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Strategies to enhance problem solving.

Nurse educator

Klaassens E.
PMID: 1518574
Nurse Educ. 1992 May-Jun;17(3):28-31. doi: 10.1097/00006223-199205000-00014.

The ability to make high-level decisions based on a strong knowledge base and effective problem-solving strategies is an expected behavior of the professional nurse. The author discusses current knowledge of problem-solving components and teaching strategies as well as promising...

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Klaassens E. Strategies to enhance problem solving. Nurse Educ. 1992;17(3):28-31doi: 10.1097/00006223-199205000-00014.
Klaassens, E. (1992). Strategies to enhance problem solving. Nurse educator, 17(3), 28-31. https://doi.org/10.1097/00006223-199205000-00014
Klaassens, E. "Strategies to enhance problem solving." Nurse educator vol. 17,3 (1992): 28-31. doi: https://doi.org/10.1097/00006223-199205000-00014
Klaassens E. Strategies to enhance problem solving. Nurse Educ. 1992 May-Jun;17(3):28-31. doi: 10.1097/00006223-199205000-00014. PMID: 1518574.
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Chaos theory--a useful addition to the critical care curriculum?.

Intensive & critical care nursing

Murray PJ.
PMID: 1483025
Intensive Crit Care Nurs. 1992 Dec;8(4):240-4. doi: 10.1016/0964-3397(92)90056-p.

Chaos theory (non-linear dynamics) is a relatively new mathematical concept. It shows that many apparently random processes and structures have in fact a simple underlying order. The theory is being applied increasingly to explain physiological processes and epidemiological findings,...

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Murray PJ. Chaos theory--a useful addition to the critical care curriculum?. Intensive Crit Care Nurs. 1992;8(4):240-4doi: 10.1016/0964-3397(92)90056-p.
Murray, P. J. (1992). Chaos theory--a useful addition to the critical care curriculum?. Intensive & critical care nursing, 8(4), 240-4. https://doi.org/10.1016/0964-3397(92)90056-p
Murray, P J. "Chaos theory--a useful addition to the critical care curriculum?." Intensive & critical care nursing vol. 8,4 (1992): 240-4. doi: https://doi.org/10.1016/0964-3397(92)90056-p
Murray PJ. Chaos theory--a useful addition to the critical care curriculum?. Intensive Crit Care Nurs. 1992 Dec;8(4):240-4. doi: 10.1016/0964-3397(92)90056-p. PMID: 1483025.
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Interactive video: an analysis of its value to nurse education.

Nurse education today

Ward R.
PMID: 1287447
Nurse Educ Today. 1992 Dec;12(6):464-70. doi: 10.1016/0260-6917(92)90139-f.

This paper attempts to explain the emerging technology of interactive video and examine its possible place in nursing education. A brief description of the media is given with an exploration of the educational theory and justification underlying its use....

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Ward R. Interactive video: an analysis of its value to nurse education. Nurse Educ Today. 1992;12(6):464-70doi: 10.1016/0260-6917(92)90139-f.
Ward, R. (1992). Interactive video: an analysis of its value to nurse education. Nurse education today, 12(6), 464-70. https://doi.org/10.1016/0260-6917(92)90139-f
Ward, R. "Interactive video: an analysis of its value to nurse education." Nurse education today vol. 12,6 (1992): 464-70. doi: https://doi.org/10.1016/0260-6917(92)90139-f
Ward R. Interactive video: an analysis of its value to nurse education. Nurse Educ Today. 1992 Dec;12(6):464-70. doi: 10.1016/0260-6917(92)90139-f. PMID: 1287447.
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A massive opportunity.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)

Parkinson D.
PMID: 25783287
Nurs Stand. 2015 Mar 18;29(29):65. doi: 10.7748/ns.29.29.65.s51.

No abstract available.

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Parkinson D. A massive opportunity. Nurs Stand. 2015;29(29):65doi: 10.7748/ns.29.29.65.s51.
Parkinson, D. (2015). A massive opportunity. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 29(29), 65. https://doi.org/10.7748/ns.29.29.65.s51
Parkinson, Denis. "A massive opportunity." Nursing standard (Royal College of Nursing (Great Britain) : 1987) vol. 29,29 (2015): 65. doi: https://doi.org/10.7748/ns.29.29.65.s51
Parkinson D. A massive opportunity. Nurs Stand. 2015 Mar 18;29(29):65. doi: 10.7748/ns.29.29.65.s51. PMID: 25783287.
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[Evaluation of Educational Effect of Problem-Posing System in Nursing Processing Study].

Journal of UOEH

Tsuji K, Takano Y, Yamakawa H, Kaneko D, Takai K, Kodama H, Hagiwara T, Komatsugawa H.
PMID: 26370046
J UOEH. 2015 Sep 01;37(3):223-9. doi: 10.7888/juoeh.37.223.

The nursing processing study is generally difficult, because it is important for nursing college students to understand knowledge and utilize it. We have developed an integrated system to understand, utilize, and share knowledge. We added a problem-posing function to...

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Tsuji K, Takano Y, Yamakawa H, et al. [Evaluation of Educational Effect of Problem-Posing System in Nursing Processing Study]. J UOEH. 2015;37(3):223-9doi: 10.7888/juoeh.37.223.
Tsuji, K., Takano, Y., Yamakawa, H., Kaneko, D., Takai, K., Kodama, H., Hagiwara, T., & Komatsugawa, H. (2015). [Evaluation of Educational Effect of Problem-Posing System in Nursing Processing Study]. Journal of UOEH, 37(3), 223-9. https://doi.org/10.7888/juoeh.37.223
Tsuji, Keiko, et al. "[Evaluation of Educational Effect of Problem-Posing System in Nursing Processing Study]." Journal of UOEH vol. 37,3 (2015): 223-9. doi: https://doi.org/10.7888/juoeh.37.223
Tsuji K, Takano Y, Yamakawa H, Kaneko D, Takai K, Kodama H, Hagiwara T, Komatsugawa H. [Evaluation of Educational Effect of Problem-Posing System in Nursing Processing Study]. J UOEH. 2015 Sep 01;37(3):223-9. doi: 10.7888/juoeh.37.223. Japanese. PMID: 26370046.
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To pray or not to pray: A challenge in nursing education.

Nursing ethics

Caldeira S.
PMID: 28612684
Nurs Ethics. 2017 Jun;24(4):502-503. doi: 10.1177/0969733016679470. Epub 2016 Dec 21.

No abstract available.

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Caldeira S. To pray or not to pray: A challenge in nursing education. Nurs Ethics. 2016;24(4):502-503doi: 10.1177/0969733016679470.
Caldeira, S. (2017). To pray or not to pray: A challenge in nursing education. Nursing ethics, 24(4), 502-503. https://doi.org/10.1177/0969733016679470
Caldeira, Sílvia. "To pray or not to pray: A challenge in nursing education." Nursing ethics vol. 24,4 (2017): 502-503. doi: https://doi.org/10.1177/0969733016679470
Caldeira S. To pray or not to pray: A challenge in nursing education. Nurs Ethics. 2017 Jun;24(4):502-503. doi: 10.1177/0969733016679470. Epub 2016 Dec 21. PMID: 28612684.
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Catalyst for ideas.

Nursing standard (Royal College of Nursing (Great Britain) : 1987)

Winfield L.
PMID: 26036412
Nurs Stand. 2015 Jun 03;29(40):66. doi: 10.7748/ns.29.40.66.s49.

No abstract available.

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Winfield L. Catalyst for ideas. Nurs Stand. 2015;29(40):66doi: 10.7748/ns.29.40.66.s49.
Winfield, L. (2015). Catalyst for ideas. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 29(40), 66. https://doi.org/10.7748/ns.29.40.66.s49
Winfield, Louise. "Catalyst for ideas." Nursing standard (Royal College of Nursing (Great Britain) : 1987) vol. 29,40 (2015): 66. doi: https://doi.org/10.7748/ns.29.40.66.s49
Winfield L. Catalyst for ideas. Nurs Stand. 2015 Jun 03;29(40):66. doi: 10.7748/ns.29.40.66.s49. PMID: 26036412.
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[Autonomy of nursing undergraduate student in the (re)construction of knowledge mediated by problem-based learning].

Revista brasileira de enfermagem

Campos LR, Ribeiro MR, Depes VB.
PMID: 25517678
Rev Bras Enferm. 2014 Sep-Oct;67(5):818-24. doi: 10.1590/0034-7167.2014670521.

This is a qualitative study, using the 'Do it yourself' method, which aimed to analyze how Problem-Based Learning (PBL) promotes the development of learner's autonomy in the process of learning to learn. The subjects were 16 students and two...

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Campos LR, Ribeiro MR, Depes VB. Autonomia do graduando em enfermagem na (re)construção do conhecimento mediado pela aprendizagem baseada em problemas. [Autonomy of nursing undergraduate student in the (re)construction of knowledge mediated by problem-based learning]. Rev Bras Enferm. 2014;67(5):818-24doi: 10.1590/0034-7167.2014670521.
Campos, L. R., Ribeiro, M. R., & Depes, V. B. (2014). Autonomia do graduando em enfermagem na (re)construção do conhecimento mediado pela aprendizagem baseada em problemas. [Autonomy of nursing undergraduate student in the (re)construction of knowledge mediated by problem-based learning]. Revista brasileira de enfermagem, 67(5), 818-24. https://doi.org/10.1590/0034-7167.2014670521
Campos, Leonara Raddai Gunther de, et al. "Autonomia do graduando em enfermagem na (re)construção do conhecimento mediado pela aprendizagem baseada em problemas." [Autonomy of nursing undergraduate student in the (re)construction of knowledge mediated by problem-based learning]. Revista brasileira de enfermagem vol. 67,5 (2014): 818-24. doi: https://doi.org/10.1590/0034-7167.2014670521
Campos LR, Ribeiro MR, Depes VB. Autonomia do graduando em enfermagem na (re)construção do conhecimento mediado pela aprendizagem baseada em problemas. [Autonomy of nursing undergraduate student in the (re)construction of knowledge mediated by problem-based learning]. Rev Bras Enferm. 2014 Sep-Oct;67(5):818-24. doi: 10.1590/0034-7167.2014670521. Portuguese. PMID: 25517678.
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On the right side of cutting-edge education.

Nursing management

Haidar EA.
PMID: 24871291
Nurs Manage. 2014 Jun;45(6):37-40. doi: 10.1097/01.NUMA.0000449762.99370.36.

No abstract available.

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Haidar EA. On the right side of cutting-edge education. Nurs Manage. 2014;45(6):37-40doi: 10.1097/01.NUMA.0000449762.99370.36.
Haidar, E. A. (2014). On the right side of cutting-edge education. Nursing management, 45(6), 37-40. https://doi.org/10.1097/01.NUMA.0000449762.99370.36
Haidar, Elizabeth A C. "On the right side of cutting-edge education." Nursing management vol. 45,6 (2014): 37-40. doi: https://doi.org/10.1097/01.NUMA.0000449762.99370.36
Haidar EA. On the right side of cutting-edge education. Nurs Manage. 2014 Jun;45(6):37-40. doi: 10.1097/01.NUMA.0000449762.99370.36. PMID: 24871291.
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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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Moving Beyond PowerPoint.

The American journal of nursing

Wilmont SS.
PMID: 26710140
Am J Nurs. 2016 Jan;116(1):19-20. doi: 10.1097/01.NAJ.0000476157.82682.16.

No abstract available.

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Wilmont SS. Moving Beyond PowerPoint. Am J Nurs. 2016;116(1):19-20doi: 10.1097/01.NAJ.0000476157.82682.16.
Wilmont, S. S. (2016). Moving Beyond PowerPoint. The American journal of nursing, 116(1), 19-20. https://doi.org/10.1097/01.NAJ.0000476157.82682.16
Wilmont, Sibyl Shalo. "Moving Beyond PowerPoint." The American journal of nursing vol. 116,1 (2016): 19-20. doi: https://doi.org/10.1097/01.NAJ.0000476157.82682.16
Wilmont SS. Moving Beyond PowerPoint. Am J Nurs. 2016 Jan;116(1):19-20. doi: 10.1097/01.NAJ.0000476157.82682.16. PMID: 26710140.
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The effect of critical thinking education on nursing students' problem-solving skills.

Contemporary nurse

Kanbay Y, Okanlı A.
PMID: 28589781
Contemp Nurse. 2017 Jun;53(3):313-321. doi: 10.1080/10376178.2017.1339567. Epub 2017 Jun 19.

THE AIM OF THE STUDY: The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills.MATERIALS AND METHOD: This study was conducted with 93 nursing students, 49 in the control group...

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Kanbay Y, Okanlı A. The effect of critical thinking education on nursing students' problem-solving skills. Contemp Nurse. 2017;53(3):313-321doi: 10.1080/10376178.2017.1339567.
Kanbay, Y., & Okanlı, A. (2017). The effect of critical thinking education on nursing students' problem-solving skills. Contemporary nurse, 53(3), 313-321. https://doi.org/10.1080/10376178.2017.1339567
Kanbay, Yalçın, and Okanlı, Ayşe. "The effect of critical thinking education on nursing students' problem-solving skills." Contemporary nurse vol. 53,3 (2017): 313-321. doi: https://doi.org/10.1080/10376178.2017.1339567
Kanbay Y, Okanlı A. The effect of critical thinking education on nursing students' problem-solving skills. Contemp Nurse. 2017 Jun;53(3):313-321. doi: 10.1080/10376178.2017.1339567. Epub 2017 Jun 19. PMID: 28589781.
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Showing 1 to 12 of 758 entries