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A national survey examining the professional work life of today's nursing faculty.

Nurse education today

Candela L, Gutierrez A, Keating S.
PMID: 23146717
Nurse Educ Today. 2013 Aug;33(8):853-9. doi: 10.1016/j.nedt.2012.10.004. Epub 2012 Nov 10.

OBJECTIVE: To examine factors that influence faculty member's work life in order to provide a supportive environment for recruiting and retaining nursing faculty.DESIGN: A cross-sectional non-experimental design incorporating correlation-based analyses gathered from a 45-item online survey.SETTING: The survey gauged...

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Candela L, Gutierrez A, Keating S. A national survey examining the professional work life of today's nursing faculty. Nurse Educ Today. 2012;33(8):853-9doi: 10.1016/j.nedt.2012.10.004.
Candela, L., Gutierrez, A., & Keating, S. (2013). A national survey examining the professional work life of today's nursing faculty. Nurse education today, 33(8), 853-9. https://doi.org/10.1016/j.nedt.2012.10.004
Candela, Lori, et al. "A national survey examining the professional work life of today's nursing faculty." Nurse education today vol. 33,8 (2013): 853-9. doi: https://doi.org/10.1016/j.nedt.2012.10.004
Candela L, Gutierrez A, Keating S. A national survey examining the professional work life of today's nursing faculty. Nurse Educ Today. 2013 Aug;33(8):853-9. doi: 10.1016/j.nedt.2012.10.004. Epub 2012 Nov 10. PMID: 23146717.
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Does peer-assisted learning improve academic performance? A scoping review.

Nurse education today

Williams B, Reddy P.
PMID: 27237348
Nurse Educ Today. 2016 Jul;42:23-9. doi: 10.1016/j.nedt.2016.03.024. Epub 2016 Apr 07.

OBJECTIVES: Due to the diverse and ever-changing nature of the healthcare industry, teaching pedagogies such as peer-assisted learning (PAL) are being implemented to align with external competency standards. A scoping review was conducted in order to map the breadth...

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Williams B, Reddy P. Does peer-assisted learning improve academic performance? A scoping review. Nurse Educ Today. 2016;42:23-9doi: 10.1016/j.nedt.2016.03.024.
Williams, B., & Reddy, P. (2016). Does peer-assisted learning improve academic performance? A scoping review. Nurse education today, 4223-9. https://doi.org/10.1016/j.nedt.2016.03.024
Williams, Brett, and Reddy, Priya. "Does peer-assisted learning improve academic performance? A scoping review." Nurse education today vol. 42 (2016): 23-9. doi: https://doi.org/10.1016/j.nedt.2016.03.024
Williams B, Reddy P. Does peer-assisted learning improve academic performance? A scoping review. Nurse Educ Today. 2016 Jul;42:23-9. doi: 10.1016/j.nedt.2016.03.024. Epub 2016 Apr 07. PMID: 27237348.
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Developing and piloting the multiple mini-interview in pre-registration student midwife selection in a UK setting.

Nurse education today

Callwood A, Cooke D, Allan H.
PMID: 24874073
Nurse Educ Today. 2014 Dec;34(12):1450-4. doi: 10.1016/j.nedt.2014.04.023. Epub 2014 May 14.

BACKGROUND: Published research has demonstrated that the multiple mini-interview (MMI) is a reliable assessment instrument in medical and nursing student selection. There is a dearth of evidence specifically relating to the advancement and subsequent evaluation of MMIs in the...

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Callwood A, Cooke D, Allan H. Developing and piloting the multiple mini-interview in pre-registration student midwife selection in a UK setting. Nurse Educ Today. 2014;34(12):1450-4doi: 10.1016/j.nedt.2014.04.023.
Callwood, A., Cooke, D., & Allan, H. (2014). Developing and piloting the multiple mini-interview in pre-registration student midwife selection in a UK setting. Nurse education today, 34(12), 1450-4. https://doi.org/10.1016/j.nedt.2014.04.023
Callwood, Alison, et al. "Developing and piloting the multiple mini-interview in pre-registration student midwife selection in a UK setting." Nurse education today vol. 34,12 (2014): 1450-4. doi: https://doi.org/10.1016/j.nedt.2014.04.023
Callwood A, Cooke D, Allan H. Developing and piloting the multiple mini-interview in pre-registration student midwife selection in a UK setting. Nurse Educ Today. 2014 Dec;34(12):1450-4. doi: 10.1016/j.nedt.2014.04.023. Epub 2014 May 14. PMID: 24874073.
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Absent bystanders and cognitive dissonance: a comment on Timmins & de Vries.

Nurse education today

Paley J.
PMID: 25549986
Nurse Educ Today. 2015 Apr;35(4):543-8. doi: 10.1016/j.nedt.2014.12.006. Epub 2014 Dec 18.

Timmins & de Vries are more sympathetic to my editorial than other critics, but they take issue with the details. They doubt whether the bystander phenomenon applies to Mid Staffs nurses; they believe that cognitive dissonance is a better...

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Paley J. Absent bystanders and cognitive dissonance: a comment on Timmins & de Vries. Nurse Educ Today. 2014;35(4):543-8doi: 10.1016/j.nedt.2014.12.006.
Paley, J. (2015). Absent bystanders and cognitive dissonance: a comment on Timmins & de Vries. Nurse education today, 35(4), 543-8. https://doi.org/10.1016/j.nedt.2014.12.006
Paley, John. "Absent bystanders and cognitive dissonance: a comment on Timmins & de Vries." Nurse education today vol. 35,4 (2015): 543-8. doi: https://doi.org/10.1016/j.nedt.2014.12.006
Paley J. Absent bystanders and cognitive dissonance: a comment on Timmins & de Vries. Nurse Educ Today. 2015 Apr;35(4):543-8. doi: 10.1016/j.nedt.2014.12.006. Epub 2014 Dec 18. PMID: 25549986.
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Nurses are not bystanders: A response to Paley.

Nurse education today

Timmins F, de Vries JM.
PMID: 24996503
Nurse Educ Today. 2014 Oct;34(10):1269-71. doi: 10.1016/j.nedt.2014.05.012. Epub 2014 Jun 02.

No abstract available.

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Timmins F, de Vries JM. Nurses are not bystanders: A response to Paley. Nurse Educ Today. 2014;34(10):1269-71doi: 10.1016/j.nedt.2014.05.012.
Timmins, F., & de Vries, J. M. (2014). Nurses are not bystanders: A response to Paley. Nurse education today, 34(10), 1269-71. https://doi.org/10.1016/j.nedt.2014.05.012
Timmins, Fiona, and de Vries, Jan M A. "Nurses are not bystanders: A response to Paley." Nurse education today vol. 34,10 (2014): 1269-71. doi: https://doi.org/10.1016/j.nedt.2014.05.012
Timmins F, de Vries JM. Nurses are not bystanders: A response to Paley. Nurse Educ Today. 2014 Oct;34(10):1269-71. doi: 10.1016/j.nedt.2014.05.012. Epub 2014 Jun 02. PMID: 24996503.
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Stress management: An ignored challenge in clinical nursing education.

Nurse education today

Ranjbar H.
PMID: 26602154
Nurse Educ Today. 2016 Jan;36:10. doi: 10.1016/j.nedt.2015.10.004. Epub 2015 Oct 19.

No abstract available.

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Ranjbar H. Stress management: An ignored challenge in clinical nursing education. Nurse Educ Today. 2015;36:10doi: 10.1016/j.nedt.2015.10.004.
Ranjbar, H. (2016). Stress management: An ignored challenge in clinical nursing education. Nurse education today, 3610. https://doi.org/10.1016/j.nedt.2015.10.004
Ranjbar, Hossein. "Stress management: An ignored challenge in clinical nursing education." Nurse education today vol. 36 (2016): 10. doi: https://doi.org/10.1016/j.nedt.2015.10.004
Ranjbar H. Stress management: An ignored challenge in clinical nursing education. Nurse Educ Today. 2016 Jan;36:10. doi: 10.1016/j.nedt.2015.10.004. Epub 2015 Oct 19. PMID: 26602154.
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Simulation debriefing for clinical judgment development: A concept analysis.

Nurse education today

Al Sabei SD, Lasater K.
PMID: 27429402
Nurse Educ Today. 2016 Oct;45:42-7. doi: 10.1016/j.nedt.2016.06.008. Epub 2016 Jun 18.

OBJECTIVE: The aim of this review was to provide an in-depth analysis of debriefing in nursing simulation-based learning. Specifically, the authors sought to describe the debriefing concept within the context of enhancing nursing students' clinical judgment skill.DESIGN: Concept analysis.DATA...

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Al Sabei SD, Lasater K. Simulation debriefing for clinical judgment development: A concept analysis. Nurse Educ Today. 2016;45:42-7doi: 10.1016/j.nedt.2016.06.008.
Al Sabei, S. D., & Lasater, K. (2016). Simulation debriefing for clinical judgment development: A concept analysis. Nurse education today, 4542-7. https://doi.org/10.1016/j.nedt.2016.06.008
Al Sabei, Sulaiman D, and Lasater, Kathie. "Simulation debriefing for clinical judgment development: A concept analysis." Nurse education today vol. 45 (2016): 42-7. doi: https://doi.org/10.1016/j.nedt.2016.06.008
Al Sabei SD, Lasater K. Simulation debriefing for clinical judgment development: A concept analysis. Nurse Educ Today. 2016 Oct;45:42-7. doi: 10.1016/j.nedt.2016.06.008. Epub 2016 Jun 18. PMID: 27429402.
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Perceived benefits and challenges of repeated exposure to high fidelity simulation experiences of first degree accelerated bachelor nursing students.

Nurse education today

Kaddoura M, Vandyke O, Smallwood C, Gonzalez KM.
PMID: 26260522
Nurse Educ Today. 2016 Jan;36:298-303. doi: 10.1016/j.nedt.2015.07.014. Epub 2015 Jul 26.

This study explored perceptions of first-degree entry-level accelerated bachelor nursing students regarding benefits and challenges of exposure to multiple high fidelity simulation (HFS) scenarios, which has not been studied to date. These perceptions conformed to some research findings among...

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Kaddoura M, Vandyke O, Smallwood C, et al. Perceived benefits and challenges of repeated exposure to high fidelity simulation experiences of first degree accelerated bachelor nursing students. Nurse Educ Today. 2015;36:298-303doi: 10.1016/j.nedt.2015.07.014.
Kaddoura, M., Vandyke, O., Smallwood, C., & Gonzalez, K. M. (2016). Perceived benefits and challenges of repeated exposure to high fidelity simulation experiences of first degree accelerated bachelor nursing students. Nurse education today, 36298-303. https://doi.org/10.1016/j.nedt.2015.07.014
Kaddoura, Mahmoud, et al. "Perceived benefits and challenges of repeated exposure to high fidelity simulation experiences of first degree accelerated bachelor nursing students." Nurse education today vol. 36 (2016): 298-303. doi: https://doi.org/10.1016/j.nedt.2015.07.014
Kaddoura M, Vandyke O, Smallwood C, Gonzalez KM. Perceived benefits and challenges of repeated exposure to high fidelity simulation experiences of first degree accelerated bachelor nursing students. Nurse Educ Today. 2016 Jan;36:298-303. doi: 10.1016/j.nedt.2015.07.014. Epub 2015 Jul 26. PMID: 26260522.
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Prevalence and correlates of depression among college nursing students in China.

Nurse education today

Xu Y, Chi X, Chen S, Qi J, Zhang P, Yang Y.
PMID: 24268639
Nurse Educ Today. 2014 Jun;34(6):e7-12. doi: 10.1016/j.nedt.2013.10.017. Epub 2013 Oct 31.

This study aims to assess the prevalence of depression and examine potential risk factors correlated to depression among nursing college students in China. Between September and November 2012, a total of 763 college nursing students were randomly selected to...

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Xu Y, Chi X, Chen S, et al. Prevalence and correlates of depression among college nursing students in China. Nurse Educ Today. 2013;34(6):e7-12doi: 10.1016/j.nedt.2013.10.017.
Xu, Y., Chi, X., Chen, S., Qi, J., Zhang, P., & Yang, Y. (2014). Prevalence and correlates of depression among college nursing students in China. Nurse education today, 34(6), e7-12. https://doi.org/10.1016/j.nedt.2013.10.017
Xu, Ying, et al. "Prevalence and correlates of depression among college nursing students in China." Nurse education today vol. 34,6 (2014): e7-12. doi: https://doi.org/10.1016/j.nedt.2013.10.017
Xu Y, Chi X, Chen S, Qi J, Zhang P, Yang Y. Prevalence and correlates of depression among college nursing students in China. Nurse Educ Today. 2014 Jun;34(6):e7-12. doi: 10.1016/j.nedt.2013.10.017. Epub 2013 Oct 31. PMID: 24268639.
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Integrating mobile devices into nursing curricula: opportunities for implementation using Rogers' Diffusion of Innovation model.

Nurse education today

Doyle GJ, Garrett B, Currie LM.
PMID: 24268745
Nurse Educ Today. 2014 May;34(5):775-82. doi: 10.1016/j.nedt.2013.10.021. Epub 2013 Nov 09.

OBJECTIVES: To identify studies reporting mobile device integration into undergraduate and graduate nursing curricula. To explore the potential use of Rogers' Diffusion of Innovation model as a framework to guide implementation of mobile devices into nursing curricula.DESIGN: Literature review...

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Doyle GJ, Garrett B, Currie LM. Integrating mobile devices into nursing curricula: opportunities for implementation using Rogers' Diffusion of Innovation model. Nurse Educ Today. 2013;34(5):775-82doi: 10.1016/j.nedt.2013.10.021.
Doyle, G. J., Garrett, B., & Currie, L. M. (2014). Integrating mobile devices into nursing curricula: opportunities for implementation using Rogers' Diffusion of Innovation model. Nurse education today, 34(5), 775-82. https://doi.org/10.1016/j.nedt.2013.10.021
Doyle, Glynda J, et al. "Integrating mobile devices into nursing curricula: opportunities for implementation using Rogers' Diffusion of Innovation model." Nurse education today vol. 34,5 (2014): 775-82. doi: https://doi.org/10.1016/j.nedt.2013.10.021
Doyle GJ, Garrett B, Currie LM. Integrating mobile devices into nursing curricula: opportunities for implementation using Rogers' Diffusion of Innovation model. Nurse Educ Today. 2014 May;34(5):775-82. doi: 10.1016/j.nedt.2013.10.021. Epub 2013 Nov 09. PMID: 24268745.
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Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review.

Nurse education today

McGarry BJ, Theobald K, Lewis PA, Coyer F.
PMID: 26169287
Nurse Educ Today. 2015 Sep;35(9):966-73. doi: 10.1016/j.nedt.2015.06.009. Epub 2015 Jun 26.

No abstract available.

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McGarry BJ, Theobald K, Lewis PA, et al. Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review. Nurse Educ Today. 2015;35(9):966-73doi: 10.1016/j.nedt.2015.06.009.
McGarry, B. J., Theobald, K., Lewis, P. A., & Coyer, F. (2015). Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review. Nurse education today, 35(9), 966-73. https://doi.org/10.1016/j.nedt.2015.06.009
McGarry, Ben J, et al. "Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review." Nurse education today vol. 35,9 (2015): 966-73. doi: https://doi.org/10.1016/j.nedt.2015.06.009
McGarry BJ, Theobald K, Lewis PA, Coyer F. Flexible learning design in curriculum delivery promotes student engagement and develops metacognitive learners: An integrated review. Nurse Educ Today. 2015 Sep;35(9):966-73. doi: 10.1016/j.nedt.2015.06.009. Epub 2015 Jun 26. PMID: 26169287.
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Interpersonal relationships between registered nurses and student nurses in the clinical setting--A systematic integrative review.

Nurse education today

Rebeiro G, Edward KL, Chapman R, Evans A.
PMID: 26169289
Nurse Educ Today. 2015 Dec;35(12):1206-11. doi: 10.1016/j.nedt.2015.06.012. Epub 2015 Jun 24.

BACKGROUND: A significant proportion of undergraduate nursing education occurs in the clinical setting in the form of practising skills and competencies, and is a requirement of all nursing curriculum for registration to practice. Education in the clinical setting is...

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Rebeiro G, Edward KL, Chapman R, et al. Interpersonal relationships between registered nurses and student nurses in the clinical setting--A systematic integrative review. Nurse Educ Today. 2015;35(12):1206-11doi: 10.1016/j.nedt.2015.06.012.
Rebeiro, G., Edward, K. L., Chapman, R., & Evans, A. (2015). Interpersonal relationships between registered nurses and student nurses in the clinical setting--A systematic integrative review. Nurse education today, 35(12), 1206-11. https://doi.org/10.1016/j.nedt.2015.06.012
Rebeiro, Geraldine, et al. "Interpersonal relationships between registered nurses and student nurses in the clinical setting--A systematic integrative review." Nurse education today vol. 35,12 (2015): 1206-11. doi: https://doi.org/10.1016/j.nedt.2015.06.012
Rebeiro G, Edward KL, Chapman R, Evans A. Interpersonal relationships between registered nurses and student nurses in the clinical setting--A systematic integrative review. Nurse Educ Today. 2015 Dec;35(12):1206-11. doi: 10.1016/j.nedt.2015.06.012. Epub 2015 Jun 24. PMID: 26169289.
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Showing 25 to 36 of 1216 entries