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Relevant bibliographies by topics / Clinical learning experiences

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Academic literature on the topic 'Clinical learning experiences'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Books on the topic "Clinical learning experiences"

1

Billett, Stephen, Jennifer Newton, Gary Rogers, and Christy Noble, eds. Augmenting Health and Social Care Students’ Clinical Learning Experiences. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05560-8.

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2

Mundt, Mary Hollahan. The conceptualization and organization of clinical learning experiences in the baccalaureate nursing curriculum. 1986.

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3

Cushinberry, Aletha J. STRESS IN BACCALAUREATE NURSING STUDENTS ASSOCIATED WITH CLASSROOM AND CLINICAL LEARNING EXPERIENCES (STATE-TRAIT ANXIETY). 1986.

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4

Kosowski, Margaret Mary Rubritz. CLINICAL LEARNING EXPERIENCES AND PROFESSIONAL NURSE CARING: A CRITICAL PHENOMENOLOGICAL STUDY OF FEMALE BACCALAUREATE NURSING STUDENTS. 1993.

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5

Coetzer, Rudi. Notebook of a New Clinical Neuropsychologist: Learning Through Experience. Taylor & Francis Group, 2017.

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6

Coetzer, Rudi. Notebook of a New Clinical Neuropsychologist: Learning Through Experience. Taylor & Francis Group, 2017.

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7

Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.

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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overvie

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Hogans, Beth B., and Antje M. Barreveld, eds. Pain Care Essentials. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199768912.001.0001.

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Pain Care Essentials targets the needs of primary care providers and entry-level healthcare professionals to understand pain. Based on the successful approach of examining four basic questions, this textbook addresses: What is pain? How is pain assessed? How is pain managed? and How does clinical context impact pain experience and management? Weaving together advances in science and clinical practice, this text covers the full spectrum from basic pain signaling mechanisms, psychology, and epidemiology, to clinical skills, treatment choices, and impacts on children, older adults, and those with

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Minhaj, Mohammed, and Magdalena Anitescu, eds. Cardiac Anesthesia: A Problem-Based Learning Approach. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190884512.001.0001.

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Cardiac Anesthesia: A Problem-Based Learning Approach provides a comprehensive review of the dynamic and ever-changing field of cardiac anesthesia. Its problem-based format incorporates a vast pool of practical case-related questions as well as multiple choice questions at the end of the chapter. Each chapter starts with a case description, usually a compilation of several actual cases; it then branches out, through case-based questions, to increasingly complex situations. This structure is designed to create an authentic experience that mirrors working through the nuances of a complicated cli

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10

Waterhouse, Hannah, Melanie Burton, and Julia Neal. E-learning as a medium for communication skills training. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0031.

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This chapter explores the use of e-learning as a format for training communication skills within a degree level module in non-malignant palliative care. It discusses the need for such training before evaluating the benefits e-learning has to offer as a learning tool in the healthcare context. It describes how a ‘blended learning’ approach was taken with one study day combined with online interactive learning materials. Online exercises such as ‘drag and drop’ were used to facilitate students’ learning, together with the use of videos, external online links, and reflective diaries. The developm

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