(4):7-8doi: 10.1097/00006223-199707000-00004.
Devine, A. M. (1997). A solution-focused approach to help high-risk students. Nurse educator, 22(4), 7-8. https://doi.org/10.1097/00006223-199707000-00004
Devine, A M. "A solution-focused approach to help high-risk students." Nurse educator vol. 22,4 (1997): 7-8. doi: https://doi.org/10.1097/00006223-199707000-00004
Devine AM. A solution-focused approach to help high-risk students. Nurse Educ. 1997 Jul-Aug;22(4):7-8. doi: 10.1097/00006223-199707000-00004. PMID: 9287712.
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Impact of a Simulated Clinical Day With Peer Coaching and Deliberate Practice: Promoting a Culture of Safety.

Nursing education perspectives

Badowski DM, Oosterhouse KJ.
PMID: 29194305
Nurs Educ Perspect. 2017 Mar/Apr;38(2):93-95. doi: 10.1097/01.NEP.0000000000000108.

Nursing education is challenged to shift from task-based proficiencies to higher level competencies with patient safety as a priority. Using a quasi-experimental pretest/posttest design, a simulation-based, peer-coached, deliberate practice clinical substitution was implemented to compare nursing students' knowledge, skills,...

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Badowski DM, Oosterhouse KJ. Impact of a Simulated Clinical Day With Peer Coaching and Deliberate Practice: Promoting a Culture of Safety. Nurs Educ Perspect. 2017;38(2):93-95doi: 10.1097/01.NEP.0000000000000108.
Badowski, D. M., & Oosterhouse, K. J. (2017). Impact of a Simulated Clinical Day With Peer Coaching and Deliberate Practice: Promoting a Culture of Safety. Nursing education perspectives, 38(2), 93-95. https://doi.org/10.1097/01.NEP.0000000000000108
Badowski, Donna M, and Oosterhouse, Kimberly J. "Impact of a Simulated Clinical Day With Peer Coaching and Deliberate Practice: Promoting a Culture of Safety." Nursing education perspectives vol. 38,2 (2017): 93-95. doi: https://doi.org/10.1097/01.NEP.0000000000000108
Badowski DM, Oosterhouse KJ. Impact of a Simulated Clinical Day With Peer Coaching and Deliberate Practice: Promoting a Culture of Safety. Nurs Educ Perspect. 2017 Mar/Apr;38(2):93-95. doi: 10.1097/01.NEP.0000000000000108. PMID: 29194305.
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Teaching tools. A simulated clinical problem-solving experience.

Nurse educator

Aronson BS, Rosa JM, Anfinson J, Light N.
PMID: 9416083
Nurse Educ. 1997 Nov-Dec;22(6):17-9. doi: 10.1097/00006223-199711000-00012.

No abstract available.

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Aronson BS, Rosa JM, Anfinson J, et al. Teaching tools. A simulated clinical problem-solving experience. Nurse Educ. 1997;22(6):17-9doi: 10.1097/00006223-199711000-00012.
Aronson, B. S., Rosa, J. M., Anfinson, J., & Light, N. (1997). Teaching tools. A simulated clinical problem-solving experience. Nurse educator, 22(6), 17-9. https://doi.org/10.1097/00006223-199711000-00012
Aronson, B S, et al. "Teaching tools. A simulated clinical problem-solving experience." Nurse educator vol. 22,6 (1997): 17-9. doi: https://doi.org/10.1097/00006223-199711000-00012
Aronson BS, Rosa JM, Anfinson J, Light N. Teaching tools. A simulated clinical problem-solving experience. Nurse Educ. 1997 Nov-Dec;22(6):17-9. doi: 10.1097/00006223-199711000-00012. PMID: 9416083.
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Showing 1 to 12 of 20 entries