Relevant bibliographies by topics / Nursing education

Academic literature on the topic 'Nursing education'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Nursing education"

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Jennings, Enid, Shirley Costello, Patricia Durkin, and Rachel Rotkovitch. "Nursing Service ??? Nursing Education." Nursing Management (Springhouse) 18, no. 9 (September 1987): 104. http://dx.doi.org/10.1097/00006247-198709000-00021.

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Hunt, Jennifer M. "Nursing and nursing education." Health Policy 5, no. 2 (January 1985): 166. http://dx.doi.org/10.1016/0168-8510(85)90032-6.

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Morton, Patricia Gonce, and Mary Patricia Wall. "Nursing Resources: Nursing Education." American Journal of Nursing 99, no. 5 (May 1999): 24012. http://dx.doi.org/10.2307/3472265.

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&NA;, &NA;. "NURSING EDUCATION." Nursing Administration Quarterly 11, no. 2 (1987): 82. http://dx.doi.org/10.1097/00006216-198701120-00018.

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Parks, Diana, Thomas Till, Maria A. McGowan, and Donn Latour. "Nursing Education." Journal of the Dermatology Nurses’ Association 9, no. 5 (2017): 251–52. http://dx.doi.org/10.1097/jdn.0000000000000340.

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&NA;. "NURSING EDUCATION." AJN, American Journal of Nursing 88, no. 5 (May 1988): 716–18. http://dx.doi.org/10.1097/00000446-198805000-00027.

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PULLEN, CAROL H. "NURSING EDUCATION." AJN, American Journal of Nursing 88, no. 8 (August 1988): 1129–30. http://dx.doi.org/10.1097/00000446-198808000-00021.

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&NA;. "NURSING EDUCATION." AJN, American Journal of Nursing 88, no. 12 (December 1988): 1660–61. http://dx.doi.org/10.1097/00000446-198888120-00015.

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Watson, Jean. "Nursing Education." AJN, American Journal of Nursing 90, no. 1 (January 1990): 78–79. http://dx.doi.org/10.1097/00000446-199001000-00042.

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Parse, Rosemarie Rizzo. "Nursing Education." Nursing Science Quarterly 23, no. 4 (September 24, 2010): 273. http://dx.doi.org/10.1177/0894318410380266.

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Dissertations / Theses on the topic "Nursing education"

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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.

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Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.

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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals. Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type. Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.
Ed. D.
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Dragich, Bernadette Marie. "Caring in Nursing Education." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27154.

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Narratives are used to explore personal beliefs and assumptions about caring in oneâ s personal and professional life. This dissertation recognizes the process of caring is interpretative and evolves from personal experience. I address issues of caring within the practice of nursing and nursing education from a feminist perspective. I begin with my own personal narrative in which I seek to uncover my own caring essence as a basis for inquiring into issues of caring and feminism in nursing education. Theoretical constructs from educational nursing and feminist literature are explored to develop a personal model of caring within nursing education. Nursing students must be educated within a caring learning environment so they can develop a caring stance with patients. Dialogue within teacher-student interaction is at the center of such an environment. This dialogue encourages authentic presence with students that leads to an intuitive knowing. Nursing students need to learn to let their intuitive sense guide the use of technology. Of course, that means educating their intuitions. Autobiographical vignettes are used to reflect on the experience of a nurse educator as caring guides teaching-learning activities in a nursing curriculum. Caring within clinical teaching encourages reflection and increases self-awareness. Clinical teaching is seen as an opportunity to unite theory and practice. It encourages students to be receptive to patients and places value on contextual experiences. An examination of contextual experience shows that care is relational and encourages connections with others. Care is sustained through relationships that give voice to nursing students and patients. This process of giving voice makes caring more visible to others. This visibility allows nurses to celebrate caring occasions and validates worth of caring in nursing. Caring practices within nursing education help students recognize the power within themselves to institute change. Nurse educators must encourage students to care for themselves. This process will help them stay in touch with what they need as individuals as they provide care to others.
Ph. D.
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Mkhize, Sipho Wellington. "Transformational leadership model for nursing education leaders in nursing education institutions / Sipho Wellington Mkhize." Thesis, North-West University, 2009. http://hdl.handle.net/10394/4011.

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The nursing education leader provides visionary leadership to his/her organisation, as well as to the profession of nursing, and must have t he authority and resources necessary to ensure nursing education and training standards are met. This link between professional practice and operational activity of the organisation leads to greater involvement in decision making and fosters collaboration within nursing education and training and interdisciplinary teams. A collaborative approach contributes to quality education and training. It involves lecturers participating in a common vision for their workplaces and being recognised for their unique contribution. Nursing education leadership is required to work out work schedules and to ensure that proper service rendering is at the order of t he day. Nursing education leaders are appointed according to their academic achievement and not their managerial or leadership skills. Policies, t he environment, and the workplace have, however changed significantly over the past couple of years. This has left nursing education leaders without a proper model to manage and lead the structure of their Nursing Education Institutions. As part of the process of reaching the academic level, leadership skills will play a secondary role. Although this.is the reality, leadership skills need to be addressed as part of the total armour of the nursing education leader. Based on the problem statement the following research questions were posed: -• How can a model for transformational leadership be developed for nursing education ?leaders in Nursing Education Institutions . To answer this question the following sub questions were posed: -• What are the concepts and related concepts in transformational leadership for nursing education leaders in the context of Nursing Education Institution? • What is the relationship between these concepts and how can these relationships be constructed for the development of a model for transformational leadership for nursing education in the Nursing Education Institution? As it is the researcher's intention to identify the concepts from an emic perspective, the following questions were formulated: • What are the expectations of the lecturers, students and administrative personnel of nursing education leaders? • What are present leadership styles used by nursing education leaders? The overall aim of this study was to: • Develop a model for transformational leadership for nursing education leaders in Nursing Education Institutions. In order to achieve this aim the following objectives were formulated: PHASE 1 OBJECTIVES The objectives of phase 1 were formulated to enable the identification and classification of concepts in relations to transformation to transformational leadership of nursing education leaders in the Nursing Education Institutions. These objectives were as follows: • Phase 1(a) To explore and describe the expectations of the nurse educators, students and administrative personnel from nursing education leaders. To describe the present leadership styles used by nursing education leaders. PHASE 2 OBJECTIVES To develop and describe a model for transformational leadership for nursing education leaders in the Nursing Education Institutions, the following objectives were formulated: Phase 2 (a): To describe the concepts in the model for transformational leadership for nursing education leaders in the Nursing Education Institutions Phase 2 (b): To construct relational statements between concepts, Phase 2 (c): To critically reflect on the model for transformational leadership for nursing education leaders in the Nursing Education Institutions
Thesis (Ph.D. (Nursing))--North-West University, Potchefstroom Campus, 2010.
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Foss, Sharon Lee McCarthy John R. "Strategic planning in nursing education." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918612.

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Thesis (Ph. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 3, 2005. Dissertation Committee: John R. McCarthy (chair), Robert L. Arnold, Ronald S. Halinski, Rodney P. Riegle, David L. Tucker. Includes bibliographical references (leaves 96-99) and abstract. Also available in print.
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Durgahee, Twalebuddeen. "Joint-appointments in nursing education." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305539.

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Weierbach, Florence M., and Jo-Ann S. Marrs. "Shared Governance for Nursing Education." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7093.

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Rowe, Nancy McCracken. "A study of baccalaureate nursing students linking of liberal education with their professional nursing education dissertation." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487942476405996.

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Roberts, Amy. "Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.

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This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review system. The results showed faculty and deans differed on the value of faculty practice as research. However, only 6.5 % of statistically significance difference was contributable to whether the response was from a dean of a faculty. There was no significant difference to the inclusion of faculty practice in the tenure and merit review system. Boyer's expanded definition of research was used as a theoretical background. Deans viewed faculty practice more important as compared to the traditional faculty expectation of research than faculty did. The operational definition of faculty practice was that it required scholarly outcomes from the practice. Deans were more willing than faculty to acknowledge there were scholarly measurable outcomes to evaluate faculty practice than faculty were. The greatest difference in opinion of outcomes was the deans were more willing to accept clinically focused articles as an outcome than faculty were. Faculty were asked how the money from faculty practice was distributed. Faculty overwhelmingly reported that money generated from faculty practice most often goes to the individual faculty member. Suggested areas for future research involve investigation of the role of tenure committees in tenure decisions relating to research and faculty practice.
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Frissell, Sharon Elaine. "Stakeholder perceptions of basic nursing education." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29336.

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This study addresses three aspects of basic nursing education. First, the study documents the extent to which those people whose views shape nursing education (stakeholders) disagree. Second, the study considers the sorts of reasons offered by nurse educators for curricular choices and, third, it focusses on recommendations for basic nursing education. In the first part of the study, which addresses the first four questions, the sample (n=740) consisted of five groups: nurse service administrators, representatives from the ministries of health and education, representatives from the Registered Nurses Association of British Columbia, nurse educators and physicians. Each person was asked to complete a questionnaire. In the second part of the study, which addresses the fifth research question, the random sample (n = 33) consisted of nurse educators. Each was interviewed by the researcher. Completion of the questionnaire by the five groups revealed that stakeholders differed significantly in their rating of objectives, course content and clinical areas, and in their views of the appropriate type and the length of educational preparation. Much of the disagreement occurred between physicians and other groups. While some agreement was found on objectives, course content and clinical areas among the groups, there was also disagreement among all groups studied. Types of reasons given by nurse educators for particular curricular choices were (in order of frequency): educational, institutional, client, traditional, professional and 'other'. However the emphasis given to these categories varied — depending on the type of educational institution at which the educator was employed. In the third portion of the study the author — considering, among other things, the expressed wishes of the stakeholders surveyed — offers a proposal on the general form basic nursing education in British Columbia might take. It is her opinion that a suitable basic nursing education program should be at least four years in length, be one which allows students a choice of electives and one which offers a choice of clinical specialties.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Books on the topic "Nursing education"

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Spencer, Dorothy. Nursing education. London: Distance Learning Centre, South Bank University, 1992.

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Spencer, Dorothy. Nursing education. London: Distance Learning Centre, South Bank University, 1993.

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University of the State of New York. Nursing Education Unit., ed. Nursing education, 1987. Albany, N.Y: University of the State of New York, the State Education Dept., Office of the Professions, Nursing Education Unit, 1989.

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Johnson, Mary Ann. Gerontological nursing education. Washington, DC: Association for Gerontology in Higher Education, 1994.

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Károly, Lapis, Eckhardt S, and International Union against Cancer, eds. Education, nursing, organization. Budapest: Akadémiai Kiadó, 1987.

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Matherny, Modly Doris, ed. Advancing nursing education worldwide. New York: Springer Pub. Co., 1995.

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ANA Council on Computer Applications in Nursing. and American Nurses Association. Task Force on Computer Applications in Nursing Education., eds. Computers in nursing education. Kansas City, Mo: American Nurses' Association, 1987.

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Thom, Bruce. Politics in nursing education. Uxbridge: Brunel University, 1993.

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Peggy, Matteson, ed. Community-based nursing education. New York: Springer Pub. Co., 2000.

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Margaret, Dean, Church of North India. Nursing Wing., and Workshop on "Management Nursing Education & Services" (1997 : New Delhi, India), eds. Management nursing education & services. New Delhi: Church of North India, 1998.

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Book chapters on the topic "Nursing education"

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Procter, Paula M. "Nursing Education." In Health Informatics, 415–25. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-2999-8_20.

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Hannah, Kathryn J., Marion J. Ball, and Margaret J. A. Edwards. "Nursing Informatics Education." In Introduction to Nursing Informatics, 183–88. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4757-2246-8_13.

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Hales, Gary D. "Computers and Continuing Education." In Nursing Informatics, 344–50. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4757-4160-5_36.

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Wanless, Mike, and Mary Cameron. "Oral Health Education." In Advanced Dental Nursing, 26–76. West Sussex, UK: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118786659.ch2.

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Johnson, Martin, Olive Bertie, Len Gellard, Judith Morris, and Denise Button. "What’s New in Nurse Education?" In Rediscovering Nursing, 100–112. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-2989-1_8.

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Owen, Harry. "Simulation in Nursing." In Simulation in Healthcare Education, 403–16. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26577-3_9.

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Schober, Madrean. "Education." In Introduction to Advanced Nursing Practice, 81–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32204-9_4.

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Hannah, Kathryn J., Marion J. Ball, and Margaret J. A. Edwards. "Education Applications." In Introduction to Nursing Informatics, 140–54. New York, NY: Springer New York, 1994. http://dx.doi.org/10.1007/978-1-4757-2246-8_10.

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Molines, Claire Llambrich. "Therapeutic Education." In Principles of Specialty Nursing, 159–74. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-76457-3_10.

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Moran, Vicki, Rita Wunderlich, and Cynthia Rubbelke. "Simulation in Nursing Education." In Simulation: Best Practices in Nursing Education, 1–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89821-6_1.

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Conference papers on the topic "Nursing education"

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Líšková, Miroslava, Ľubomíra Valovičová, and Ján Ondruška. "Biophysics in nursing education." In DIDFYZ 2019: Formation of the Natural Science Image of the World in the 21st Century. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5124763.

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Kim, Mi-Ran. "Key Nursing Skills Necessary for Nursing College Graduates and its Importance." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.115.03.

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Lim, Nanjoo. "Quality of nursing teachers." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.17.

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Park, Soon-Og, and Young-Ju Jee. "Difference between Nursing Education Demand and Perceived Nursing Education Performance by Cancer Patients and Nurses." In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.132.15.

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Mueller, Dale. "Political Astuteness: Advocacy, Efficacy and Education." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.31.

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M. Lang, Helen, and Rasika S. Jayasekara. "Comparative Effectiveness of Group Education and Individual Education Methods for Adults with Type 2 Diabetes Mellitus." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.97.

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Laranjeira, Carlos, Joel Vitorino, Ana Querido, and Isabel Semeão. "Promoting Death Literacy in Palliative Care Nursing Education Using Narrative Pedagogy." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17338.

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Undergraduate nursing students develop their training in a real context, where they are frequently confronted with clinical cases of clients in the end-of-life process but feel uncomfortable with palliative and end-of-life care. This pre–post study with a pre-experimental design evaluated the impact of an educational intervention on nursing students and their compassion levels, spiritual preparedness, and attitudes toward death. A total of 62 students participated in a training program consisting of 25 contact hours based on narrative pedagogy (theoretical and practical classes). The results showed that educational intervention positively impacted different dimensions, particularly self-compassion and spirituality, as well as reduced fear of death and increased neutral acceptance. Nursing education should prioritize the inclusion of death, dying, and end-of-life care across the nursing curriculum’s fundamental courses.
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Choy, H. K., and Amy M.F. Ng. "What is Missing in Simulation-based Education?" In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.99.

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Setiowati, Dwi. "Students’ Perception and Readiness for Interpersonal Education." In Aceh International Nursing Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008395901560163.

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Yao, Yuhong, Xia Wu, Yaohui Deng, and Qianqian Yao. "Application of Humanistic Nursing and Endocrine Nursing." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.41.

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Reports on the topic "Nursing education"

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Contreras, Claudia Torres, Lina María Vargas Escobar, Jorge Yecid Triana Rodríguez, and Wilson Cañon-Montañez. Spiritual Care Competency in Nursing: An Integrative Literature Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0081.

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Review question / Objective: To review studies with perspectives and intervention strategies for the formation and education in spiritual care for both professionals and nursing students. Condition being studied: Development of empirical studies in the field of nursing education that allow to visualize the developments in the formation of competence in spiritual care, investigating the educational interventions and pedagogical strategies implemented in the formation of nursing professionals and nurses in this specific field. Information sources: Electronic databases: Medline (via PubMed), ProQuest (via EBSCO), Scopus, LILACS and BDENF (via Biblioteca Virtual en Salud – BVS) and SciELO. Scopus, Medline (via PubMed) and LILACS.
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Bond, Gail. Applying Technology to Enhance Nursing Education in the Psychological Health and Traumatic Brain Injury Needs of Veterans and their Families. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada575211.

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Du, Lin, Tianxin Xu, Xuemiao Huang, Wanting Zu, Lisheng Wang, and Wenbo Nie. The potential of a novel teaching strategy: blended learning VS traditional teaching in nursing education - a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2021. http://dx.doi.org/10.37766/inplasy2021.7.0020.

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Moore, Gabriel, Anton du Toit, Susie Thompson, Jillian Hutchinson, Adira Wiryoatmodjo, Prithivi Prakash Sivaprakash, and Rebecca Gordon. Effectiveness of school located nurse models. The Sax Institute, May 2021. http://dx.doi.org/10.57022/gmwr5438.

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This Rapid Evidence Summary looks at the effectiveness of school-located nurse models on student health, education and wellbeing. The strongest evidence was found for nurse-led models. All the included studies found that having a school nurse and school nursing interventions to be valuable for health promotion, early intervention, and timely care for at-risk students. They also found expanded nursing roles with more intensive care coordination and navigation, and efforts to engage families and social care providers to be of value. The authors note that the literature suggests that where nurses are an integral part of the school team and act as a central point of communication there is greater capacity for understanding students’ needs and mobilising targeted, appropriate and coordinated care.
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Lees-Deutsch, Liz, Rosie Kneafsey, Amanda Rodrigues Amorim Adegboye, Natasha Bayes, Shea Palmer, Aiden Chauntry, and Mariam Khan. National Evaluation of the Professional Nurse Advocate Programme in England: SUSTAIN – Supervision, Support, Advocacy for Improvement in Nursing, Mixed Methods study. Coventry University, June 2023. http://dx.doi.org/10.18552/rihw/2023/0001.

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The Professional Nurse Advocate (PNA) programme is a clinical and professional leadership programme delivered by Higher Education Institutions (HEI) which equips nurses with the skills to deliver restorative clinical supervision to colleagues in England. The programme has been gradually rolled out across England during 2021/22 with the aim of ensuring there will be PNAs in place to support colleagues in the following specialties: Critical care, Mental Health (Adult Acute & Children and Young Peoples inpatient settings) Community, Learning Disabilities (Adult), Children and Young People, Safeguarding, Health & Criminal Justice settings (HCJ), and International Nurses. In February 2022, NHSE sought an evaluation of the PNA programme. A research team from Coventry University was commissioned to undertake this work. This Executive Summary Report sets out the methods, activities, findings, and recommendations as requested by commissioners.
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Cubelo, Floro, Anndra Dumo Parviainen, Hannele Turunen, and Krista Jokiniemi. Workplace Integration Strategies for Internationally Educated Nurses (IENs): Mixed-Method Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0075.

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Review question / Objective: a. Population: Internationally Educated Nurses (IENs) are those who have received their initial education and registration from their home countries and have migrated abroad to work as Registered Nurses); b. Intervention: Integration into a new workplace abroad; c. Comparison intervention: Impact of integration intervention; d. Outcome measures: Impact of Integration Intervention on work satisfaction and professional competencies in nursing. • Review Question: Does IEN who receive integration intervention have better work satisfaction and professional competencies compared to those who did not receive any integration program/intervention into a new workplace healthcare environment? • Objective: To explore and summarize the current evidence-based integration strategies as a guide to creating effective integration policies for IENs.
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7

Horrell, Margaret A. Educating Physicians on the Workload Management Systems for Nursing. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada237860.

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8

Patel, Deep, Kenneth Graf, and David Fuller. Hip Surgical Preparation Educational Video. Rowan Digital Works, January 2021. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1022.

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This series of open educational videos provides an in depth overview of various surgical preparation procedures. These instructional videos could be of interest to various medical and health science trainees in a variety of fields such as nursing or medicine. All patients featured in this video series have signed consent and release forms authorizing the release of these educational videos.
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Patel, Deep, Catherine Fedorka, and David Fuller. Shoulder Surgical Preparation Educational Video. Rowan Digital Works, January 2021. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1023.

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Abstract:
This series of open educational videos provides an in depth overview of various surgical preparation procedures. These instructional videos could be of interest to various medical and health science trainees in a variety of fields such as nursing or medicine. All patients featured in this video series have signed consent and release forms authorizing the release of these educational videos.
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10

Patel, Deep, Julio Rodriguez, Vishal Khatri, and David Fuller. Spine Surgical Preparation Educational Video. Rowan Digital Works, January 2021. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1021.

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Abstract:
This series of open educational videos provides an in depth overview of various surgical preparation procedures. These instructional videos could be of interest to various medical and health science trainees in a variety of fields such as nursing or medicine. All patients featured in this video series have signed consent and release forms authorizing the release of these educational videos.
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