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Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review.

The Journal of nursing education

Elliott A, Sandberg M.
PMID: 34605690
J Nurs Educ. 2021 Oct;60(10):545-551. doi: 10.3928/01484834-20210729-04. Epub 2021 Oct 01.

BACKGROUND: Clarification of best practices in teaching social justice concepts is necessary to prepare undergraduate nursing students to address health care disparities.METHOD: An integrative literature review was used to analyze literature describing coursework, teaching methods, sites for application of...

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Elliott A, Sandberg M. Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review. J Nurs Educ. 2021;60(10):545-551doi: 10.3928/01484834-20210729-04.
Elliott, A., & Sandberg, M. (2021). Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review. The Journal of nursing education, 60(10), 545-551. https://doi.org/10.3928/01484834-20210729-04
Elliott, Annette, and Sandberg, Maryanne. "Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review." The Journal of nursing education vol. 60,10 (2021): 545-551. doi: https://doi.org/10.3928/01484834-20210729-04
Elliott A, Sandberg M. Teaching Social Justice in Undergraduate Nursing Education: An Integrative Review. J Nurs Educ. 2021 Oct;60(10):545-551. doi: 10.3928/01484834-20210729-04. Epub 2021 Oct 01. PMID: 34605690.
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Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study.

Medical teacher

Grijpma JW, de la Croix A, Kleinveld JH, Meeter M, Kusurkar RA.
PMID: 33327835
Med Teach. 2021 Apr;43(4):411-420. doi: 10.1080/0142159X.2020.1854705. Epub 2020 Dec 17.

INTRODUCTION: For Small-Group Active Learning (SMAL) to be effective, students need to engage meaningfully in learning activities to construct their knowledge. Teachers can have difficulty engaging their students in this process. To improve engagement, we aimed to identify the...

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Grijpma JW, de la Croix A, Kleinveld JH, et al. Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study. Med Teach. 2020;43(4):411-420doi: 10.1080/0142159X.2020.1854705.
Grijpma, J. W., de la Croix, A., Kleinveld, J. H., Meeter, M., & Kusurkar, R. A. (2021). Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study. Medical teacher, 43(4), 411-420. https://doi.org/10.1080/0142159X.2020.1854705
Grijpma, J W, et al. "Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study." Medical teacher vol. 43,4 (2021): 411-420. doi: https://doi.org/10.1080/0142159X.2020.1854705
Grijpma JW, de la Croix A, Kleinveld JH, Meeter M, Kusurkar RA. Appreciating small-group active learning: What do medical students want, and why? A Q-methodology study. Med Teach. 2021 Apr;43(4):411-420. doi: 10.1080/0142159X.2020.1854705. Epub 2020 Dec 17. PMID: 33327835.
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Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses.

CBE life sciences education

Chen X, Redden JM, Bobrownicki A, Gill J, Graham MJ.
PMID: 33885327
CBE Life Sci Educ. 2021 Jun;20(2):es5. doi: 10.1187/cbe.19-07-0147.

Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classrooms beyond the standard lecture. Nevertheless, widespread implementation of these practices is limited, because the...

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Chen X, Redden JM, Bobrownicki A, et al. Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. CBE Life Sci Educ. 2021;20(2):es5doi: 10.1187/cbe.19-07-0147.
Chen, X., Redden, J. M., Bobrownicki, A., Gill, J., & Graham, M. J. (2021). Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. CBE life sciences education, 20(2), es5. https://doi.org/10.1187/cbe.19-07-0147
Chen, Xinnian, et al. "Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses." CBE life sciences education vol. 20,2 (2021): es5. doi: https://doi.org/10.1187/cbe.19-07-0147
Chen X, Redden JM, Bobrownicki A, Gill J, Graham MJ. Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. CBE Life Sci Educ. 2021 Jun;20(2):es5. doi: 10.1187/cbe.19-07-0147. PMID: 33885327; PMCID: PMC8734389.
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Consolidation of new public management in nursing education: repercussions to the Unified Health System.

Revista brasileira de enfermagem

Gatto Júnior JR, Fortuna CM, Pesce S, Sousa LA, Lettiere-Viana A.
PMID: 33787790
Rev Bras Enferm. 2021 Mar 24;74(1):e20200172. doi: 10.1590/0034-7167-2020-0172. eCollection 2021.

OBJECTIVES: to analyze the ways in which neoliberalism has consolidated itself in the public university and in university teaching in nursing; and what interferences it has produced in the pedagogical conceptions and practices of nurse educators.METHODS: this is a...

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Gatto Júnior JR, Fortuna CM, Pesce S, et al. Consolidation of new public management in nursing education: repercussions to the Unified Health System. Rev Bras Enferm. 2021;74(1):e20200172doi: 10.1590/0034-7167-2020-0172.
Gatto Júnior, J. R., Fortuna, C. M., Pesce, S., Sousa, L. A., & Lettiere-Viana, A. (2021). Consolidation of new public management in nursing education: repercussions to the Unified Health System. Revista brasileira de enfermagem, 74(1), e20200172. https://doi.org/10.1590/0034-7167-2020-0172
Gatto Júnior, José Renato, et al. "Consolidation of new public management in nursing education: repercussions to the Unified Health System." Revista brasileira de enfermagem vol. 74,1 (2021): e20200172. doi: https://doi.org/10.1590/0034-7167-2020-0172
Gatto Júnior JR, Fortuna CM, Pesce S, Sousa LA, Lettiere-Viana A. Consolidation of new public management in nursing education: repercussions to the Unified Health System. Rev Bras Enferm. 2021 Mar 24;74(1):e20200172. doi: 10.1590/0034-7167-2020-0172. eCollection 2021. Portuguese. PMID: 33787790.
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Engineering Students as Co-creators in an Ethics of Technology Course.

Science and engineering ethics

Bombaerts G, Doulougeri K, Tsui S, Laes E, Spahn A, Martin DA.
PMID: 34297187
Sci Eng Ethics. 2021 Jul 23;27(4):48. doi: 10.1007/s11948-021-00326-5.

Research on the effectiveness of case studies in teaching engineering ethics in higher education is underdeveloped. To add to our knowledge, we have systematically compared the outcomes of two case approaches to an undergraduate course on the ethics of...

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Bombaerts G, Doulougeri K, Tsui S, et al. Engineering Students as Co-creators in an Ethics of Technology Course. Sci Eng Ethics. 2021;27(4):48doi: 10.1007/s11948-021-00326-5.
Bombaerts, G., Doulougeri, K., Tsui, S., Laes, E., Spahn, A., & Martin, D. A. (2021). Engineering Students as Co-creators in an Ethics of Technology Course. Science and engineering ethics, 27(4), 48. https://doi.org/10.1007/s11948-021-00326-5
Bombaerts, Gunter, et al. "Engineering Students as Co-creators in an Ethics of Technology Course." Science and engineering ethics vol. 27,4 (2021): 48. doi: https://doi.org/10.1007/s11948-021-00326-5
Bombaerts G, Doulougeri K, Tsui S, Laes E, Spahn A, Martin DA. Engineering Students as Co-creators in an Ethics of Technology Course. Sci Eng Ethics. 2021 Jul 23;27(4):48. doi: 10.1007/s11948-021-00326-5. PMID: 34297187; PMCID: PMC8302512.
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Clinical teaching and learning: from theory and research to application.

The Medical journal of Australia

Conn JJ, Lake FR, McColl GJ, Bilszta JL, Woodward-Kron R.
PMID: 22571313
Med J Aust. 2012 May 07;196(8):527. doi: 10.5694/mja10.11473.

Learning in the clinical setting is the cornerstone of medical school education, but there are strong imperatives to optimise the ways in which students acquire clinical expertise. Deliberate practice is characterised by attention, concentration, effort and repetition of skills;...

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Conn JJ, Lake FR, McColl GJ, et al. Clinical teaching and learning: from theory and research to application. Med J Aust. 2012;196(8):527doi: 10.5694/mja10.11473.
Conn, J. J., Lake, F. R., McColl, G. J., Bilszta, J. L., & Woodward-Kron, R. (2012). Clinical teaching and learning: from theory and research to application. The Medical journal of Australia, 196(8), 527. https://doi.org/10.5694/mja10.11473
Conn, Jennifer J, et al. "Clinical teaching and learning: from theory and research to application." The Medical journal of Australia vol. 196,8 (2012): 527. doi: https://doi.org/10.5694/mja10.11473
Conn JJ, Lake FR, McColl GJ, Bilszta JL, Woodward-Kron R. Clinical teaching and learning: from theory and research to application. Med J Aust. 2012 May 07;196(8):527. doi: 10.5694/mja10.11473. PMID: 22571313.
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[Practice and exploration of orbital anatomy and orbital imaging courses in dental students].

Shanghai kou qiang yi xue = Shanghai journal of stomatology

Xu W, Sun J, Bi XP, Zhou HF, Xing Y, Li J.
PMID: 33778839
Shanghai Kou Qiang Yi Xue. 2020 Dec;29(6):669-672.

PURPOSE: To improve the teaching effect of orbital anatomy course for students majoring in stomatology.METHODS: Based on a retrospective analysis of average score of orbital anatomy course for previous dental and medical students, and the problems existing in teaching...

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Xu W, Sun J, Bi XP, et al. [Practice and exploration of orbital anatomy and orbital imaging courses in dental students]. Shanghai Kou Qiang Yi Xue. 2020;29(6):669-672
Xu, W., Sun, J., Bi, X. P., Zhou, H. F., Xing, Y., & Li, J. (2020). [Practice and exploration of orbital anatomy and orbital imaging courses in dental students]. Shanghai kou qiang yi xue = Shanghai journal of stomatology, 29(6), 669-672.
Xu, Wei, et al. "[Practice and exploration of orbital anatomy and orbital imaging courses in dental students]." Shanghai kou qiang yi xue = Shanghai journal of stomatology vol. 29,6 (2020): 669-672.
Xu W, Sun J, Bi XP, Zhou HF, Xing Y, Li J. [Practice and exploration of orbital anatomy and orbital imaging courses in dental students]. Shanghai Kou Qiang Yi Xue. 2020 Dec;29(6):669-672. Chinese. PMID: 33778839.
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Showing 8113 to 8119 of 8119 entries