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Undergraduate Student Stress, Classroom Engagement, and Self-Directed Learning Postcurricular Revision.

The Journal of nursing education

Rossi RA, Krouse AM, Klein J.
PMID: 34605688
J Nurs Educ. 2021 Oct;60(10):566-569. doi: 10.3928/01484834-20210729-03. Epub 2021 Oct 01.

One way of promoting student success in a nursing program is through curricular revision. However, significant curricular revision coupled with a simultaneous move to active learning strategies can have an impact on the educational and emotional well-being of students....

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Rossi RA, Krouse AM, Klein J. Undergraduate Student Stress, Classroom Engagement, and Self-Directed Learning Postcurricular Revision. J Nurs Educ. 2021;60(10):566-569doi: 10.3928/01484834-20210729-03.
Rossi, R. A., Krouse, A. M., & Klein, J. (2021). Undergraduate Student Stress, Classroom Engagement, and Self-Directed Learning Postcurricular Revision. The Journal of nursing education, 60(10), 566-569. https://doi.org/10.3928/01484834-20210729-03
Rossi, Rose A, et al. "Undergraduate Student Stress, Classroom Engagement, and Self-Directed Learning Postcurricular Revision." The Journal of nursing education vol. 60,10 (2021): 566-569. doi: https://doi.org/10.3928/01484834-20210729-03
Rossi RA, Krouse AM, Klein J. Undergraduate Student Stress, Classroom Engagement, and Self-Directed Learning Postcurricular Revision. J Nurs Educ. 2021 Oct;60(10):566-569. doi: 10.3928/01484834-20210729-03. Epub 2021 Oct 01. PMID: 34605688.
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Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review.

The Journal of nursing education

Elliott A, Sandberg M.
PMID: 34605690
J Nurs Educ. 2021 Oct;60(10):545-551. doi: 10.3928/01484834-20210729-04. Epub 2021 Oct 01.

BACKGROUND: Clarification of best practices in teaching social justice concepts is necessary to prepare undergraduate nursing students to address health care disparities.METHOD: An integrative literature review was used to analyze literature describing coursework, teaching methods, sites for application of...

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Elliott A, Sandberg M. Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review. J Nurs Educ. 2021;60(10):545-551doi: 10.3928/01484834-20210729-04.
Elliott, A., & Sandberg, M. (2021). Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review. The Journal of nursing education, 60(10), 545-551. https://doi.org/10.3928/01484834-20210729-04
Elliott, Annette, and Sandberg, Maryanne. "Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review." The Journal of nursing education vol. 60,10 (2021): 545-551. doi: https://doi.org/10.3928/01484834-20210729-04
Elliott A, Sandberg M. Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review. J Nurs Educ. 2021 Oct;60(10):545-551. doi: 10.3928/01484834-20210729-04. Epub 2021 Oct 01. PMID: 34605690.
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What it takes: perspectives from developing nurse scientists.

Hill NL, Yevchak A, Kolanowski AM, Penrod J, Milone-Nuzzo PF, Sawyer AM, Metzger B, Therrien B.
UIID-AD: 2750
2014;53:403-9. doi: 10.3928/01484834-20140617-01.

The need for nurse scientists has never been greater, given the complexity of health problems facing our world and the rising cost of providing care to prevent and treat them. The development of nurse researchers is critical to preserve...

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Hill NL, Yevchak A, Kolanowski AM, et al. What it takes: perspectives from developing nurse scientists. 2014;53:403-9doi: 10.3928/01484834-20140617-01.
Hill, N. L., Yevchak, A., Kolanowski, A. M., Penrod, J., Milone-Nuzzo, P. F., Sawyer, A. M., Metzger, B., & Therrien, B. (2014). What it takes: perspectives from developing nurse scientists. 53403-9. https://doi.org/10.3928/01484834-20140617-01
Hill, N L, et al. "What it takes: perspectives from developing nurse scientists." vol. 53 (2014): 403-9. doi: https://doi.org/10.3928/01484834-20140617-01
Hill NL, Yevchak A, Kolanowski AM, Penrod J, Milone-Nuzzo PF, Sawyer AM, Metzger B, Therrien B. What it takes: perspectives from developing nurse scientists. 2014;53:403-9. doi: 10.3928/01484834-20140617-01. UIID-AD: 2750.
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A path to greater inclusivity through understanding implicit attitudes toward disability.

Aaberg VA.
UIID-AD: 2932
2012;51:505-10. doi: 10.3928/01484834-20120706-02.

Individuals with visible disabilities are underrepresented in nursing and have been denied admission to nursing education and discriminated against based on their disability, although nurse educators have been found to hold positive explicit attitudes toward disabled individuals. This study...

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Aaberg VA. A path to greater inclusivity through understanding implicit attitudes toward disability. 2012;51:505-10doi: 10.3928/01484834-20120706-02.
Aaberg, V. A. (2012). A path to greater inclusivity through understanding implicit attitudes toward disability. 51505-10. https://doi.org/10.3928/01484834-20120706-02
Aaberg, V A. "A path to greater inclusivity through understanding implicit attitudes toward disability." vol. 51 (2012): 505-10. doi: https://doi.org/10.3928/01484834-20120706-02
Aaberg VA. A path to greater inclusivity through understanding implicit attitudes toward disability. 2012;51:505-10. doi: 10.3928/01484834-20120706-02. UIID-AD: 2932.
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Recruitment and retention of Alaska natives into nursing (RRANN).

Anderson MS, DeLapp T, Hautman MA.
UIID-AD: 2558
2008;47:293-7.

In recognition of the severe underrepresentation of Alaska Natives in the Alaska RN workforce, the University of Alaska Anchorage School of Nursing implemented Project RRANN (Recruitment and Retention of Alaska Natives into Nursing) to recruit Alaska Natives into a...

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Anderson MS, DeLapp T, Hautman MA. Recruitment and retention of Alaska natives into nursing (RRANN). 2008;47:293-7
Anderson, M. S., DeLapp, T., & Hautman, M. A. (2008). Recruitment and retention of Alaska natives into nursing (RRANN). 47293-7.
Anderson, M S, et al. "Recruitment and retention of Alaska natives into nursing (RRANN)." vol. 47 (2008): 293-7.
Anderson MS, DeLapp T, Hautman MA. Recruitment and retention of Alaska natives into nursing (RRANN). 2008;47:293-7. UIID-AD: 2558.
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Personal Background Preparation Survey for early identification of nursing students at risk for attrition.

Johnson CW, Johnson R, McKee JC, Kim M.
UIID-AD: 3030
2009;48:606-13. doi: 10.3928/01484834-20090716-06.

During 2004 and 2005 orientations, all 187 and 188 new matriculates, respectively, in two southwestern U.S. nursing schools completed Personal Background and Preparation Surveys (PBPS) in the first predictive validity study of a diagnostic and prescriptive instrument for averting...

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Johnson CW, Johnson R, McKee JC, et al. Personal Background Preparation Survey for early identification of nursing students at risk for attrition. 2009;48:606-13doi: 10.3928/01484834-20090716-06.
Johnson, C. W., Johnson, R., McKee, J. C., & Kim, M. (2009). Personal Background Preparation Survey for early identification of nursing students at risk for attrition. 48606-13. https://doi.org/10.3928/01484834-20090716-06
Johnson, C W, et al. "Personal Background Preparation Survey for early identification of nursing students at risk for attrition." vol. 48 (2009): 606-13. doi: https://doi.org/10.3928/01484834-20090716-06
Johnson CW, Johnson R, McKee JC, Kim M. Personal Background Preparation Survey for early identification of nursing students at risk for attrition. 2009;48:606-13. doi: 10.3928/01484834-20090716-06. UIID-AD: 3030.
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Early student outcomes associated with a virtual community for learning.

Giddens JF, Shuster G, Roehrig N.
UIID-AD: 2570
2010;49:355-8. doi: 10.3928/01484834-20100217-03.

Virtual communities represent a new and innovative approach to learning within nursing education. Because this is an emerging trend, little is known about the use of virtual communities and the impact on students and their learning. This article reports...

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Giddens JF, Shuster G, Roehrig N. Early student outcomes associated with a virtual community for learning. 2010;49:355-8doi: 10.3928/01484834-20100217-03.
Giddens, J. F., Shuster, G., & Roehrig, N. (2010). Early student outcomes associated with a virtual community for learning. 49355-8. https://doi.org/10.3928/01484834-20100217-03
Giddens, J F, et al. "Early student outcomes associated with a virtual community for learning." vol. 49 (2010): 355-8. doi: https://doi.org/10.3928/01484834-20100217-03
Giddens JF, Shuster G, Roehrig N. Early student outcomes associated with a virtual community for learning. 2010;49:355-8. doi: 10.3928/01484834-20100217-03. UIID-AD: 2570.
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A successful Minority Retention Project.

Gardner JD.
UIID-AD: 2567
2005;44:566-8.

Racial and ethnic minorities are underrepresented in the nursing profession. The high attrition rate of minority students from nursing schools contributes to this problem. Academic leaders are calling for change in nursing education and asking educators to work diligently...

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Gardner JD. A successful Minority Retention Project. 2005;44:566-8
Gardner, J. D. (2005). A successful Minority Retention Project. 44566-8.
Gardner, J D. "A successful Minority Retention Project." vol. 44 (2005): 566-8.
Gardner JD. A successful Minority Retention Project. 2005;44:566-8. UIID-AD: 2567.
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Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school.

Woods-Giscombe CL, Rowsey PJ, Kneipp SM, Owens CW, Sheffield KM, Galbraith KV, Hammad S, Fowler T, Hodges EA, Kowlowitz V, Alexander GR.
UIID-AD: 3559
2015;261-9. doi: 10.3928/01484834-20150417-03.

BACKGROUND: A growing body of literature has focused on issues related to recruitment and retention to enhance diversity in nursing. This study was designed to identify barriers and supports encountered by underrepresented students when applying to nursing school. METHOD:...

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Woods-Giscombe CL, Rowsey PJ, Kneipp SM, et al. Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school. 2015;261-9doi: 10.3928/01484834-20150417-03.
Woods-Giscombe, C. L., Rowsey, P. J., Kneipp, S. M., Owens, C. W., Sheffield, K. M., Galbraith, K. V., Hammad, S., Fowler, T., Hodges, E. A., Kowlowitz, V., & Alexander, G. R. (2015). Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school. 261-9. https://doi.org/10.3928/01484834-20150417-03
Woods-Giscombe, C L, et al. "Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school." vol. (2015): 261-9. doi: https://doi.org/10.3928/01484834-20150417-03
Woods-Giscombe CL, Rowsey PJ, Kneipp SM, Owens CW, Sheffield KM, Galbraith KV, Hammad S, Fowler T, Hodges EA, Kowlowitz V, Alexander GR. Underrepresented students' perspectives on institutional climate during the application and admission process to nursing school. 2015;261-9. doi: 10.3928/01484834-20150417-03. UIID-AD: 3559.
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Showing 1225 to 1233 of 1233 entries