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Showing 1813 to 1824 of 1841 entries
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Recruitment, advising, and retention programs - Challenges and solutions to the international problem of poor nursing student retention: A narrative literature review.

Nurse education today

Mooring QE.
PMID: 27125174
Nurse Educ Today. 2016 May;40:204-8. doi: 10.1016/j.nedt.2016.03.003. Epub 2016 Mar 11.

OBJECTIVES: The aim of this literature review was to identify emerging themes in current research to identify challenges to nursing student retention internationally, as well as strategies to improve persistence.DESIGN: A narrative literature review was conducted.DATA SOURCES: Using CINAHL...

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Mooring QE. Recruitment, advising, and retention programs - Challenges and solutions to the international problem of poor nursing student retention: A narrative literature review. Nurse Educ Today. 2016;40:204-8doi: 10.1016/j.nedt.2016.03.003.
Mooring, Q. E. (2016). Recruitment, advising, and retention programs - Challenges and solutions to the international problem of poor nursing student retention: A narrative literature review. Nurse education today, 40204-8. https://doi.org/10.1016/j.nedt.2016.03.003
Mooring, Quanza E. "Recruitment, advising, and retention programs - Challenges and solutions to the international problem of poor nursing student retention: A narrative literature review." Nurse education today vol. 40 (2016): 204-8. doi: https://doi.org/10.1016/j.nedt.2016.03.003
Mooring QE. Recruitment, advising, and retention programs - Challenges and solutions to the international problem of poor nursing student retention: A narrative literature review. Nurse Educ Today. 2016 May;40:204-8. doi: 10.1016/j.nedt.2016.03.003. Epub 2016 Mar 11. PMID: 27125174.
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Nursing students' career identity, satisfaction with major, and career stress by career decision type.

Japan journal of nursing science : JJNS

Jung YM.
PMID: 31286671
Jpn J Nurs Sci. 2020 Jan;17(1):e12281. doi: 10.1111/jjns.12281. Epub 2019 Jul 08.

AIM: This study aimed to understand the career decision types of nursing college students and accordingly identify their career identity, satisfaction with major, and career stress.METHODS: Convenience sampling was used to recruit nursing students (N = 220) attending the...

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Jung YM. Nursing students' career identity, satisfaction with major, and career stress by career decision type. Jpn J Nurs Sci. 2019;17(1):e12281doi: 10.1111/jjns.12281.
Jung, Y. M. (2020). Nursing students' career identity, satisfaction with major, and career stress by career decision type. Japan journal of nursing science : JJNS, 17(1), e12281. https://doi.org/10.1111/jjns.12281
Jung, Young-Mi. "Nursing students' career identity, satisfaction with major, and career stress by career decision type." Japan journal of nursing science : JJNS vol. 17,1 (2020): e12281. doi: https://doi.org/10.1111/jjns.12281
Jung YM. Nursing students' career identity, satisfaction with major, and career stress by career decision type. Jpn J Nurs Sci. 2020 Jan;17(1):e12281. doi: 10.1111/jjns.12281. Epub 2019 Jul 08. PMID: 31286671.
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Experiences of Master's Prepared Clinical Nurse Leaders at Three Years Post-Graduation.

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

Shatto B, L'Ecuyer K, Meyer G, Shagavah A, Mooney E.
PMID: 30709466
J Prof Nurs. 2019 Jan - Feb;35(1):51-56. doi: 10.1016/j.profnurs.2018.06.001. Epub 2018 Jun 02.

Direct Entry Master of Science in Nursing programs that incorporate Clinical Nurse Leader (CNL) education are relatively new in the United States. Little is known about the transition to practice experience of Master's prepared CNL graduates. This evaluation explored...

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Shatto B, L'Ecuyer K, Meyer G, et al. Experiences of Master's Prepared Clinical Nurse Leaders at Three Years Post-Graduation. J Prof Nurs. 2018;35(1):51-56doi: 10.1016/j.profnurs.2018.06.001.
Shatto, B., L'Ecuyer, K., Meyer, G., Shagavah, A., & Mooney, E. (2019). Experiences of Master's Prepared Clinical Nurse Leaders at Three Years Post-Graduation. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 35(1), 51-56. https://doi.org/10.1016/j.profnurs.2018.06.001
Shatto, Bobbi, et al. "Experiences of Master's Prepared Clinical Nurse Leaders at Three Years Post-Graduation." Journal of professional nursing : official journal of the American Association of Colleges of Nursing vol. 35,1 (2019): 51-56. doi: https://doi.org/10.1016/j.profnurs.2018.06.001
Shatto B, L'Ecuyer K, Meyer G, Shagavah A, Mooney E. Experiences of Master's Prepared Clinical Nurse Leaders at Three Years Post-Graduation. J Prof Nurs. 2019 Jan - Feb;35(1):51-56. doi: 10.1016/j.profnurs.2018.06.001. Epub 2018 Jun 02. PMID: 30709466.
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Transformative Learning in an Online Doctor of Nursing Practice Population Health Course.

The Journal of nursing education

McKinney SH, Herman J, Nkwonta CA.
PMID: 31373670
J Nurs Educ. 2019 Aug 01;58(8):481-484. doi: 10.3928/01484834-20190719-08.

BACKGROUND: Population health is a critical component of Doctor of Nursing Practice (DNP) education, providing the foundation for clinical prevention, health equity, responsible policy, and practice change. Many DNP learners enter population health courses focused on individual patient care...

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McKinney SH, Herman J, Nkwonta CA. Transformative Learning in an Online Doctor of Nursing Practice Population Health Course. J Nurs Educ. 2019;58(8):481-484doi: 10.3928/01484834-20190719-08.
McKinney, S. H., Herman, J., & Nkwonta, C. A. (2019). Transformative Learning in an Online Doctor of Nursing Practice Population Health Course. The Journal of nursing education, 58(8), 481-484. https://doi.org/10.3928/01484834-20190719-08
McKinney, Selina Hunt, et al. "Transformative Learning in an Online Doctor of Nursing Practice Population Health Course." The Journal of nursing education vol. 58,8 (2019): 481-484. doi: https://doi.org/10.3928/01484834-20190719-08
McKinney SH, Herman J, Nkwonta CA. Transformative Learning in an Online Doctor of Nursing Practice Population Health Course. J Nurs Educ. 2019 Aug 01;58(8):481-484. doi: 10.3928/01484834-20190719-08. PMID: 31373670.
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Servant Leadership: Key Principle #9--Commitment to the Growth of People.

Imprint

Hunt K.
PMID: 26462318
Imprint. 2015 Feb-Mar;62(2):17.

No abstract available.

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Hunt K. Servant Leadership: Key Principle #9--Commitment to the Growth of People. Imprint. 2015;62(2):17
Hunt, K. (2015). Servant Leadership: Key Principle #9--Commitment to the Growth of People. Imprint, 62(2), 17.
Hunt, Kelly. "Servant Leadership: Key Principle #9--Commitment to the Growth of People." Imprint vol. 62,2 (2015): 17.
Hunt K. Servant Leadership: Key Principle #9--Commitment to the Growth of People. Imprint. 2015 Feb-Mar;62(2):17. PMID: 26462318.
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Running for Office During Convention Reaching Out to Build Nursing Leadership.

Imprint

Foster A.
PMID: 26462320
Imprint. 2015 Feb-Mar;62(2):24, 26.

No abstract available.

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Foster A. Running for Office During Convention Reaching Out to Build Nursing Leadership. Imprint. 2015;62(2):24, 26
Foster, A. (2015). Running for Office During Convention Reaching Out to Build Nursing Leadership. Imprint, 62(2), 24, 26.
Foster, Amanda. "Running for Office During Convention Reaching Out to Build Nursing Leadership." Imprint vol. 62,2 (2015): 24, 26.
Foster A. Running for Office During Convention Reaching Out to Build Nursing Leadership. Imprint. 2015 Feb-Mar;62(2):24, 26. PMID: 26462320.
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Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review.

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

Jessee MA.
PMID: 27964817
J Prof Nurs. 2016 Nov - Dec;32(6):463-486. doi: 10.1016/j.profnurs.2016.03.006. Epub 2016 Mar 21.

A persistent deficit in new graduate nurses' clinical reasoning skill exists. Clinical reasoning is best learned in the sociocultural clinical learning environment (CLE), yet many CLEs fail to engage nursing students in the cognitive work of nursing that promotes...

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Jessee MA. Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review. J Prof Nurs. 2016;32(6):463-486doi: 10.1016/j.profnurs.2016.03.006.
Jessee, M. A. (2016). Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review. Journal of professional nursing : official journal of the American Association of Colleges of Nursing, 32(6), 463-486. https://doi.org/10.1016/j.profnurs.2016.03.006
Jessee, Mary Ann. "Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review." Journal of professional nursing : official journal of the American Association of Colleges of Nursing vol. 32,6 (2016): 463-486. doi: https://doi.org/10.1016/j.profnurs.2016.03.006
Jessee MA. Influences of Sociocultural Factors Within the Clinical Learning Environment on Students' Perceptions of Learning: An Integrative Review. J Prof Nurs. 2016 Nov - Dec;32(6):463-486. doi: 10.1016/j.profnurs.2016.03.006. Epub 2016 Mar 21. PMID: 27964817.
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Professional Values Competency Evaluation for Students Enrolled in a Concept-Based Curriculum.

The Journal of nursing education

Elliott AM.
PMID: 28118470
J Nurs Educ. 2017 Jan 01;56(1):12-21. doi: 10.3928/01484834-20161219-04.

BACKGROUND: Although many nursing programs have transitioned toward the use of concept-based curricula, the evaluation of student learning associated with the curricular approach has been limited. An evaluation of student learning related to professional values for programs offering concept-based...

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Elliott AM. Professional Values Competency Evaluation for Students Enrolled in a Concept-Based Curriculum. J Nurs Educ. 2017;56(1):12-21doi: 10.3928/01484834-20161219-04.
Elliott, A. M. (2017). Professional Values Competency Evaluation for Students Enrolled in a Concept-Based Curriculum. The Journal of nursing education, 56(1), 12-21. https://doi.org/10.3928/01484834-20161219-04
Elliott, Annette M. "Professional Values Competency Evaluation for Students Enrolled in a Concept-Based Curriculum." The Journal of nursing education vol. 56,1 (2017): 12-21. doi: https://doi.org/10.3928/01484834-20161219-04
Elliott AM. Professional Values Competency Evaluation for Students Enrolled in a Concept-Based Curriculum. J Nurs Educ. 2017 Jan 01;56(1):12-21. doi: 10.3928/01484834-20161219-04. PMID: 28118470.
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Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis.

The Journal of nursing education

Gdanetz LM, Hamer MK, Thomas E, Tarasenko LM, Horton-Deutsch S, Jones J.
PMID: 29614187
J Nurs Educ. 2018 Apr 01;57(4):197-202. doi: 10.3928/01484834-20180322-02.

BACKGROUND: A main concern that remains with the continued growth of online nursing education programs is the way educator and student relationships can be affected by new technologies. This interpretive study aims to gain an understanding of how technology...

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Gdanetz LM, Hamer MK, Thomas E, et al. Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis. J Nurs Educ. 2018;57(4):197-202doi: 10.3928/01484834-20180322-02.
Gdanetz, L. M., Hamer, M. K., Thomas, E., Tarasenko, L. M., Horton-Deutsch, S., & Jones, J. (2018). Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis. The Journal of nursing education, 57(4), 197-202. https://doi.org/10.3928/01484834-20180322-02
Gdanetz, Lorraine M, et al. "Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis." The Journal of nursing education vol. 57,4 (2018): 197-202. doi: https://doi.org/10.3928/01484834-20180322-02
Gdanetz LM, Hamer MK, Thomas E, Tarasenko LM, Horton-Deutsch S, Jones J. Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis. J Nurs Educ. 2018 Apr 01;57(4):197-202. doi: 10.3928/01484834-20180322-02. PMID: 29614187.
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The effectiveness of evidence-based nursing on development of nursing students' critical thinking: A meta-analysis.

Nurse education today

Cui C, Li Y, Geng D, Zhang H, Jin C.
PMID: 29525486
Nurse Educ Today. 2018 Jun;65:46-53. doi: 10.1016/j.nedt.2018.02.036. Epub 2018 Mar 02.

OBJECTIVES: The aim of this meta-analysis was to assess the effectiveness of evidence-based nursing (EBN) on the development of critical thinking for nursing students.DESIGN: A systematic literature review of original studies on randomized controlled trials was conducted.DATA SOURCES: The...

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Cui C, Li Y, Geng D, et al. The effectiveness of evidence-based nursing on development of nursing students' critical thinking: A meta-analysis. Nurse Educ Today. 2018;65:46-53doi: 10.1016/j.nedt.2018.02.036.
Cui, C., Li, Y., Geng, D., Zhang, H., & Jin, C. (2018). The effectiveness of evidence-based nursing on development of nursing students' critical thinking: A meta-analysis. Nurse education today, 6546-53. https://doi.org/10.1016/j.nedt.2018.02.036
Cui, Chuyun, et al. "The effectiveness of evidence-based nursing on development of nursing students' critical thinking: A meta-analysis." Nurse education today vol. 65 (2018): 46-53. doi: https://doi.org/10.1016/j.nedt.2018.02.036
Cui C, Li Y, Geng D, Zhang H, Jin C. The effectiveness of evidence-based nursing on development of nursing students' critical thinking: A meta-analysis. Nurse Educ Today. 2018 Jun;65:46-53. doi: 10.1016/j.nedt.2018.02.036. Epub 2018 Mar 02. PMID: 29525486.
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The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review.

Nurse education today

Perry C, Henderson A, Grealish L.
PMID: 29587209
Nurse Educ Today. 2018 Jun;65:177-186. doi: 10.1016/j.nedt.2018.02.029. Epub 2018 Mar 02.

OBJECTIVE: To identify nurses' behaviours that promote student accountability for learning in clinical practice.BACKGROUND: Health care services are experiencing significant strain in meeting clinical education requirements of increasing numbers of nursing students enrolled in undergraduate nursing programs. Internationally, the...

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Perry C, Henderson A, Grealish L. The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review. Nurse Educ Today. 2018;65:177-186doi: 10.1016/j.nedt.2018.02.029.
Perry, C., Henderson, A., & Grealish, L. (2018). The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review. Nurse education today, 65177-186. https://doi.org/10.1016/j.nedt.2018.02.029
Perry, Christina, et al. "The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review." Nurse education today vol. 65 (2018): 177-186. doi: https://doi.org/10.1016/j.nedt.2018.02.029
Perry C, Henderson A, Grealish L. The behaviours of nurses that increase student accountability for learning in clinical practice: An integrative review. Nurse Educ Today. 2018 Jun;65:177-186. doi: 10.1016/j.nedt.2018.02.029. Epub 2018 Mar 02. PMID: 29587209.
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Benchmarking of Prelicensure Nursing Students' Evidence-Based Practice Knowledge.

Nurse educator

Cosme S, Milner KA, Wonder A.
PMID: 28632702
Nurse Educ. 2018 Jan/Feb;43(1):50-53. doi: 10.1097/NNE.0000000000000398.

Evidence-based practice (EBP) knowledge among prelicensure nursing students was measured before, immediately following, and 1 year after completion of an EBP course using a relatively new instrument. There was a significant increase in EBP knowledge immediately following the course,...

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Cosme S, Milner KA, Wonder A. Benchmarking of Prelicensure Nursing Students' Evidence-Based Practice Knowledge. Nurse Educ. 2018;43(1):50-53doi: 10.1097/NNE.0000000000000398.
Cosme, S., Milner, K. A., & Wonder, A. (2018). Benchmarking of Prelicensure Nursing Students' Evidence-Based Practice Knowledge. Nurse educator, 43(1), 50-53. https://doi.org/10.1097/NNE.0000000000000398
Cosme, Sheryl, et al. "Benchmarking of Prelicensure Nursing Students' Evidence-Based Practice Knowledge." Nurse educator vol. 43,1 (2018): 50-53. doi: https://doi.org/10.1097/NNE.0000000000000398
Cosme S, Milner KA, Wonder A. Benchmarking of Prelicensure Nursing Students' Evidence-Based Practice Knowledge. Nurse Educ. 2018 Jan/Feb;43(1):50-53. doi: 10.1097/NNE.0000000000000398. PMID: 28632702.
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Showing 1813 to 1824 of 1841 entries