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Reciprocal learning among students in the clinical area.

Nurse educator

Goldenberg D, Iwasiw C.
PMID: 1454245
Nurse Educ. 1992 Sep-Oct;17(5):27-9.

Reciprocal learning is a cooperative, collegial method in which there is mutuality of student to student or student to faculty interaction, assistance, and benefits. This teaching method is congruent with curriculum revolution concepts. The authors describe reciprocal learning and...

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Goldenberg D, Iwasiw C. Reciprocal learning among students in the clinical area. Nurse Educ. 1992;17(5):27-9
Goldenberg, D., & Iwasiw, C. (1992). Reciprocal learning among students in the clinical area. Nurse educator, 17(5), 27-9.
Goldenberg, D, and Iwasiw, C. "Reciprocal learning among students in the clinical area." Nurse educator vol. 17,5 (1992): 27-9.
Goldenberg D, Iwasiw C. Reciprocal learning among students in the clinical area. Nurse Educ. 1992 Sep-Oct;17(5):27-9. PMID: 1454245.
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Finding voices through writing.

Nurse educator

Gehrke P.
PMID: 7854624
Nurse Educ. 1994 Mar-Apr;19(2):28-30. doi: 10.1097/00006223-199403000-00009.

Assisting students to find their writing "voices" is another way to emphasize writing as a professional tool for nursing. The author discusses a teaching strategy that required students to write using a variety of styles. Students wrote fables, poetry,...

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Gehrke P. Finding voices through writing. Nurse Educ. 1994;19(2):28-30doi: 10.1097/00006223-199403000-00009.
Gehrke, P. (1994). Finding voices through writing. Nurse educator, 19(2), 28-30. https://doi.org/10.1097/00006223-199403000-00009
Gehrke, P. "Finding voices through writing." Nurse educator vol. 19,2 (1994): 28-30. doi: https://doi.org/10.1097/00006223-199403000-00009
Gehrke P. Finding voices through writing. Nurse Educ. 1994 Mar-Apr;19(2):28-30. doi: 10.1097/00006223-199403000-00009. PMID: 7854624.
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The registered nurse student: a teaching challenge.

Journal of continuing education in nursing

Baker AB.
PMID: 1564177
J Contin Educ Nurs. 1992 Mar-Apr;23(2):88-90.

Nurse-students present a challenge to a nursing faculty. These students are articulate, experienced, persistent, and motivated. Professors must work with nurse-students in a collegial effort, allowing them input and ventilation of concerns. Professors must learn to listen to adult...

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Baker AB. The registered nurse student: a teaching challenge. J Contin Educ Nurs. 1992;23(2):88-90
Baker, A. B. (1992). The registered nurse student: a teaching challenge. Journal of continuing education in nursing, 23(2), 88-90.
Baker, A B. "The registered nurse student: a teaching challenge." Journal of continuing education in nursing vol. 23,2 (1992): 88-90.
Baker AB. The registered nurse student: a teaching challenge. J Contin Educ Nurs. 1992 Mar-Apr;23(2):88-90. PMID: 1564177.
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Experiences of service users involved in recruitment for nursing courses: A phenomenological research study.

Nurse education today

Stevens K, Bernal C, Devis K, Southgate A.
PMID: 28886504
Nurse Educ Today. 2017 Nov;58:59-64. doi: 10.1016/j.nedt.2017.08.001. Epub 2017 Aug 15.

The aim of this study was to gain insight into service users' experiences of participating in recruitment for Adult, Mental Health and Child nursing studies at the authors' university; to establish potential motivations behind such participation; and to make...

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Stevens K, Bernal C, Devis K, et al. Experiences of service users involved in recruitment for nursing courses: A phenomenological research study. Nurse Educ Today. 2017;58:59-64doi: 10.1016/j.nedt.2017.08.001.
Stevens, K., Bernal, C., Devis, K., & Southgate, A. (2017). Experiences of service users involved in recruitment for nursing courses: A phenomenological research study. Nurse education today, 5859-64. https://doi.org/10.1016/j.nedt.2017.08.001
Stevens, Katie, et al. "Experiences of service users involved in recruitment for nursing courses: A phenomenological research study." Nurse education today vol. 58 (2017): 59-64. doi: https://doi.org/10.1016/j.nedt.2017.08.001
Stevens K, Bernal C, Devis K, Southgate A. Experiences of service users involved in recruitment for nursing courses: A phenomenological research study. Nurse Educ Today. 2017 Nov;58:59-64. doi: 10.1016/j.nedt.2017.08.001. Epub 2017 Aug 15. PMID: 28886504.
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Teaching Systematic Searching in a Baccalaureate Nursing Research Course.

Worldviews on evidence-based nursing

Whalen KJ, Zentz SE.
PMID: 25817569
Worldviews Evid Based Nurs. 2015 Aug;12(4):246-8. doi: 10.1111/wvn.12090. Epub 2015 Mar 28.

This column shares the best evidence-based strategies and innovative ideas on how to facilitate the learning of EBP principles and processes by clinicians as well as nursing and interprofessional students. Guidelines for submission are available at http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1741-6787.

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Whalen KJ, Zentz SE. Teaching Systematic Searching in a Baccalaureate Nursing Research Course. Worldviews Evid Based Nurs. 2015;12(4):246-8doi: 10.1111/wvn.12090.
Whalen, K. J., & Zentz, S. E. (2015). Teaching Systematic Searching in a Baccalaureate Nursing Research Course. Worldviews on evidence-based nursing, 12(4), 246-8. https://doi.org/10.1111/wvn.12090
Whalen, Kimberly J, and Zentz, Suzanne E. "Teaching Systematic Searching in a Baccalaureate Nursing Research Course." Worldviews on evidence-based nursing vol. 12,4 (2015): 246-8. doi: https://doi.org/10.1111/wvn.12090
Whalen KJ, Zentz SE. Teaching Systematic Searching in a Baccalaureate Nursing Research Course. Worldviews Evid Based Nurs. 2015 Aug;12(4):246-8. doi: 10.1111/wvn.12090. Epub 2015 Mar 28. PMID: 25817569.
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Bridging the gap between self-directed learning of nurse educators and effective student support.

Curationis

Van Rensburg GH, Botma Y.
PMID: 26842089
Curationis. 2015 Nov 26;38(2):1503. doi: 10.4102/curationis.v38i2.1503.

BACKGROUND: Self-directed learning requires the ability to identify one's own learning needs, develop and implement a plan to gain knowledge and to monitor one's own progress. A lifelong learning approach cannot be forced, since it is in essence an...

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Van Rensburg GH, Botma Y. Bridging the gap between self-directed learning of nurse educators and effective student support. Curationis. 2015;38(2):1503doi: 10.4102/curationis.v38i2.1503.
Van Rensburg, G. H., & Botma, Y. (2015). Bridging the gap between self-directed learning of nurse educators and effective student support. Curationis, 38(2), 1503. https://doi.org/10.4102/curationis.v38i2.1503
Van Rensburg, Gisela H, and Botma, Yvonne. "Bridging the gap between self-directed learning of nurse educators and effective student support." Curationis vol. 38,2 (2015): 1503. doi: https://doi.org/10.4102/curationis.v38i2.1503
Van Rensburg GH, Botma Y. Bridging the gap between self-directed learning of nurse educators and effective student support. Curationis. 2015 Nov 26;38(2):1503. doi: 10.4102/curationis.v38i2.1503. PMID: 26842089; PMCID: PMC6091577.
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Implementing a Veteran-Centered Community Health Clinical Experience in a Baccalaureate Nursing Program.

The Journal of nursing education

Champlin BE, Kunkel DE.
PMID: 28263359
J Nurs Educ. 2017 Mar 01;56(3):186-190. doi: 10.3928/01484834-20170222-12.

BACKGROUND: In a baccalaureate nursing curriculum, students focused on the unique health care needs of veterans and their families. The learning experiences aimed to equip them with the knowledge, skills, and attitudes (KSAs) to provide holistic relation-centered care to...

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Champlin BE, Kunkel DE. Implementing a Veteran-Centered Community Health Clinical Experience in a Baccalaureate Nursing Program. J Nurs Educ. 2017;56(3):186-190doi: 10.3928/01484834-20170222-12.
Champlin, B. E., & Kunkel, D. E. (2017). Implementing a Veteran-Centered Community Health Clinical Experience in a Baccalaureate Nursing Program. The Journal of nursing education, 56(3), 186-190. https://doi.org/10.3928/01484834-20170222-12
Champlin, Barbara E, and Kunkel, Dorcas Elisabeth. "Implementing a Veteran-Centered Community Health Clinical Experience in a Baccalaureate Nursing Program." The Journal of nursing education vol. 56,3 (2017): 186-190. doi: https://doi.org/10.3928/01484834-20170222-12
Champlin BE, Kunkel DE. Implementing a Veteran-Centered Community Health Clinical Experience in a Baccalaureate Nursing Program. J Nurs Educ. 2017 Mar 01;56(3):186-190. doi: 10.3928/01484834-20170222-12. PMID: 28263359.
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Kaizen: An Innovative Team Learning Experience for First-Semester Nursing Students.

The Journal of nursing education

Roche CC, Wingo NP, Willig JH.
PMID: 28141888
J Nurs Educ. 2017 Feb 01;56(2):124. doi: 10.3928/01484834-20170123-11.

No abstract available.

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Roche CC, Wingo NP, Willig JH. Kaizen: An Innovative Team Learning Experience for First-Semester Nursing Students. J Nurs Educ. 2017;56(2):124doi: 10.3928/01484834-20170123-11.
Roche, C. C., Wingo, N. P., & Willig, J. H. (2017). Kaizen: An Innovative Team Learning Experience for First-Semester Nursing Students. The Journal of nursing education, 56(2), 124. https://doi.org/10.3928/01484834-20170123-11
Roche, Cathy C, et al. "Kaizen: An Innovative Team Learning Experience for First-Semester Nursing Students." The Journal of nursing education vol. 56,2 (2017): 124. doi: https://doi.org/10.3928/01484834-20170123-11
Roche CC, Wingo NP, Willig JH. Kaizen: An Innovative Team Learning Experience for First-Semester Nursing Students. J Nurs Educ. 2017 Feb 01;56(2):124. doi: 10.3928/01484834-20170123-11. PMID: 28141888.
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Double testing: a student perspective.

Nursing education perspectives

Parsons SD, Teel V.
PMID: 23763028
Nurs Educ Perspect. 2013 Mar-Apr;34(2):127-8. doi: 10.5480/1536-5026-34.2.127.

No abstract available.

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Parsons SD, Teel V. Double testing: a student perspective. Nurs Educ Perspect. 2013;34(2):127-8doi: 10.5480/1536-5026-34.2.127.
Parsons, S. D., & Teel, V. (2013). Double testing: a student perspective. Nursing education perspectives, 34(2), 127-8. https://doi.org/10.5480/1536-5026-34.2.127
Parsons, Susan D, and Teel, Virginia. "Double testing: a student perspective." Nursing education perspectives vol. 34,2 (2013): 127-8. doi: https://doi.org/10.5480/1536-5026-34.2.127
Parsons SD, Teel V. Double testing: a student perspective. Nurs Educ Perspect. 2013 Mar-Apr;34(2):127-8. doi: 10.5480/1536-5026-34.2.127. PMID: 23763028.
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Three pillars of support.

Midwives

Wallbank S.
PMID: 24873066
Midwives. 2014;17(2):29.

No abstract available.

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Wallbank S. Three pillars of support. Midwives. 2014;17(2):29
Wallbank, S. (2014). Three pillars of support. Midwives, 17(2), 29.
Wallbank, Sarah. "Three pillars of support." Midwives vol. 17,2 (2014): 29.
Wallbank S. Three pillars of support. Midwives. 2014;17(2):29. PMID: 24873066.
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Nursing Students' Satisfaction with Mobile Academic Electronic Medical Records for Undergraduate Clinical Practicum.

Studies in health technology and informatics

Choi M, Park JH, Lee HS.
PMID: 27332454
Stud Health Technol Inform. 2016;225:1005-6.

The purpose of study was to evaluate satisfaction with and usability of mobile academic electronic medical records (AEMR) for undergraduate nursing students' clinical practicum. After an AEMR application on mobile devices was applied to the experimental group while a...

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Choi M, Park JH, Lee HS. Nursing Students' Satisfaction with Mobile Academic Electronic Medical Records for Undergraduate Clinical Practicum. Stud Health Technol Inform. 2016;225:1005-6
Choi, M., Park, J. H., & Lee, H. S. (2016). Nursing Students' Satisfaction with Mobile Academic Electronic Medical Records for Undergraduate Clinical Practicum. Studies in health technology and informatics, 2251005-6.
Choi, Mona, et al. "Nursing Students' Satisfaction with Mobile Academic Electronic Medical Records for Undergraduate Clinical Practicum." Studies in health technology and informatics vol. 225 (2016): 1005-6.
Choi M, Park JH, Lee HS. Nursing Students' Satisfaction with Mobile Academic Electronic Medical Records for Undergraduate Clinical Practicum. Stud Health Technol Inform. 2016;225:1005-6. PMID: 27332454.
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The flipped classroom for professional development: part II. making podcasts and videos.

Journal of continuing education in nursing

Smith CM, McDonald K.
PMID: 24199640
J Contin Educ Nurs. 2013 Nov;44(11):486-7. doi: 10.3928/00220124-20131025-93.

As described in Part I, podcasts and videos are educational technologies used to flip the classroom. This column describes the technology options for creating podcasts and videos and offers tips on developing podcasts and videos.

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Smith CM, McDonald K. The flipped classroom for professional development: part II. making podcasts and videos. J Contin Educ Nurs. 2013;44(11):486-7doi: 10.3928/00220124-20131025-93.
Smith, C. M., & McDonald, K. (2013). The flipped classroom for professional development: part II. making podcasts and videos. Journal of continuing education in nursing, 44(11), 486-7. https://doi.org/10.3928/00220124-20131025-93
Smith, Charlene M, and McDonald, Katie. "The flipped classroom for professional development: part II. making podcasts and videos." Journal of continuing education in nursing vol. 44,11 (2013): 486-7. doi: https://doi.org/10.3928/00220124-20131025-93
Smith CM, McDonald K. The flipped classroom for professional development: part II. making podcasts and videos. J Contin Educ Nurs. 2013 Nov;44(11):486-7. doi: 10.3928/00220124-20131025-93. PMID: 24199640.
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Showing 1 to 12 of 503 entries