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Integrating the 3Ds: a nursing perspective.

Public health reports (Washington, D.C. : 1974)

Villarruel AM, Bigelow A, Alvarez C.
PMID: 24385663
Public Health Rep. 2014 Jan-Feb;129:37-44. doi: 10.1177/00333549141291S208.

The 3Ds (diversity, disparities, and determinants) that serve as a framework for this supplement are concepts that are key foundations of nursing education, practice, and research. Despite this fact, however, the nursing profession has faced challenges recognizing the full...

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Villarruel AM, Bigelow A, Alvarez C. Integrating the 3Ds: a nursing perspective. Public Health Rep. 2014;129:37-44doi: 10.1177/00333549141291S208.
Villarruel, A. M., Bigelow, A., & Alvarez, C. (2014). Integrating the 3Ds: a nursing perspective. Public health reports (Washington, D.C. : 1974), 12937-44. https://doi.org/10.1177/00333549141291S208
Villarruel, Antonia M, et al. "Integrating the 3Ds: a nursing perspective." Public health reports (Washington, D.C. : 1974) vol. 129 (2014): 37-44. doi: https://doi.org/10.1177/00333549141291S208
Villarruel AM, Bigelow A, Alvarez C. Integrating the 3Ds: a nursing perspective. Public Health Rep. 2014 Jan-Feb;129:37-44. doi: 10.1177/00333549141291S208. PMID: 24385663; PMCID: PMC3863699.
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"I don't have enough time… ": Myths and strategies for improving academic workplace effectiveness.

Nursing outlook

Clark AM, Wiens KS, Thompson DR.
PMID: 25016518
Nurs Outlook. 2014 Jul-Aug;62(4):231-4. doi: 10.1016/j.outlook.2014.06.002. Epub 2014 Jun 12.

No abstract available.

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Clark AM, Wiens KS, Thompson DR. "I don't have enough time… ": Myths and strategies for improving academic workplace effectiveness. Nurs Outlook. 2014;62(4):231-4doi: 10.1016/j.outlook.2014.06.002.
Clark, A. M., Wiens, K. S., & Thompson, D. R. (2014). "I don't have enough time… ": Myths and strategies for improving academic workplace effectiveness. Nursing outlook, 62(4), 231-4. https://doi.org/10.1016/j.outlook.2014.06.002
Clark, Alexander M, et al. ""I don't have enough time… ": Myths and strategies for improving academic workplace effectiveness." Nursing outlook vol. 62,4 (2014): 231-4. doi: https://doi.org/10.1016/j.outlook.2014.06.002
Clark AM, Wiens KS, Thompson DR. "I don't have enough time… ": Myths and strategies for improving academic workplace effectiveness. Nurs Outlook. 2014 Jul-Aug;62(4):231-4. doi: 10.1016/j.outlook.2014.06.002. Epub 2014 Jun 12. PMID: 25016518.
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Using e-learning to enhance nurse education.

Nursing times

Lee P.
PMID: 26647613
Nurs Times. 2015 Oct 21-27;111(43):18-9.

Technology-enhanced learning can be used creatively in education and is especially useful for students entering nurse training through the widening participation route. This article reviews previous technologies and teaching methods, and details those that are emerging and being debated...

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Lee P. Using e-learning to enhance nurse education. Nurs Times. 2015;111(43):18-9
Lee, P. (2015). Using e-learning to enhance nurse education. Nursing times, 111(43), 18-9.
Lee, Polly. "Using e-learning to enhance nurse education." Nursing times vol. 111,43 (2015): 18-9.
Lee P. Using e-learning to enhance nurse education. Nurs Times. 2015 Oct 21-27;111(43):18-9. PMID: 26647613.
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The National Council of State Boards of Nursing's Transition to Practice study: implications for educators.

The Journal of nursing education

Spector N.
PMID: 25724071
J Nurs Educ. 2015 Mar;54(3):119-20. doi: 10.3928/01484834-20150217-13.

No abstract available.

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Spector N. The National Council of State Boards of Nursing's Transition to Practice study: implications for educators. J Nurs Educ. 2015;54(3):119-20doi: 10.3928/01484834-20150217-13.
Spector, N. (2015). The National Council of State Boards of Nursing's Transition to Practice study: implications for educators. The Journal of nursing education, 54(3), 119-20. https://doi.org/10.3928/01484834-20150217-13
Spector, Nancy. "The National Council of State Boards of Nursing's Transition to Practice study: implications for educators." The Journal of nursing education vol. 54,3 (2015): 119-20. doi: https://doi.org/10.3928/01484834-20150217-13
Spector N. The National Council of State Boards of Nursing's Transition to Practice study: implications for educators. J Nurs Educ. 2015 Mar;54(3):119-20. doi: 10.3928/01484834-20150217-13. PMID: 25724071.
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Evolving the practitioner-teacher role to enhance practice-academic partnerships: a literature review.

Journal of clinical nursing

Kleinpell RM, Faut-Callahan M, Carlson E, Llewellyn J, Dreher M.
PMID: 26510646
J Clin Nurs. 2016 Mar;25(5):708-14. doi: 10.1111/jocn.13017. Epub 2015 Oct 29.

AIMS AND OBJECTIVES: The purpose of this article was to review the development of the practitioner-teacher model and its use in advancing clinical nursing.BACKGROUND: The practitioner-teacher role, or the unification model, incorporates clinical practice, teaching, consultation and research responsibilities...

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Kleinpell RM, Faut-Callahan M, Carlson E, et al. Evolving the practitioner-teacher role to enhance practice-academic partnerships: a literature review. J Clin Nurs. 2015;25(5):708-14doi: 10.1111/jocn.13017.
Kleinpell, R. M., Faut-Callahan, M., Carlson, E., Llewellyn, J., & Dreher, M. (2016). Evolving the practitioner-teacher role to enhance practice-academic partnerships: a literature review. Journal of clinical nursing, 25(5), 708-14. https://doi.org/10.1111/jocn.13017
Kleinpell, Ruth M, et al. "Evolving the practitioner-teacher role to enhance practice-academic partnerships: a literature review." Journal of clinical nursing vol. 25,5 (2016): 708-14. doi: https://doi.org/10.1111/jocn.13017
Kleinpell RM, Faut-Callahan M, Carlson E, Llewellyn J, Dreher M. Evolving the practitioner-teacher role to enhance practice-academic partnerships: a literature review. J Clin Nurs. 2016 Mar;25(5):708-14. doi: 10.1111/jocn.13017. Epub 2015 Oct 29. PMID: 26510646.
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Testing: How Should the Evidence Be Used?.

Nursing education perspectives

Fitzpatrick JJ.
PMID: 26328287
Nurs Educ Perspect. 2015 Jul-Aug;36(4):211. doi: 10.5480/1536-5026-36.4.211.

No abstract available.

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Fitzpatrick JJ. Testing: How Should the Evidence Be Used?. Nurs Educ Perspect. 2015;36(4):211doi: 10.5480/1536-5026-36.4.211.
Fitzpatrick, J. J. (2015). Testing: How Should the Evidence Be Used?. Nursing education perspectives, 36(4), 211. https://doi.org/10.5480/1536-5026-36.4.211
Fitzpatrick, Joyce J. "Testing: How Should the Evidence Be Used?." Nursing education perspectives vol. 36,4 (2015): 211. doi: https://doi.org/10.5480/1536-5026-36.4.211
Fitzpatrick JJ. Testing: How Should the Evidence Be Used?. Nurs Educ Perspect. 2015 Jul-Aug;36(4):211. doi: 10.5480/1536-5026-36.4.211. PMID: 26328287.
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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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Commentary on 'A one-year practice-based learning programme for new general practice nurses in Scotland: evaluation of the pilot'.

Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors

Moger A.
PMID: 26824409
Educ Prim Care. 2016 Jan;27(1):25-6. doi: 10.1080/14739879.2015.1128232. Epub 2016 Jan 29.

No abstract available.

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Moger A. Commentary on 'A one-year practice-based learning programme for new general practice nurses in Scotland: evaluation of the pilot'. Educ Prim Care. 2016;27(1):25-6doi: 10.1080/14739879.2015.1128232.
Moger, A. (2016). Commentary on 'A one-year practice-based learning programme for new general practice nurses in Scotland: evaluation of the pilot'. Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors, 27(1), 25-6. https://doi.org/10.1080/14739879.2015.1128232
Moger, Anne. "Commentary on 'A one-year practice-based learning programme for new general practice nurses in Scotland: evaluation of the pilot'." Education for primary care : an official publication of the Association of Course Organisers, National Association of GP Tutors, World Organisation of Family Doctors vol. 27,1 (2016): 25-6. doi: https://doi.org/10.1080/14739879.2015.1128232
Moger A. Commentary on 'A one-year practice-based learning programme for new general practice nurses in Scotland: evaluation of the pilot'. Educ Prim Care. 2016 Jan;27(1):25-6. doi: 10.1080/14739879.2015.1128232. Epub 2016 Jan 29. PMID: 26824409.
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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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Situating beyond the social: understanding the role of materiality in Danish nursing education.

Advances in health sciences education : theory and practice

Soffer AK.
PMID: 26846220
Adv Health Sci Educ Theory Pract. 2016 Oct;21(4):819-32. doi: 10.1007/s10459-016-9668-7. Epub 2016 Feb 04.

Situated learning serves as an analytical framework for learning in a community of practice and has been widely used to understand the learning process that is entailed in becoming a nurse. Yet in this paper, the difficulties encountered with...

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Soffer AK. Situating beyond the social: understanding the role of materiality in Danish nursing education. Adv Health Sci Educ Theory Pract. 2016;21(4):819-32doi: 10.1007/s10459-016-9668-7.
Soffer, A. K. (2016). Situating beyond the social: understanding the role of materiality in Danish nursing education. Advances in health sciences education : theory and practice, 21(4), 819-32. https://doi.org/10.1007/s10459-016-9668-7
Soffer, Ann Katrine B. "Situating beyond the social: understanding the role of materiality in Danish nursing education." Advances in health sciences education : theory and practice vol. 21,4 (2016): 819-32. doi: https://doi.org/10.1007/s10459-016-9668-7
Soffer AK. Situating beyond the social: understanding the role of materiality in Danish nursing education. Adv Health Sci Educ Theory Pract. 2016 Oct;21(4):819-32. doi: 10.1007/s10459-016-9668-7. Epub 2016 Feb 04. PMID: 26846220.
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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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Pre-registration training review set to present case for radical overhaul.

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

Osborne K.
PMID: 25467321
Nurs Stand. 2014 Dec 09;29(14):9. doi: 10.7748/ns.29.14.9.s7.

No abstract available.

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Osborne K. Pre-registration training review set to present case for radical overhaul. Nurs Stand. 2014;29(14):9doi: 10.7748/ns.29.14.9.s7.
Osborne, K. (2014). Pre-registration training review set to present case for radical overhaul. Nursing standard (Royal College of Nursing (Great Britain) : 1987), 29(14), 9. https://doi.org/10.7748/ns.29.14.9.s7
Osborne, Katie. "Pre-registration training review set to present case for radical overhaul." Nursing standard (Royal College of Nursing (Great Britain) : 1987) vol. 29,14 (2014): 9. doi: https://doi.org/10.7748/ns.29.14.9.s7
Osborne K. Pre-registration training review set to present case for radical overhaul. Nurs Stand. 2014 Dec 09;29(14):9. doi: 10.7748/ns.29.14.9.s7. PMID: 25467321.
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Showing 13 to 24 of 649 entries