Auswahl der wissenschaftlichen Literatur zum Thema „Nursing training institute“
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Zeitschriftenartikel zum Thema "Nursing training institute"
Dixon, Elizabeth L., Aaron J. Strehlow, Claudia M. Davis, Darcy Copeland, Tonia Jones, Linda A. Robinson, Jan Shoultz und Jacquelyn H. Flaskerud. „Generating Science by Training Future Scholars in Nursing Research Addressing the Needs of Vulnerable Populations“. Annual Review of Nursing Research 25, Nr. 1 (Januar 2007): 161–87. http://dx.doi.org/10.1891/0739-6686.25.1.161.
Der volle Inhalt der QuelleSigmon, Hilary D., und Elaine L. Larson. „Increasing Nursing Research Opportunities in Biodefense: National Institute of Nursing Research Science Workgroup“. Biological Research For Nursing 4, Nr. 4 (April 2003): 306–10. http://dx.doi.org/10.1177/1099800403251235.
Der volle Inhalt der QuelleEl-Mouhdi, K., K. Et-Tayyeb, F. Dahmani, F. Z. Milouk und A. El Ouali Lalami. „Training Based on Simulation Pedagogy: Evaluation of Participants’ Satisfaction with the First National Forum on Simulation in Nursing in Morocco“. Nursing Forum 2023 (26.05.2023): 1–10. http://dx.doi.org/10.1155/2023/2553516.
Der volle Inhalt der QuelleBacon, Opal, Sophie Robert und Amy VandenBerg. „Evaluating nursing satisfaction and utilization of the Clinical Institute Withdrawal Assessment for Alcohol, revised version (CIWA-Ar)“. Mental Health Clinician 6, Nr. 3 (01.01.2016): 114–19. http://dx.doi.org/10.9740/mhc.2016.05.114.
Der volle Inhalt der QuelleDabas, Preeti, Payal Malhotra, Geetanjali Sharma, Julia Challinor, Annette Galassi und Surya Sukumara. „Changing Practice Through Nursing Leadership: A Pediatric Oncology Unit in Delhi, India“. Journal of Pediatric Hematology/Oncology Nursing 40, Nr. 5 (September 2023): 338–50. http://dx.doi.org/10.1177/27527530231193973.
Der volle Inhalt der QuelleHamza, Rajha A. „Effect of Problem Based Learning and Lecture Based Learning on Nursing Students at Oman Nursing Institute“. Kufa Journal for Nursing Sciences 2, Nr. 2 (25.08.2012): 11–21. http://dx.doi.org/10.36321/kjns.vi20122.2982.
Der volle Inhalt der QuelleSubbiah, Nanthini, und Bhargav. „An Evaluation Study of Implementation of Scheme of Upgradation of School of Nursing into Colleges of Nursing in Various States of India“. Nursing Journal of India CXII (2021): 177–92. http://dx.doi.org/10.48029/nji.2021.cxii406.
Der volle Inhalt der QuelleAl zajdali, Manal, Rajha Abdulhassan Hamza und Hamood Al Kharusi. „Evaluating Teachers' Perceptions of Student Centered Learning in Ministry of Health Institutes in Oman“. Kufa Journal for Nursing Sciences 2, Nr. 1 (25.04.2012): 55–71. http://dx.doi.org/10.36321/kjns.vi20121.2376.
Der volle Inhalt der QuelleNisar, Omar, Sameet Ahmed, Rida Tariq, Muneeba Arif, Sana Waheed und Samaha Nisar. „Knowledge, Attitude and Practices of Undergraduate Medical and Nursing Students Regarding Basic Life Support Training“. ANNALS of JINNAH SINDH MEDICAL UNIVERSITY 6, Nr. 2 (30.12.2020): 60–65. http://dx.doi.org/10.46663/ajsmu.v6i2.60-65.
Der volle Inhalt der QuelleWaters, Leland, Anne Rhodes, Shannon Arnette, Dan Bluestein, Emily Ihara, Megumi Inoue und Catherine Tompkins. „Virginia’s Response to the Nursing Home COVID Action Network“. Innovation in Aging 5, Supplement_1 (01.12.2021): 492. http://dx.doi.org/10.1093/geroni/igab046.1899.
Der volle Inhalt der QuelleDissertationen zum Thema "Nursing training institute"
Durand, Canzian Delphine. „Usages et pratiques du numérique au prisme des compétences non académiques des étudiants en soins infirmiers“. Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0014.
Der volle Inhalt der QuelleThe world of healthcare has changed completely, and patients must be cared for efficiently. Health professionals must develop soft skills. The major issue at stake is making the necessary changes in the development of training programs, which are based on university programs and generally do not include soft skills. Yet to be successful, nursing students must not merely absorb information conveyed to them; they must also acquire skills such as these. In March 2020, the world health emergency obliged teaching and training establishments to deal with a situation that was completely novel for most of them. While the use of digital technology allowed the necessary pedagogical continuity, it forced many teachers and trainers to reconsider their procedures and practices. Our research concerns the choice of pedagogical methods in relation to digital uses and practices with the aim of fostering soft skills in nursing students, including a comparison of the NTI that were already using digital technology before the pandemic and those that were barely “digitally connected”. We will consider the differing attitudes of trainers and their degree of adequacy in response to students’ expectations during the pandemic period, when a hybrid approach was favoured. To do so, we adopted a method of qualitative and quantitative comparison, carried out in six NTIs, in order to understand the uniqueness of each institute’s approach to digital learning methods and the effects on the development of soft skills. Through a self-administered questionnaire given to 436 second-year university students, we investigate the impact the use of digital tools during the pandemic had on social interactions, the involvement of individuals and groups in their work, and the feeling of being useful. Through the questioning of twelve trainers, we additionally investigate changes in their didactic intentions and the attitudes displayed in their pedagogical relationships. By means of interviews conducted with twelve students, we also attempt to determine whether they noted any changes in their manner of learning and working together and in their perceptions of the process of becoming a health care professional. Lastly, the use of a professional notebook to record informal meetings with colleagues and students allowed us to identify avenues of reflection regarding digital technology and collaborative work. The most striking results revealed that the principal differences lay in the degree of digital connectedness of the various institutes, as well as in the students’ previous background, which could help them assimilate distance-learning courses in a more structured manner despite the lack of a social environment and pedagogical interaction. Collaborative projects were carried out during the pandemic with positive outcomes. Another interesting result was the effect that remote work had on trainers, leading them to question the meaning of their work. In particular, disparate levels of skill in terms of digital uses and practices were found to be an obstacle to pedagogical methods. The analysis of the results allows a better understanding of the needs of students and of pedagogical possibilities. Hybrid training, which is becoming more widespread following the transition from face-to-face training to full distance-learning as required by the pandemic, seems to be better suited to students’ time requirements. In regard to the goal of revamping the nurses training program in 2025, our study allows a collective reflection on the stakes involved in learning and the use of digital technology in training, including, in situ, an experimental “upside down” approach to tutorials with the aim of developing the soft skills that are so essential in this profession of providing care for others
Bücher zum Thema "Nursing training institute"
Milazzo, Vickie L. Intensive training institute in legal nurse consulting. Houston, Tex. (2476 Bolsover St., Houston 77005): Medical-Legal Consulting Institute, 1998.
Den vollen Inhalt der Quelle findenKokuritsu Yobō Eisei Kenkyūjo (Japan) und International Association of Biological Standardization., Hrsg. International Symposium on Pertussis, Evaluation, and Research on Acellular Pertussis Vaccines: Proceedings of a symposium supported by the National Institute of Health, Tokyo, and the International Association of Biological Standardization : held at the Teijin Institute of Education and Training, Shizuoka, Japan, September 14-15, 1990. Basel: Karger, 1991.
Den vollen Inhalt der Quelle findenNational Research Council (U.S.). Committee on Bridges to Independence: Identifying Opportunities for and Challenges to Fostering the Independence of Young Investigators in the Life Sciences. Bridges to independence: Fostering the independence of new investigators in biomedical research. Washington, D.C: National Academies Press, 2005.
Den vollen Inhalt der Quelle finden(Translator), Alan Pearson, Sara Mott (Translator) und Susan Hocking (Translator), Hrsg. Inservice Training in Non-Government Nursing Homes (Dinroo) (Research Monograph Series / Deakin Institute of Nursing Rese). Hyperion Books, 1992.
Den vollen Inhalt der Quelle findenCommittee on Bridges to Independence: Identifying Opportunities for and Challenges to Fostering the Independence of Young Investigators in the Life Sciences, National Research Council und Board on Life Sciences. Bridges to Independence: Fostering the Independence of New Investigators in Biomedical Research. National Academies Press, 2005.
Den vollen Inhalt der Quelle finden(US), National Research Council, und Committee on Bridges to Independence: Identifying Opportunities for and Challenges to Fostering the Independence of Young Investigators in the Life Sciences. Bridges to Independence: Fostering the Independence of New Investigators in Biomedical Research. National Academies Press, 2005.
Den vollen Inhalt der Quelle findenCommittee on Bridges to Independence: Identifying Opportunities for and Challenges to Fostering the Independence of Young Investigators in the Life Sciences, National Research Council und Board on Life Sciences. Bridges to Independence: Fostering the Independence of New Investigators in Biomedical Research. National Academies Press, 2005.
Den vollen Inhalt der Quelle findenCommittee on Bridges to Independence: Identifying Opportunities for and Challenges to Fostering the Independence of Young Investigators in the Life Sciences, Division on Earth and Life Studies, National Research Council und Board on Life Sciences. Bridges to Independence: Fostering the Independence of New Investigators in Biomedical Research. National Academies Press, 2005.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Nursing training institute"
Hovenga, Evelyn J. S. „Nursing Informatics Integration into Mainstream Health Informatics“. In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220947.
Der volle Inhalt der QuelleBrown, Jeannette E. „Life After Tenure Denial in Academia“. In African American Women Chemists in the Modern Era. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190615178.003.0010.
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