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[All beginnings are hard. A model for the introduction of new coworkers].

Pflege aktuell

Salveter W.
PMID: 7952527
Pflege Aktuell. 1994 Oct;48(10):605-6.

No abstract available.

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Salveter W. Aller Anfang ist schwer. Ein Modell zur Einführung neuer Mitarbeiter. [All beginnings are hard. A model for the introduction of new coworkers]. Pflege Aktuell. 1994;48(10):605-6
Salveter, W. (1994). Aller Anfang ist schwer. Ein Modell zur Einführung neuer Mitarbeiter. [All beginnings are hard. A model for the introduction of new coworkers]. Pflege aktuell, 48(10), 605-6.
Salveter, W. "Aller Anfang ist schwer. Ein Modell zur Einführung neuer Mitarbeiter." [All beginnings are hard. A model for the introduction of new coworkers]. Pflege aktuell vol. 48,10 (1994): 605-6.
Salveter W. Aller Anfang ist schwer. Ein Modell zur Einführung neuer Mitarbeiter. [All beginnings are hard. A model for the introduction of new coworkers]. Pflege Aktuell. 1994 Oct;48(10):605-6. German. PMID: 7952527.
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Cost-effectiveness of bariatric surgery for severely obese adults with diabetes.

Canadian journal of surgery. Journal canadien de chirurgie

Henteleff HJ, Birch DW, Hallowell PT.
PMID: 24067521
Can J Surg. 2013 Oct;56(5):353-5. doi: 10.1503/cjs.020713.

No abstract available.

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Henteleff HJ, Birch DW, Hallowell PT. Cost-effectiveness of bariatric surgery for severely obese adults with diabetes. Can J Surg. 2013;56(5):353-5doi: 10.1503/cjs.020713.
Henteleff, H. J., Birch, D. W., Hallowell, P. T. (2013). Cost-effectiveness of bariatric surgery for severely obese adults with diabetes. Canadian journal of surgery. Journal canadien de chirurgie, 56(5), 353-5. https://doi.org/10.1503/cjs.020713
Henteleff, Harry J, et al. "Cost-effectiveness of bariatric surgery for severely obese adults with diabetes." Canadian journal of surgery. Journal canadien de chirurgie vol. 56,5 (2013): 353-5. doi: https://doi.org/10.1503/cjs.020713
Henteleff HJ, Birch DW, Hallowell PT. Cost-effectiveness of bariatric surgery for severely obese adults with diabetes. Can J Surg. 2013 Oct;56(5):353-5. doi: 10.1503/cjs.020713. PMID: 24067521; PMCID: PMC3788015.
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Creating an IPE infusion plan: from foundation to implementation.

Journal of allied health

Pinto Zipp G, Maher C, LaFountaine M, Rizzolo D, Dayalu V, Goeckel C, Torcivia E, Phillips HJ.
PMID: 24925042
J Allied Health. 2014;43(2):e25-9.

Today's health care system has embraced the model of collaborative interprofessional efforts among health care professionals to achieve desired patient health outcomes. The Academy can offer the foundational experiences needed to support and develop interprofessional patient-centered plans of care...

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Pinto Zipp G, Maher C, LaFountaine M, et al. Creating an IPE infusion plan: from foundation to implementation. J Allied Health. 2014;43(2):e25-9
Pinto Zipp, G., Maher, C., LaFountaine, M., Rizzolo, D., Dayalu, V., Goeckel, C., Torcivia, E., & Phillips, H. J. (2014). Creating an IPE infusion plan: from foundation to implementation. Journal of allied health, 43(2), e25-9.
Pinto Zipp, Genevieve, et al. "Creating an IPE infusion plan: from foundation to implementation." Journal of allied health vol. 43,2 (2014): e25-9.
Pinto Zipp G, Maher C, LaFountaine M, Rizzolo D, Dayalu V, Goeckel C, Torcivia E, Phillips HJ. Creating an IPE infusion plan: from foundation to implementation. J Allied Health. 2014;43(2):e25-9. PMID: 24925042.
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Theory development and application in medical education.

Teaching and learning in medicine

Cianciolo AT, Eva KW, Colliver JA.
PMID: 24246111
Teach Learn Med. 2013;25:S75-80. doi: 10.1080/10401334.2013.842907.

The role and status of theory is by no means a new topic in medical education. Yet summarizing where we have been and where we are going with respect to theory development and application is difficult because our community...

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Cianciolo AT, Eva KW, Colliver JA. Theory development and application in medical education. Teach Learn Med. 2013;25:S75-80doi: 10.1080/10401334.2013.842907.
Cianciolo, A. T., Eva, K. W., & Colliver, J. A. (2013). Theory development and application in medical education. Teaching and learning in medicine, 25S75-80. https://doi.org/10.1080/10401334.2013.842907
Cianciolo, Anna T, et al. "Theory development and application in medical education." Teaching and learning in medicine vol. 25 (2013): S75-80. doi: https://doi.org/10.1080/10401334.2013.842907
Cianciolo AT, Eva KW, Colliver JA. Theory development and application in medical education. Teach Learn Med. 2013;25:S75-80. doi: 10.1080/10401334.2013.842907. PMID: 24246111.
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Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice.

Academic medicine : journal of the Association of American Medical Colleges

Ericsson KA.
PMID: 26375267
Acad Med. 2015 Nov;90(11):1471-86. doi: 10.1097/ACM.0000000000000939.

As a part of a special collection in this issue of Academic Medicine, which is focused on mastery learning in medical education, this Perspective describes how the expert-performance approach with deliberate practice is consistent with many characteristics of mastery...

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Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015;90(11):1471-86doi: 10.1097/ACM.0000000000000939.
Ericsson, K. A. (2015). Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Academic medicine : journal of the Association of American Medical Colleges, 90(11), 1471-86. https://doi.org/10.1097/ACM.0000000000000939
Ericsson, K Anders. "Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice." Academic medicine : journal of the Association of American Medical Colleges vol. 90,11 (2015): 1471-86. doi: https://doi.org/10.1097/ACM.0000000000000939
Ericsson KA. Acquisition and maintenance of medical expertise: a perspective from the expert-performance approach with deliberate practice. Acad Med. 2015 Nov;90(11):1471-86. doi: 10.1097/ACM.0000000000000939. PMID: 26375267.
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A bridge too far.

Advances in health sciences education : theory and practice

Norman G.
PMID: 27001480
Adv Health Sci Educ Theory Pract. 2016 May;21(2):251-6. doi: 10.1007/s10459-016-9671-z.

No abstract available.

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Norman G. A bridge too far. Adv Health Sci Educ Theory Pract. 2016;21(2):251-6doi: 10.1007/s10459-016-9671-z.
Norman, G. (2016). A bridge too far. Advances in health sciences education : theory and practice, 21(2), 251-6. https://doi.org/10.1007/s10459-016-9671-z
Norman, Geoff. "A bridge too far." Advances in health sciences education : theory and practice vol. 21,2 (2016): 251-6. doi: https://doi.org/10.1007/s10459-016-9671-z
Norman G. A bridge too far. Adv Health Sci Educ Theory Pract. 2016 May;21(2):251-6. doi: 10.1007/s10459-016-9671-z. PMID: 27001480.
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Evaluating Communication Skills of Geriatrics Fellows: Interrater Agreement of an Objective Structured Clinical Examination.

Journal of the American Geriatrics Society

Saraiva MD, de Melo Paulo ML, Avelino-Silva TJ, Gil-Junior LA, Kikuchi EL, Farias LL, Alves RL, Suzuki GS, Olivieri FC, Aranha VC, da Costa Lopes L, Passarelli MC, Moriguti JC, Ferrioli E, Wen CL, Apolinário D, Jacob-Filho W.
PMID: 26782877
J Am Geriatr Soc. 2016 Jan;64(1):206-7. doi: 10.1111/jgs.13918.

No abstract available.

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Saraiva MD, de Melo Paulo ML, Avelino-Silva TJ, et al. Evaluating Communication Skills of Geriatrics Fellows: Interrater Agreement of an Objective Structured Clinical Examination. J Am Geriatr Soc. 2016;64(1):206-7doi: 10.1111/jgs.13918.
Saraiva, M. D., de Melo Paulo, M. L., Avelino-Silva, T. J., Gil-Junior, L. A., Kikuchi, E. L., Farias, L. L., Alves, R. L., Suzuki, G. S., Olivieri, F. C., Aranha, V. C., da Costa Lopes, L., Passarelli, M. C., Moriguti, J. C., Ferrioli, E., Wen, C. L., Apolinário, D., & Jacob-Filho, W. (2016). Evaluating Communication Skills of Geriatrics Fellows: Interrater Agreement of an Objective Structured Clinical Examination. Journal of the American Geriatrics Society, 64(1), 206-7. https://doi.org/10.1111/jgs.13918
Saraiva, Marcos Daniel, et al. "Evaluating Communication Skills of Geriatrics Fellows: Interrater Agreement of an Objective Structured Clinical Examination." Journal of the American Geriatrics Society vol. 64,1 (2016): 206-7. doi: https://doi.org/10.1111/jgs.13918
Saraiva MD, de Melo Paulo ML, Avelino-Silva TJ, Gil-Junior LA, Kikuchi EL, Farias LL, Alves RL, Suzuki GS, Olivieri FC, Aranha VC, da Costa Lopes L, Passarelli MC, Moriguti JC, Ferrioli E, Wen CL, Apolinário D, Jacob-Filho W. Evaluating Communication Skills of Geriatrics Fellows: Interrater Agreement of an Objective Structured Clinical Examination. J Am Geriatr Soc. 2016 Jan;64(1):206-7. doi: 10.1111/jgs.13918. PMID: 26782877.
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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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More Than One Way to Debrief: A Critical Review of Healthcare Simulation Debriefing Methods.

Simulation in healthcare : journal of the Society for Simulation in Healthcare

Sawyer T, Eppich W, Brett-Fleegler M, Grant V, Cheng A.
PMID: 27254527
Simul Healthc. 2016 Jun;11(3):209-17. doi: 10.1097/SIH.0000000000000148.

STATEMENT: Debriefing is a critical component in the process of learning through healthcare simulation. This critical review examines the timing, facilitation, conversational structures, and process elements used in healthcare simulation debriefing. Debriefing occurs either after (postevent) or during (within-event)...

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Sawyer T, Eppich W, Brett-Fleegler M, et al. More Than One Way to Debrief: A Critical Review of Healthcare Simulation Debriefing Methods. Simul Healthc. 2016;11(3):209-17doi: 10.1097/SIH.0000000000000148.
Sawyer, T., Eppich, W., Brett-Fleegler, M., Grant, V., & Cheng, A. (2016). More Than One Way to Debrief: A Critical Review of Healthcare Simulation Debriefing Methods. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 11(3), 209-17. https://doi.org/10.1097/SIH.0000000000000148
Sawyer, Taylor, et al. "More Than One Way to Debrief: A Critical Review of Healthcare Simulation Debriefing Methods." Simulation in healthcare : journal of the Society for Simulation in Healthcare vol. 11,3 (2016): 209-17. doi: https://doi.org/10.1097/SIH.0000000000000148
Sawyer T, Eppich W, Brett-Fleegler M, Grant V, Cheng A. More Than One Way to Debrief: A Critical Review of Healthcare Simulation Debriefing Methods. Simul Healthc. 2016 Jun;11(3):209-17. doi: 10.1097/SIH.0000000000000148. PMID: 27254527.
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Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review.

Nurse education today

Wosinski J, Belcher AE, Dürrenberger Y, Allin AC, Stormacq C, Gerson L.
PMID: 29032293
Nurse Educ Today. 2018 Jan;60:67-74. doi: 10.1016/j.nedt.2017.08.015. Epub 2017 Sep 08.

OBJECTIVES: The purpose of this study was to identify and synthesize the best available evidence on the perspective of undergraduate nursing students on facilitating elements that contribute to their success with PBL.DESIGN: a qualitative systematic review of the literature...

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Wosinski J, Belcher AE, Dürrenberger Y, et al. Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review. Nurse Educ Today. 2017;60:67-74doi: 10.1016/j.nedt.2017.08.015.
Wosinski, J., Belcher, A. E., Dürrenberger, Y., Allin, A. C., Stormacq, C., & Gerson, L. (2018). Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review. Nurse education today, 6067-74. https://doi.org/10.1016/j.nedt.2017.08.015
Wosinski, Jacqueline, et al. "Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review." Nurse education today vol. 60 (2018): 67-74. doi: https://doi.org/10.1016/j.nedt.2017.08.015
Wosinski J, Belcher AE, Dürrenberger Y, Allin AC, Stormacq C, Gerson L. Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review. Nurse Educ Today. 2018 Jan;60:67-74. doi: 10.1016/j.nedt.2017.08.015. Epub 2017 Sep 08. PMID: 29032293.
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The .

Journal of graduate medical education

Bounds R, Fredette J.
PMID: 28638520
J Grad Med Educ. 2017 Jun;9(3):369-370. doi: 10.4300/JGME-D-16-00648.1.

No abstract available.

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Bounds R, Fredette J. The . J Grad Med Educ. 2017;9(3):369-370doi: 10.4300/JGME-D-16-00648.1.
Bounds, R., & Fredette, J. (2017). The . Journal of graduate medical education, 9(3), 369-370. https://doi.org/10.4300/JGME-D-16-00648.1
Bounds, Richard, and Fredette, Jenna. "The ." Journal of graduate medical education vol. 9,3 (2017): 369-370. doi: https://doi.org/10.4300/JGME-D-16-00648.1
Bounds R, Fredette J. The . J Grad Med Educ. 2017 Jun;9(3):369-370. doi: 10.4300/JGME-D-16-00648.1. PMID: 28638520; PMCID: PMC5476391.
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[Health education, patient education and health promotion: educational methods and strategies].

Sante publique (Vandoeuvre-les-Nancy, France)

Sandrin B.
PMID: 24313072
Sante Publique. 2013;25(2):s125-35.

The purpose of this paper is to help public health actors with an interest in health promotion and health care professionals involved in therapeutic education to develop and implement an educational strategy consistent with their vision of health and...

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Sandrin B. Education thérapeutique et promotion de la santé: quelle démarche educative? [Health education, patient education and health promotion: educational methods and strategies]. Sante Publique. 2013;25(2):s125-35
Sandrin, B. (2013). Education thérapeutique et promotion de la santé: quelle démarche educative? [Health education, patient education and health promotion: educational methods and strategies]. Sante publique (Vandoeuvre-les-Nancy, France), 25(2), s125-35.
Sandrin, Brigitte. "Education thérapeutique et promotion de la santé: quelle démarche educative?" [Health education, patient education and health promotion: educational methods and strategies]. Sante publique (Vandoeuvre-les-Nancy, France) vol. 25,2 (2013): s125-35.
Sandrin B. Education thérapeutique et promotion de la santé: quelle démarche educative? [Health education, patient education and health promotion: educational methods and strategies]. Sante Publique. 2013;25(2):s125-35. French. PMID: 24313072.
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Showing 1 to 12 of 1354 entries