Academic literature on the topic 'Nursing Study and teaching Victoria Case studies'
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Journal articles on the topic "Nursing Study and teaching Victoria Case studies"
Hallinan, Christine M., and Kelsey L. Hegarty. "Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education." Australian Journal of Primary Health 22, no. 2 (2016): 113. http://dx.doi.org/10.1071/py14072.
Full textSilva, Edilaine Cristina da, Antonia Regina Ferreira Furegato, and Simone de Godoy. "Clinical case studies in mental health by means of the on-line discussion." Revista Latino-Americana de Enfermagem 16, no. 3 (June 2008): 425–31. http://dx.doi.org/10.1590/s0104-11692008000300015.
Full textHackel, Jennifer, and Jacqueline Fawcett. "Teaching and Learning From Case Studies: The Added Value of Using a Nursing Conceptual Model to Construct Cases." Nursing Science Quarterly 31, no. 3 (June 19, 2018): 263–71. http://dx.doi.org/10.1177/0894318418774872.
Full textAntón-Solanas, Isabel, Isabel Huércanos-Esparza, Nadia Hamam-Alcober, Valérie Vanceulebroeck, Shana Dehaes, Indrani Kalkan, Nuran Kömürcü, et al. "Nursing Lecturers’ Perception and Experience of Teaching Cultural Competence: A European Qualitative Study." International Journal of Environmental Research and Public Health 18, no. 3 (February 2, 2021): 1357. http://dx.doi.org/10.3390/ijerph18031357.
Full textDitzel, Liz Mary, Karole Hogarth, and Raewyn Lesa. "Immersive learning in nursing education: Results of a study." Journal of Nursing Education and Practice 7, no. 5 (January 10, 2017): 120. http://dx.doi.org/10.5430/jnep.v7n5p120.
Full textKim, Mijong, Geum Hee Jeong, Hae Sook Park, and Sukhee Ahn. "Impact of the COVID-19 pandemic on women’s health nursing clinical practicums in the spring 2020 semester in Korea: a nationwide survey study." Korean Journal of Women Health Nursing 27, no. 3 (September 30, 2021): 256–64. http://dx.doi.org/10.4069/kjwhn.2021.09.17.1.
Full textParsons, Shaun, Philip J. Barker, and Alan E. Armstrong. "The Teaching of Health Care Ethics to Students of Nursing in the UK: a pilot study." Nursing Ethics 8, no. 1 (January 2001): 45–56. http://dx.doi.org/10.1177/096973300100800106.
Full textRandall, Cynthia S., and Carla E. Randall. "Using Simulation to Develop Clinical Nursing Faculty Teaching of Ethics: A Pilot Project." Journal of Education and Training Studies 9, no. 8 (August 21, 2021): 12. http://dx.doi.org/10.11114/jets.v9i8.5333.
Full textJuliana, Juliana, and Afni Yan Syah. "THE IMPLEMENTATION OF FLIPPED CLASSROOM IN TEACHING ENGLISH FOR NURSING STUDENTS." Premise: Journal of English Education 10, no. 2 (October 21, 2021): 201. http://dx.doi.org/10.24127/pj.v10i2.3972.
Full textGreenberg, Sherry, Nancy Innella, and Bryan Pilkington. "Teaching End-of-Life Decision Making to Undergraduate Nursing Students." Innovation in Aging 5, Supplement_1 (December 1, 2021): 326. http://dx.doi.org/10.1093/geroni/igab046.1266.
Full textDissertations / Theses on the topic "Nursing Study and teaching Victoria Case studies"
Rennert, Karin I. "An evaluation of intervention designed to teach communication strategies to care-givers of nursing home residents." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29787.
Full textMedicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
Full textMaxwell, Karen Elizabeth. "Designing the Plane While Flying It: A Case Study on Nursing Faculty Development during Academic Electronic Health Records Integration in a Small Liberal Arts College." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1930.
Full textAnderson, Jennifer Anne. "Understanding Male Nursing Student Perceptions of the Influence of Gender| A Qualitative Case Study Approach of Students, Faculty, and Administration in a Pacific Northwest Nursing Program." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3636207.
Full textIn contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts.
The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment.
McBean, Mary Eunice. "Ethical curriculum development and teaching." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2360.
Full textMaalouf, Mireille. "Nursing studies self-efficacy and motivation in a case-based learning program." Thesis, 2002. http://hdl.handle.net/10413/4033.
Full textThesis (M.Cur.)-University of Natal, Durban, 2002.
de, El-Kantar Lina Abi Faker. "Critical thinking skills development among the diploma nursing students in a case-based curriculum." Thesis, 2001. http://hdl.handle.net/10413/5244.
Full textThesis (M.Cur.)-University of Natal, Durban, 2001.
Hirsch, Karen A. "The impact of differentiated instructional techniques on non-traditional adult student engagement in a baccalaureate nursing completion program (RN-BSN) course for registered nurses." 2013. http://liblink.bsu.edu/uhtbin/catkey/1709336.
Full textDepartment of Educational Studies
Hassanein, Nada Abou. "The relationship between learning styles, stages of self-direction in learning and academic performance in a case-based nursing program." Thesis, 2001. http://hdl.handle.net/10413/5320.
Full textThesis (M.Cur.)-University of Natal, Durban, 2001.
Sinqotho, Thembeka Maureen. "Case based learning in the undergraduate nursing programme at a University of Technology : a case study." Thesis, 2015. http://hdl.handle.net/10321/1408.
Full textBackground The current health care system in South Africa and its diverse settings of health care delivery system require a nurse who can make decisions, think critically, solve problems and work effectively in a team. Traditional nursing education teaching strategies have over the years relied on didactic and often passive approaches to learning. In pursuit of quality, academics and students must be continually engaged in a process of finding opportunities for improving the teaching and learning process. Purpose of the study The purpose of this study was to evaluate the structure and the process in case based learning at the University of Technology. Methodology This study is qualitative in nature, governed by an interpretive paradigm. This is a case study, which enabled the researcher to merge student interview data with records in order to gain insight into the activities and details of case based learning as practised at the University of Technology under study. Most importantly, the case study method was deemed appropriate for the current study, since case-based learning as a pedagogical approach (and a case) cannot be abstracted from its context for the purposes of study. Case based learning is evaluated in its context namely, the undergraduate nursing programme, using the Donabedian framework of structure, process and product. Results The study recorded that students were positive towards case based learning though some identified dynamics of working in groups as demerits of case based learning. The structures that are in place in the programme and the CBL processes are adequate and support CBL. There are however areas that need attention such as the qualification of the programme coordinator, the size of the class-rooms and the service of the computer laboratory. Conclusion The study found that apart from a few minor discrepancies, case based learning is sufficiently implemented, and experienced as invaluable by students, at the University of Technology under study.
Books on the topic "Nursing Study and teaching Victoria Case studies"
Green, Carol J. Critical thinking in nursing: Case studies across the curriculum. Upper Saddle River, N.J: Prentice Hall Health, 2000.
Find full textGreen, Carol J. Critical thinking in nursing: Case studies across the curriculum. Upper Saddle River NJ: Prentice Hall Health, 1999.
Find full textWood, Vivian. Decision-making for nurse educators: A case book. London, Ont: Faculty of Nursing, The University of Western Ontario, 1992.
Find full textEsther, Muscari Lin, and Oncology Nursing Society, eds. Advanced practice in oncology nursing: Case studies & review. Philadelphia, Pa: W.B. Saunders, 2001.
Find full textWood, Vivian. Issues for nursing instructors: A case book. [London, Ont., Canada]: Faculty of Nursing, University of Western Ontario, 1989.
Find full textMichael, Dreher Heyward, and Oxholm Carl, eds. Legal issues confronting today's nursing faculty: A case study approach. Philadelphia, PA: F.A. Davis, 2012.
Find full textBurnard, Philip. Experiential learning in action. Aldershot, Hants, England: Avebury, 1991.
Find full textNursing malpractice: Implications for clinical practice and nursing education. Seattle: University of Washington Press, 1995.
Find full textBill, Metcalf, ed. 911: Responding for life : case studies in emergency care. Albany, NY: Delmar, 2001.
Find full textSilverman, Daniel A. Queen Victoria's baggage: The legacy of building dysfunctional organizations. Lanham: University Press of America, 1999.
Find full textBook chapters on the topic "Nursing Study and teaching Victoria Case studies"
Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
Full textConference papers on the topic "Nursing Study and teaching Victoria Case studies"
Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie, and Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.
Full text"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.
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