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Joining Forces: The Status of Military and Veteran Health Care in Nursing Curricula.

Journal of professional nursing : official journal of the American Association of Colleges of Nursing

Elliott B, Patterson B.
PMID: 28363389
J Prof Nurs. 2017 Mar - Apr;33(2):145-152. doi: 10.1016/j.profnurs.2016.06.006. Epub 2016 Jun 18.

According to the Department of Veterans Affairs, there are approximately 23 million veterans living in the United States. In 2012, the Joining Forces initiative highlighted the need to enhance nursing education for the military and veteran population. With the...

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Elliott B, Patterson B. Joining Forces: The Status of Military and Veteran Health Care in Nursing Curricula. J Prof Nurs. 2016;33(2):145-152doi: 10.1016/j.profnurs.2016.06.006.
Elliott, B., & Patterson, B. (2017). Joining Forces: The Status of Military and Veteran Health Care in Nursing Curricula. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 33(2), 145-152. https://doi.org/10.1016/j.profnurs.2016.06.006
Elliott, Brenda, and Patterson, Barbara. "Joining Forces: The Status of Military and Veteran Health Care in Nursing Curricula." Journal of professional nursing : official journal of the American Association of Colleges of Nursing vol. 33,2 (2017): 145-152. doi: https://doi.org/10.1016/j.profnurs.2016.06.006
Elliott B, Patterson B. Joining Forces: The Status of Military and Veteran Health Care in Nursing Curricula. J Prof Nurs. 2017 Mar - Apr;33(2):145-152. doi: 10.1016/j.profnurs.2016.06.006. Epub 2016 Jun 18. PMID: 28363389.
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A peer mentorship program boosts student retention.

Nursing

Jacobs S, Atack L, Ng S, Haghiri-Vijeh R, DellʼElce C.
PMID: 26287704
Nursing. 2015 Sep;45(9):19-22. doi: 10.1097/01.NURSE.0000470424.40180.a0.

No abstract available.

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Jacobs S, Atack L, Ng S, et al. A peer mentorship program boosts student retention. Nursing. 2015;45(9):19-22doi: 10.1097/01.NURSE.0000470424.40180.a0.
Jacobs, S., Atack, L., Ng, S., Haghiri-Vijeh, R., & DellʼElce, C. (2015). A peer mentorship program boosts student retention. Nursing, 45(9), 19-22. https://doi.org/10.1097/01.NURSE.0000470424.40180.a0
Jacobs, Steven, et al. "A peer mentorship program boosts student retention." Nursing vol. 45,9 (2015): 19-22. doi: https://doi.org/10.1097/01.NURSE.0000470424.40180.a0
Jacobs S, Atack L, Ng S, Haghiri-Vijeh R, DellʼElce C. A peer mentorship program boosts student retention. Nursing. 2015 Sep;45(9):19-22. doi: 10.1097/01.NURSE.0000470424.40180.a0. PMID: 26287704.
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[Not Available].

Assistenza infermieristica e ricerca : AIR

Tognoni G.
PMID: 27384451
Assist Inferm Ric. 2016 Apr-Jun;35(2):58-61. doi: 10.1702/2310.24832.

No abstract available.

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Tognoni G. Hanno senso -e perché-
scuole infermieristiche di ricerca
orientate per problemi? [Not Available]. Assist Inferm Ric. 2016;35(2):58-61doi: 10.1702/2310.24832.
Tognoni, G. (2016). Hanno senso -e perché-
scuole infermieristiche di ricerca
orientate per problemi? [Not Available]. Assistenza infermieristica e ricerca : AIR, 35(2), 58-61. https://doi.org/10.1702/2310.24832
Tognoni, Gianni. "Hanno senso -e perché-
scuole infermieristiche di ricerca
orientate per problemi?" [Not Available]. Assistenza infermieristica e ricerca : AIR vol. 35,2 (2016): 58-61. doi: https://doi.org/10.1702/2310.24832
Tognoni G. Hanno senso -e perché-
scuole infermieristiche di ricerca
orientate per problemi? [Not Available]. Assist Inferm Ric. 2016 Apr-Jun;35(2):58-61. doi: 10.1702/2310.24832. Italian. PMID: 27384451.
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Individual face-to-face tutorials: the value in nurse education.

British journal of nursing (Mark Allen Publishing)

Nathan M.
PMID: 25679246
Br J Nurs. 2015 Feb 12-25;24(3):162-7. doi: 10.12968/bjon.2015.24.3.162.

The individual, face-to-face tutorial is one means by which academic support can be provided to students in higher education. This mode of tutorial support has been deemed effective but it can be considered labour-intensive, which is a concern in...

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Nathan M. Individual face-to-face tutorials: the value in nurse education. Br J Nurs. 2015;24(3):162-7doi: 10.12968/bjon.2015.24.3.162.
Nathan, M. (2015). Individual face-to-face tutorials: the value in nurse education. British journal of nursing (Mark Allen Publishing), 24(3), 162-7. https://doi.org/10.12968/bjon.2015.24.3.162
Nathan, Martina. "Individual face-to-face tutorials: the value in nurse education." British journal of nursing (Mark Allen Publishing) vol. 24,3 (2015): 162-7. doi: https://doi.org/10.12968/bjon.2015.24.3.162
Nathan M. Individual face-to-face tutorials: the value in nurse education. Br J Nurs. 2015 Feb 12-25;24(3):162-7. doi: 10.12968/bjon.2015.24.3.162. PMID: 25679246.
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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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A framework for the design, implementation, and evaluation of interprofessional education.

Nurse educator

Pardue KT.
PMID: 25330345
Nurse Educ. 2015 Jan-Feb;40(1):10-5. doi: 10.1097/NNE.0000000000000093.

The growing emphasis on teamwork and care coordination within health care delivery is sparking interest in interprofessional education (IPE) among nursing and health profession faculty. Faculty often lack firsthand IPE experience, which hinders pedagogical reform. This article proposes a...

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Pardue KT. A framework for the design, implementation, and evaluation of interprofessional education. Nurse Educ. 2015;40(1):10-5doi: 10.1097/NNE.0000000000000093.
Pardue, K. T. (2015). A framework for the design, implementation, and evaluation of interprofessional education. Nurse educator, 40(1), 10-5. https://doi.org/10.1097/NNE.0000000000000093
Pardue, Karen T. "A framework for the design, implementation, and evaluation of interprofessional education." Nurse educator vol. 40,1 (2015): 10-5. doi: https://doi.org/10.1097/NNE.0000000000000093
Pardue KT. A framework for the design, implementation, and evaluation of interprofessional education. Nurse Educ. 2015 Jan-Feb;40(1):10-5. doi: 10.1097/NNE.0000000000000093. PMID: 25330345.
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Objectively assessing nursing practices: a curricular development.

Nurse education today

O'Neill A, McCall JM.
PMID: 8716542
Nurse Educ Today. 1996 Apr;16(2):121-6. doi: 10.1016/s0260-6917(96)80068-2.

In preparation for the changing needs of undergraduate nursing students undertaking a Project 2000 degree, it was necessary to rethink the nursing skills programme. After studying the literature a nursing skills laboratory was designed which provided both an institutional...

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O'Neill A, McCall JM. Objectively assessing nursing practices: a curricular development. Nurse Educ Today. 1996;16(2):121-6doi: 10.1016/s0260-6917(96)80068-2.
O'Neill, A., & McCall, J. M. (1996). Objectively assessing nursing practices: a curricular development. Nurse education today, 16(2), 121-6. https://doi.org/10.1016/s0260-6917(96)80068-2
O'Neill, A, and McCall, J M. "Objectively assessing nursing practices: a curricular development." Nurse education today vol. 16,2 (1996): 121-6. doi: https://doi.org/10.1016/s0260-6917(96)80068-2
O'Neill A, McCall JM. Objectively assessing nursing practices: a curricular development. Nurse Educ Today. 1996 Apr;16(2):121-6. doi: 10.1016/s0260-6917(96)80068-2. PMID: 8716542.
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[Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee].

[Kango] Japanese journal of nursing

[No authors listed]
PMID: 8699696
Kango. 1994 Sep;46(11):162-7.

No abstract available.

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[Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee]. Kango. 1994;46(11):162-7
(1994). [Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee]. [Kango] Japanese journal of nursing, 46(11), 162-7.
"[Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee]." [Kango] Japanese journal of nursing vol. 46,11 (1994): 162-7.
[Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee]. Kango. 1994 Sep;46(11):162-7. Japanese. PMID: 8699696.
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Teaching and learning at a distance: a review of the nursing literature.

NLN publications

Billings DM, Bachmeier B.
PMID: 7808923
NLN Publ. 1994 Jan;(19):1-32.

No abstract available.

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Billings DM, Bachmeier B. Teaching and learning at a distance: a review of the nursing literature. NLN Publ. 1994;(19):1-32
Billings, D. M., & Bachmeier, B. (1994). Teaching and learning at a distance: a review of the nursing literature. NLN publications, (19), 1-32.
Billings, D M, and Bachmeier, B. "Teaching and learning at a distance: a review of the nursing literature." NLN publications vol. ,19 (1994): 1-32.
Billings DM, Bachmeier B. Teaching and learning at a distance: a review of the nursing literature. NLN Publ. 1994 Jan;(19):1-32. PMID: 7808923.
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[Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee].

[Kango] Japanese journal of nursing

[No authors listed]
PMID: 8699679
Kango. 1994 Aug;46(10):159-68.

No abstract available.

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[Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee]. Kango. 1994;46(10):159-68
(1994). [Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee]. [Kango] Japanese journal of nursing, 46(10), 159-68.
"[Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee]." [Kango] Japanese journal of nursing vol. 46,10 (1994): 159-68.
[Survey of evaluation by nursing schools of the 1990 revision of the curriculum of nursing education. JNA Curriculum Review Committee]. Kango. 1994 Aug;46(10):159-68. Japanese. PMID: 8699679.
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Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research.

The Journal of nursing education

Porter EJ.
PMID: 11214849
J Nurs Educ. 2001 Feb;40(2):53-62.

Before knowledge about strategies for teaching undergraduate nursing research can be synthesized, it must be demonstrated that studies evaluating teaching outcomes are valid. A narrative review using Cook and Campbell's validity framework for experimental and quasi-experimental studies was done...

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Porter EJ. Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research. J Nurs Educ. 2001;40(2):53-62
Porter, E. J. (2001). Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research. The Journal of nursing education, 40(2), 53-62.
Porter, E J. "Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research." The Journal of nursing education vol. 40,2 (2001): 53-62.
Porter EJ. Teaching undergraduate nursing research: a narrative review of evaluation studies and a typology for further research. J Nurs Educ. 2001 Feb;40(2):53-62. PMID: 11214849.
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The role of the external examiner in the assessment of clinical practice.

Nurse education today

Jinks AM, Morrison P.
PMID: 9370634
Nurse Educ Today. 1997 Oct;17(5):408-12. doi: 10.1016/s0260-6917(97)80103-7.

In the first part of this paper we give a brief overview of the development of the different types of clinical assessment used in the UK. Some general problems related to the assessment of clinical practice are outlined. The...

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Jinks AM, Morrison P. The role of the external examiner in the assessment of clinical practice. Nurse Educ Today. 1997;17(5):408-12doi: 10.1016/s0260-6917(97)80103-7.
Jinks, A. M., & Morrison, P. (1997). The role of the external examiner in the assessment of clinical practice. Nurse education today, 17(5), 408-12. https://doi.org/10.1016/s0260-6917(97)80103-7
Jinks, A M, and Morrison, P. "The role of the external examiner in the assessment of clinical practice." Nurse education today vol. 17,5 (1997): 408-12. doi: https://doi.org/10.1016/s0260-6917(97)80103-7
Jinks AM, Morrison P. The role of the external examiner in the assessment of clinical practice. Nurse Educ Today. 1997 Oct;17(5):408-12. doi: 10.1016/s0260-6917(97)80103-7. PMID: 9370634.
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Showing 25 to 36 of 1094 entries