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Статті в журналах з теми "Curriculum Nurses' instruction"
Brickman, Diana, Andrew Greenway, Kathryn Sobocinski, Hanh Thai, Ashley Turick, Kevin Xuereb, Danielle Zambardino, Philip S. Barie, and Susan I. Liu. "Rapid Critical Care Training of Nurses in the Surge Response to the Coronavirus Pandemic." American Journal of Critical Care 29, no. 5 (September 1, 2020): e104-e107. http://dx.doi.org/10.4037/ajcc2020142.
Повний текст джерелаWittenberg, Elaine, Betty R. Ferrell, Jo Hanson, and Susan Eggly. "Results from a Train-the-Trainer Communication Program for Oncology Nurses." Journal of Clinical Oncology 34, no. 26_suppl (October 9, 2016): 26. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.26.
Повний текст джерелаBernardini, Judith, and Diane J. Davis. "Evaluation of a Computer-Guided Curriculum Using Animation, Visual Images, and Voice Cues to Train Patients for Peritoneal Dialysis." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 34, no. 1 (January 2014): 79–84. http://dx.doi.org/10.3747/pdi.2012.00304.
Повний текст джерелаNaseem, Azra, Kiran Qasim Ali, Audrey Juma, Afroz Sajwani, Basnama Ayaz Khan, Saleem Sayani, and Syed Sibte Raza Abidi. "Factors enabling and hindering an eLearning programme for nurses and midwives in Afghanistan." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 80. http://dx.doi.org/10.36615/sotls.v4i2.106.
Повний текст джерелаAbdolrahimi, Mahbobeh, Shahrzad Ghiyasvandian, Masoumeh Zakerimoghadam, and Abbas Ebadi. "Antecedents and Consequences of Therapeutic Communication in Iranian Nursing Students: A Qualitative Research." Nursing Research and Practice 2017 (2017): 1–7. http://dx.doi.org/10.1155/2017/4823723.
Повний текст джерелаSim, In Ok, Ok Yeon Bae, and Tae Hoon Kim. "South Korean nursing students' experiences of clinical practice in the newborn nursery and neonatal intensive care unit: A phenomenological study." Child Health Nursing Research 27, no. 1 (January 31, 2021): 3–12. http://dx.doi.org/10.4094/chnr.2021.27.1.3.
Повний текст джерелаElcokany, Nermine M., Joanne Jaramillo, Maria B. Blesilda Llaguno, Mohamed M. Seweid, and Ola Mousa. "Student Nurses as Modern Digital Nomads: Developing Nursing Skills Competence and Confidence through Video-Based Learning." International Journal of Innovative Research in Medical Science 7, no. 11 (November 2, 2022): 583–89. http://dx.doi.org/10.23958/ijirms/vol07-i11/1536.
Повний текст джерелаTurkal, Melissa, Luann G. Richardson, Thomas Cline, and Mary Elizabeth Guimond. "The effect of a mindfulness based stress reduction intervention on the perceived stress and burnout of RN students completing a doctor of nursing practice degree." Journal of Nursing Education and Practice 8, no. 10 (May 16, 2018): 58. http://dx.doi.org/10.5430/jnep.v8n10p58.
Повний текст джерелаWiertlewska, Janina. "THE NEW PARADIGM OF MEDICAL ENGLISH TEACHING AT THE UNIVERSITY LEVEL." Scripta Neophilologica Posnaniensia 19 (December 15, 2019): 223–30. http://dx.doi.org/10.14746/snp.2019.19.15.
Повний текст джерелаBorders, Joshua. "Implementation of a hospice pain-education programme." International Journal of Palliative Nursing 26, no. 5 (June 2, 2020): 214–20. http://dx.doi.org/10.12968/ijpn.2020.26.5.214.
Повний текст джерелаДисертації з теми "Curriculum Nurses' instruction"
Harris, Norma Patricia. "Preparing Novice Nurses for Early Recognition Acute Deterioration." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6039.
Повний текст джерелаSan, Jose Rhoda Lynn Atienza. "Educating Nurses on Workflow Changes from Electronic Health Record Adoption." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3321.
Повний текст джерелаArcher, Elize. "Using simulation for achieving competency in the practical procedures of a Critical care nursing programme." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2028.
Повний текст джерелаBackground to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.
Yimer, Endris Mekonnen, Firew Ayalew Desta, Kefyalew Muleta Akassa, Tadele Bogale Yitaferu, Mesfin Goji Abebe, Mebit Kebede Tariku, and Hannah Gibson. "Assessment of Midwifery and Nursing Students’ Nutrition Competence in Ethiopia: A Cross Sectional Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss2/2.
Повний текст джерелаSaud, Haris, and Ruth Chen. "The Effect of Competency-Based Education on Medical and Nursing Students' Academic Performance, Technical Skill Development, and Overall Satisfaction and Preparedness for Future Practice: An Integrative Literature Review." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/ijhse/vol5/iss1/3.
Повний текст джерелаGravel, Tammy Lee. "Predicting Certification Success for the Family Nurse Practitioner." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5341.
Повний текст джерелаMendez, Therese M. "Horizontal Violence in the Nursing Work Environment: Beyond Oppressed Group Behavior." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/1377.
Повний текст джерелаHsun, HUANG Wen, and 黃文薰. "The Study on Design of Modular Curriculum and Instruction for Nurses in Caring for Patients with Chronic Wounds." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/76527126351459057854.
Повний текст джерела國立台北護理學院
醫護教育研究所
98
Taking care of chronic wounds is one of the most important nursing tasks for nurses in medical-surgical wards. Nurses must understand how to facilitate the effective healing of chronic wounds. Accordingly, this study firstly considers standardizing the procedures for nursing patients with chronic wounds in wards, and secondly develops modular curriculum for instructing nurses in helping to heal chronic wounds. Data were collected from medical-surgical wards using a three-stage qualitative research method with 11 steps. In the beginning, important procedures to be followed by nurses in caring for chronic wounds are established from a literature review and in-depth interviews. The abilities and training required by nurses to perform each related task are thus determined. A research team of experienced clinical nurses discusses the modular curriculum and instruction methods, approving of them . Finally, the quality of the modular curriculum and the instruction materials for nursing chronic wounds is evaluated and modified by means of focus group interview and an evaluation chart. A student manual then designed consistent with the results. It includes (1) the procedure for nursing chronic wounds; (2) the abilities nurses must have to be able to nurse people with chronic wounds in medical-surgical wards; (3) the modular curriculum for nursing chronic wounds in medical-surgical wards; (4) the tree structure of modular instruction for nursing chronic wounds; and (5) a student manual associated with the modular curriculum . The study results may provide a reference for training nurses in clinical education institutions and in schools . Key words: nursing chronic wounds, standard operating procedure for nursing chronic wounds, modular curriculum and instruction
Kuo, Hsu-Chan, and 郭旭展. "The Design of Modular-Based Curriculum and Instruction of Coaching Guidance Competence of Aerobic Exercise for Metabolic Syndrome for Psychiatric Nurses." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/55619607876745952073.
Повний текст джерела國立台北護理學院
護理研究所
98
Metabolic syndrome has been viewed as an important health issue by all governments around the world and the academia in recent years. Under the influence of lifestyle and side effect of medication, psychiatric patients suffer from a significantly higher prevalence rate of metabolic syndrome than general population. Enhancing clinical nurses’ care ability to solve this serious problem will thus be an imperative task in the future. The purpose of the present study was to construct and standardize the process of coaching psychiatric patients with metabolic syndrome to perform aerobics and confirm nurses’ ability to execute the process. Based on the results, this study designed modular-based curriculums and instructions to provide a basis for training nursing coaches of aerobic exercise for psychiatric patients with metabolic syndrome. The research comprised three stages. In the first stage, the researcher first reviewed domestic and foreign literatures associated with metabolic syndrome mechanisms and aerobic exercise. Later, the researcher obtained an international certification for professional fitness instructors and integrated his clinical experience in psychiatric nursing to construct a tentative process of coaching psychiatric patients with metabolic syndrome to perform aerobics. The ability to execute the process was confirmed, and modular-based curriculums were developed in this stage. In the second stage, the researcher engaged in the design of a tree structure, creation of instructional materials, and editing of modular-based curriculums. The third stage was focused on examination of the quality of the curriculums and the instructional design. Two focus-group interviews were also conducted in this stage. 13 senior nursing specialists in the psychiatric department of Hospitals of Department of Health were invited to participate in the first focus-group interview, and 5 experts, including psychiatric physician, fitness trainer, nutritionist, and senior nursing specialists were invited to participate in the second focus-group interview. These participants discussed the process of coaching psychiatric patients with metabolic syndrome to perform aerobics, design of modular-based curriculums, and evaluation methods. Their conclusions were analyzed and used as a basis for modifying the modular-based curriculums and the instructional design. The results are as follows: (1) The process of coaching psychiatric patients with metabolic syndrome to perform aerobics was standardized and the ability to execute the process was confirmed. (2) Five modular-based curriculums were developed, including: 1. prerequisite knowledge about coaching psychiatric patients with metabolic syndrome to perform aerobic exercise; 2. issues regarding safety of aerobic exercise of psychiatric patients with metabolic syndrome; 3. the process of coaching psychiatric patients with metabolic syndrome to perform aerobics; 4. common situations of and decisions for metabolic syndrome in psychiatric sickrooms; 5. fitness and exercise prescription. (3) Learning goals, evaluation indexes and guidelines, learning activities, evaluation methods and tools were designed for each modular-based curriculum. (4) A learner manual about the modular-based curriculums on coaching psychiatric patients with metabolic syndrome to perform aerobics was designed. The results of this research could be a basis for training nursing coaches of aerobic exercise for psychiatric patients with metabolic syndrome. Moreover, it could also serve as a reference for medical institutions, Psychiatric Mental Health Nurses’ Association, and related regional associations on arrangement of continuing education or on-the-job training.
Tierney, Deborah M. "Cultural sensitivity in a middle school sexuality curriculum an adaptation by advanced practice nurses : a report submitted in partial fulfillment ... for the degree of Master of Science, Parent-Child Nursing ... /." 1997. http://catalog.hathitrust.org/api/volumes/oclc/68799597.html.
Повний текст джерелаКниги з теми "Curriculum Nurses' instruction"
M, Burns Elizabeth, Thompson Arlene, and Ciccone Janet Kiplinger, eds. An Addictions curriculum for nurses and other helping professionals. New York: Springer Pub. Co., 1993.
Знайти повний текст джерелаJoAnn, Alspach, and American Association of Critical-Care Nurses., eds. Core curriculum for critical care nursing. 4th ed. Philadelphia: W.B. Saunders, 1991.
Знайти повний текст джерела1932-, Allen Anne, and American Society of Post Anesthesia Nurses., eds. Core curriculum for post anesthesia nursing practice. 2nd ed. Philadelphia: Saunders, 1991.
Знайти повний текст джерелаHarvey, Maurene A. Study guide to Core curriculum for critical care nursing. Philadelphia: Saunders, 1986.
Знайти повний текст джерелаStudy guide to Core curriculum for critical care nursing. 2nd ed. Philadelphia: Saunders, 1991.
Знайти повний текст джерелаHezel, Linda F. BACCALAUREATE CURRICULA FOR REGISTERED NURSES: A CONTENT ANALYSIS. 1988.
Знайти повний текст джерелаCullen, Janice Anne. DETERMINING AFFECTIVE WORKPLACE COMPETENCIES FOR ASSOCIATE DEGREE NURSES (AFFECTIVE COMPETENCIES, NURSES). 1994.
Знайти повний текст джерелаLawrence, Annie L. PERCEPTIONS REGARDING THE ARTICULATION PROCESS FOR BACCALAUREATE REGISTERED NURSES. 1987.
Знайти повний текст джерелаBruno, Jayne Birchall. IDENTIFICATION OF COMPETENCIES NEEDED FOR A REFRESHER COURSE AS PERCEIVED BY REFRESHER NURSES (INACTIVE NURSE, CONTINUING EDUCATION, RE-ENTRY, RETRAINING). 1986.
Знайти повний текст джерелаMckinney, Judith Ann. AN INVESTIGATION OF ACADEMIC CORRELATES OF BACCALAUREATE GRADUATES' PERFORMANCE ON THE NATIONAL COUNCIL LICENSURE EXAMINATION FOR REGISTERED NURSES (NURSES). 1989.
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