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Warwick Medical School: A four dimensional curriculum.

Medical teacher

de Cates P, Owen K, Macdougall CF.
PMID: 29519193
Med Teach. 2018 May;40(5):488-494. doi: 10.1080/0142159X.2018.1435857. Epub 2018 Mar 09.

Medical curricula vary hugely across the world. Notions of horizontal and vertical integration and spiral curricula are present in many modern curricula although true integration happens to a varying degree. By seeing the development of a curriculum as fundamentally...

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de Cates P, Owen K, Macdougall CF. Warwick Medical School: A four dimensional curriculum. Med Teach. 2018;40(5):488-494doi: 10.1080/0142159X.2018.1435857.
de Cates, P., Owen, K., & Macdougall, C. F. (2018). Warwick Medical School: A four dimensional curriculum. Medical teacher, 40(5), 488-494. https://doi.org/10.1080/0142159X.2018.1435857
de Cates, Paul, et al. "Warwick Medical School: A four dimensional curriculum." Medical teacher vol. 40,5 (2018): 488-494. doi: https://doi.org/10.1080/0142159X.2018.1435857
de Cates P, Owen K, Macdougall CF. Warwick Medical School: A four dimensional curriculum. Med Teach. 2018 May;40(5):488-494. doi: 10.1080/0142159X.2018.1435857. Epub 2018 Mar 09. PMID: 29519193.
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Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions.

Journal of alternative and complementary medicine (New York, N.Y.)

Long CR, Ackerman DL, Hammerschlag R, Delagran L, Peterson DH, Berlin M, Evans RL.
PMID: 24936915
J Altern Complement Med. 2014 Jul;20(7):563-70. doi: 10.1089/acm.2013.0385. Epub 2014 Jun 17.

OBJECTIVES: To present the varied approaches of 9 complementary and alternative medicine (CAM) institutions (all grantees of the National Center for Complementary and Alternative Medicine) used to develop faculty expertise in research literacy and evidence-based practice (EBP) in order...

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Long CR, Ackerman DL, Hammerschlag R, et al. Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions. J Altern Complement Med. 2014;20(7):563-70doi: 10.1089/acm.2013.0385.
Long, C. R., Ackerman, D. L., Hammerschlag, R., Delagran, L., Peterson, D. H., Berlin, M., & Evans, R. L. (2014). Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions. Journal of alternative and complementary medicine (New York, N.Y.), 20(7), 563-70. https://doi.org/10.1089/acm.2013.0385
Long, Cynthia R, et al. "Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions." Journal of alternative and complementary medicine (New York, N.Y.) vol. 20,7 (2014): 563-70. doi: https://doi.org/10.1089/acm.2013.0385
Long CR, Ackerman DL, Hammerschlag R, Delagran L, Peterson DH, Berlin M, Evans RL. Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions. J Altern Complement Med. 2014 Jul;20(7):563-70. doi: 10.1089/acm.2013.0385. Epub 2014 Jun 17. PMID: 24936915; PMCID: PMC4086219.
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Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model.

Journal of continuing education in nursing

Underwood A.
PMID: 26641146
J Contin Educ Nurs. 2015 Dec;46(12):533-4. doi: 10.3928/00220124-20151112-12.

No abstract available.

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Underwood A. Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. J Contin Educ Nurs. 2015;46(12):533-4doi: 10.3928/00220124-20151112-12.
Underwood, A. (2015). Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. Journal of continuing education in nursing, 46(12), 533-4. https://doi.org/10.3928/00220124-20151112-12
Underwood, Anna. "Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model." Journal of continuing education in nursing vol. 46,12 (2015): 533-4. doi: https://doi.org/10.3928/00220124-20151112-12
Underwood A. Evaluation of Work Stress, Turnover Intention, Work Experience, and Satisfaction with Preceptors of New Graduate Nurses Using a 10-Minute Preceptor Model. J Contin Educ Nurs. 2015 Dec;46(12):533-4. doi: 10.3928/00220124-20151112-12. PMID: 26641146.
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Building a framework for novice nurse development.

Nursing management

Koerner K.
PMID: 28957826
Nurs Manage. 2017 Oct;48(10):8-14. doi: 10.1097/01.NUMA.0000524819.33911.0a.

No abstract available.

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Koerner K. Building a framework for novice nurse development. Nurs Manage. 2017;48(10):8-14doi: 10.1097/01.NUMA.0000524819.33911.0a.
Koerner, K. (2017). Building a framework for novice nurse development. Nursing management, 48(10), 8-14. https://doi.org/10.1097/01.NUMA.0000524819.33911.0a
Koerner, Katie. "Building a framework for novice nurse development." Nursing management vol. 48,10 (2017): 8-14. doi: https://doi.org/10.1097/01.NUMA.0000524819.33911.0a
Koerner K. Building a framework for novice nurse development. Nurs Manage. 2017 Oct;48(10):8-14. doi: 10.1097/01.NUMA.0000524819.33911.0a. PMID: 28957826.
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A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes.

Advances in health sciences education : theory and practice

Onyura B, Ng SL, Baker LR, Lieff S, Millar BA, Mori B.
PMID: 27295217
Adv Health Sci Educ Theory Pract. 2017 Mar;22(1):165-186. doi: 10.1007/s10459-016-9690-9. Epub 2016 Jun 13.

Demonstrating the impact of faculty development, is an increasingly mandated and ever elusive goal. Questions have been raised about the adequacy of current approaches. Here, we integrate realist and theory-driven evaluation approaches, to evaluate an intensive longitudinal program. Our...

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Onyura B, Ng SL, Baker LR, et al. A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Adv Health Sci Educ Theory Pract. 2016;22(1):165-186doi: 10.1007/s10459-016-9690-9.
Onyura, B., Ng, S. L., Baker, L. R., Lieff, S., Millar, B. A., & Mori, B. (2017). A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Advances in health sciences education : theory and practice, 22(1), 165-186. https://doi.org/10.1007/s10459-016-9690-9
Onyura, Betty, et al. "A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes." Advances in health sciences education : theory and practice vol. 22,1 (2017): 165-186. doi: https://doi.org/10.1007/s10459-016-9690-9
Onyura B, Ng SL, Baker LR, Lieff S, Millar BA, Mori B. A mandala of faculty development: using theory-based evaluation to explore contexts, mechanisms and outcomes. Adv Health Sci Educ Theory Pract. 2017 Mar;22(1):165-186. doi: 10.1007/s10459-016-9690-9. Epub 2016 Jun 13. PMID: 27295217.
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Residency Programs Aren't Just for New Graduates.

The Florida nurse

Shinners J, Shinner J.
PMID: 26259361
Fla Nurse. 2015 Mar;63(1):16.

No abstract available.

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Shinners J, Shinner J. Residency Programs Aren't Just for New Graduates. Fla Nurse. 2015;63(1):16
Shinners, J., & Shinner, J. (2015). Residency Programs Aren't Just for New Graduates. The Florida nurse, 63(1), 16.
Shinners, Jane, and Shinner, Jane. "Residency Programs Aren't Just for New Graduates." The Florida nurse vol. 63,1 (2015): 16.
Shinners J, Shinner J. Residency Programs Aren't Just for New Graduates. Fla Nurse. 2015 Mar;63(1):16. PMID: 26259361.
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Self development.

Nursing management (Harrow, London, England : 1994)

Hyde J, Wright AW.
PMID: 9313570
Nurs Manag (Harrow). 1997 Jun;4(3):10-1. doi: 10.7748/nm.4.3.10.s11.

No abstract available.

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Hyde J, Wright AW. Self development. Nurs Manag (Harrow). 1997;4(3):10-1doi: 10.7748/nm.4.3.10.s11.
Hyde, J., & Wright, A. W. (1997). Self development. Nursing management (Harrow, London, England : 1994), 4(3), 10-1. https://doi.org/10.7748/nm.4.3.10.s11
Hyde, J, and Wright, A W. "Self development." Nursing management (Harrow, London, England : 1994) vol. 4,3 (1997): 10-1. doi: https://doi.org/10.7748/nm.4.3.10.s11
Hyde J, Wright AW. Self development. Nurs Manag (Harrow). 1997 Jun;4(3):10-1. doi: 10.7748/nm.4.3.10.s11. PMID: 9313570.
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Team building. A powerful learning organization approach.

Aspen's advisor for nurse executives

Haag-Heitman B.
PMID: 9397696
Aspens Advis Nurse Exec. 1997 Nov;13(2):1, 2-4.

No abstract available.

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Haag-Heitman B. Team building. A powerful learning organization approach. Aspens Advis Nurse Exec. 1997;13(2):1, 2-4
Haag-Heitman, B. (1997). Team building. A powerful learning organization approach. Aspen's advisor for nurse executives, 13(2), 1, 2-4.
Haag-Heitman, B. "Team building. A powerful learning organization approach." Aspen's advisor for nurse executives vol. 13,2 (1997): 1, 2-4.
Haag-Heitman B. Team building. A powerful learning organization approach. Aspens Advis Nurse Exec. 1997 Nov;13(2):1, 2-4. PMID: 9397696.
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[Absenteeism as a variable in human resource planning in nursing].

Revista gaucha de enfermagem

Echer IC, Moura GM, Magalhães AM, Piovesan R.
PMID: 11998107
Rev Gaucha Enferm. 1999 Jul;20(2):65-76.

The study of absenteeism in Nursing is an important item that subsizes planning and adjusting human resources, regarding the continuity of nursing labor 24 hours a day in a hospital. Absenteeism is the absence from work at moments workers...

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Echer IC, Moura GM, Magalhães AM, et al. Estudo do absenteísmo como variável no planejamento de recursos humanos em enfermagem. [Absenteeism as a variable in human resource planning in nursing]. Rev Gaucha Enferm. 1999;20(2):65-76
Echer, I. C., Moura, G. M., Magalhães, A. M., & Piovesan, R. (1999). Estudo do absenteísmo como variável no planejamento de recursos humanos em enfermagem. [Absenteeism as a variable in human resource planning in nursing]. Revista gaucha de enfermagem, 20(2), 65-76.
Echer, I C, et al. "Estudo do absenteísmo como variável no planejamento de recursos humanos em enfermagem." [Absenteeism as a variable in human resource planning in nursing]. Revista gaucha de enfermagem vol. 20,2 (1999): 65-76.
Echer IC, Moura GM, Magalhães AM, Piovesan R. Estudo do absenteísmo como variável no planejamento de recursos humanos em enfermagem. [Absenteeism as a variable in human resource planning in nursing]. Rev Gaucha Enferm. 1999 Jul;20(2):65-76. Portuguese. PMID: 11998107.
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An appraisal of the use of secondment within a large teaching hospital.

Journal of nursing management

Hamilton J, Wilkie C.
PMID: 11879478
J Nurs Manag. 2001 Nov;9(6):315-20. doi: 10.1046/j.0966-0429.2001.00257.x.

INTRODUCTION: This study was undertaken in a large teaching hospital in Sheffield. It explores the use of secondment as a vehicle for practice, service and career development.AIM: To provide us with an understanding of the ways in which we...

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Hamilton J, Wilkie C. An appraisal of the use of secondment within a large teaching hospital. J Nurs Manag. 2001;9(6):315-20doi: 10.1046/j.0966-0429.2001.00257.x.
Hamilton, J., & Wilkie, C. (2001). An appraisal of the use of secondment within a large teaching hospital. Journal of nursing management, 9(6), 315-20. https://doi.org/10.1046/j.0966-0429.2001.00257.x
Hamilton, J, and Wilkie, C. "An appraisal of the use of secondment within a large teaching hospital." Journal of nursing management vol. 9,6 (2001): 315-20. doi: https://doi.org/10.1046/j.0966-0429.2001.00257.x
Hamilton J, Wilkie C. An appraisal of the use of secondment within a large teaching hospital. J Nurs Manag. 2001 Nov;9(6):315-20. doi: 10.1046/j.0966-0429.2001.00257.x. PMID: 11879478.
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The benefits of being a mentor.

Healthcare executive

Hollister LR.
PMID: 11234156
Healthc Exec. 2001 Mar-Apr;16(2):49-50.

No abstract available.

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Hollister LR. The benefits of being a mentor. Healthc Exec. 2001;16(2):49-50
Hollister, L. R. (2001). The benefits of being a mentor. Healthcare executive, 16(2), 49-50.
Hollister, L R. "The benefits of being a mentor." Healthcare executive vol. 16,2 (2001): 49-50.
Hollister LR. The benefits of being a mentor. Healthc Exec. 2001 Mar-Apr;16(2):49-50. PMID: 11234156.
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Generation X: implications for faculty recruitment and development in academic health centers.

Academic medicine : journal of the Association of American Medical Colleges

Bickel J, Brown AJ.
PMID: 15734801
Acad Med. 2005 Mar;80(3):205-10. doi: 10.1097/00001888-200503000-00003.

Differences and tensions between the Baby Boom generation (born 1945-1962) and Generation X (born 1963-1981) have profound implications for the future of academic medicine. By and large, department heads and senior faculty are Boomers; today's residents and junior faculty...

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Bickel J, Brown AJ. Generation X: implications for faculty recruitment and development in academic health centers. Acad Med. 2005;80(3):205-10doi: 10.1097/00001888-200503000-00003.
Bickel, J., & Brown, A. J. (2005). Generation X: implications for faculty recruitment and development in academic health centers. Academic medicine : journal of the Association of American Medical Colleges, 80(3), 205-10. https://doi.org/10.1097/00001888-200503000-00003
Bickel, Janet, and Brown, Ann J. "Generation X: implications for faculty recruitment and development in academic health centers." Academic medicine : journal of the Association of American Medical Colleges vol. 80,3 (2005): 205-10. doi: https://doi.org/10.1097/00001888-200503000-00003
Bickel J, Brown AJ. Generation X: implications for faculty recruitment and development in academic health centers. Acad Med. 2005 Mar;80(3):205-10. doi: 10.1097/00001888-200503000-00003. PMID: 15734801.
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Showing 1 to 12 of 241 entries