Relevant bibliographies by topics / Columbia University. Department of Nursing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Columbia University. Department of Nursing'

Author: Grafiati
Published: 2 March 2023
Last updated: 2 March 2023

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Journal articles on the topic "Columbia University. Department of Nursing"

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Bullock, Linda F. C., M. Kay Libbus, Suzanne Lewis, and Debra Gayer. "Continuing Education: Improving Perceived Competence in School Nurses." Journal of School Nursing 18, no. 6 (December 2002): 360–63. http://dx.doi.org/10.1177/10598405020180060901.

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An investigator-designed survey was used to determine if attendance at specific continuing education programs increased the perceived competence of school nurses who enrolled and completed the programs. Respondents were queried about the general content of six courses offered by the Missouri Department of Health and Senior Services in conjunction with the University of Missouri—Columbia Sinclair School of Nursing. Specific content areas were mental health concerns, suicide prevention, diabetes management, asthma management, seizure disorders, and developing clinical skills as they pertained to school-age children. Comparing a sample of school nurses who had attended the programs with a group whom had not, a statistically significant difference was found in the participant group who reported higher self-perceived competence than the nonparticipant group in all content areas. Results of the study suggest that school nurses who attend specific continuing education programs feel more competent in practice than nurses who do not attend.
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Allen, B. A., P. D. Clayton, and J. J. Cimino. "Medical Informatics Training at Columbia University and the Columbia-Presbyterian Medical Center." Yearbook of Medical Informatics 04, no. 01 (August 1995): 125–29. http://dx.doi.org/10.1055/s-0038-1638029.

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Abstract:The Department of Medical Informatics at Columbia University College of Physicians and Surgeons consists of a faculty of 17 full-and part-time faculty. The Department faculty collaborate with the Department of Computer Science and several clinical departments of the medical center. We offer courses in medical informatics, formal degrees (M.A., M.Phil. and Ph.D.) and a postdoctoral training program. In addition to academic offerings, the close affiliation with the Columbia-Presbyterian Medical Center and the primary responsibilities for clinical information systems offers trainees unique opportunities to work with and develop real-world applications. Faculty research programs include work on the Integrated Advanced Information Management System (IAIMS), Unified Medical Language System (UMLS), High-Perfor-mance Computing and Communications (HPCC), Electronic Medical Records, automated decision support and technology transfer through the Center for Advanced Technology.
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Wheatland, Thomas. "The Frankfurt School's Invitation from Columbia University: How the Horkheimer Circle Settled on Morningside Heights." German Politics and Society 22, no. 3 (September 1, 2004): 1–32. http://dx.doi.org/10.3167/104503004782353195.

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Oddly enough, the Frankfurt School’s relationship to Columbia Universityhas been somewhat neglected by its many historians. It is nothard to understand why the Horkheimer circle would have desiredto settle at Columbia, but it is peculiar that the Frankfurt Schoolwould have received an invitation from Columbia. After all, whywould Columbia University’s conservative president, Nicholas MurrayButler, and its sociology department extend an invitation to agroup of predominantly German-speaking social philosophers withstrong links to the Marxian left?
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Summer, Susan Cook. "The Soviet Nationalities Collection at Columbia University." Slavic Review 46, no. 2 (1987): 292–93. http://dx.doi.org/10.1017/s0037677900067231.

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The Soviet Nationalities Collection at Columbia University is one of the largest and most varied collections of its kind in the nation. Established in the 1960s, it now numbers more than 15,000 volumes in forty-seven different languages from the Altaic, Transcaucasian, Uralic, Paleo-Siberian, and Indo-European language groups. It grows at a rate of about 500 books a year.The collection supports instruction and research in fields including language and literature, political science, economics, history, folklore, religion and philosophy, and the arts. Although not cataloged until recently, the collection has long been used by scholars from research centers at Columbia, such as the Harriman Institute for the Advanced Study of the Soviet Union, the Center for the Study of Central Asia, the Program on Soviet Nationality Problems, and the Department of Slavic Languages. Its reputation growing by word-of-mouth, the collection has also attracted visiting scholars and requests through interlibrary loan.
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M.A, Nashwa, Nadia M.F, Aziza M.E, and Soad A.R. "Medical Surgical Nursing Department Faculty of Nursing, Ain Shams University." Egyptian Journal of Health Care 9, no. 1 (March 1, 2018): 50–60. http://dx.doi.org/10.21608/ejhc.2018.11904.

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Honig, Judy, and Janice Smolowitz. "Clinical Doctorate at Columbia University School of Nursing: Lessons Learned." Clinical Scholars Review 2, no. 2 (October 2009): 51–59. http://dx.doi.org/10.1891/1939-2095.2.2.51.

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CAIN, JOE. "The Columbia Biological Series, 1894–1974: a bibliographic note." Archives of Natural History 28, no. 3 (October 2001): 353–66. http://dx.doi.org/10.3366/anh.2001.28.3.353.

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The Columbia Biological Series (1894–1974) was produced by the Department of Biology (later Zoology) of Columbia University, New York, and spanned a wide range of topics within the biological sciences. This paper provides a bibliography for the twenty-five volumes of this series together with basic details on the launch (1894), re-launch (1937), and history of the series. The series receives attention from historians of biology principally as the source for canonical texts in the synthesis period of evolutionary studies, with publications by Dobzhansky, Mayr, Simpson, and Stebbins. This note provides additional details on the publication history of these volumes. Synthesis historians, myself included, have poorly appreciated how the production of this series fit into efforts to promote Columbia University as a major centre for innovative biological research. We also have poorly understood the relations between these books and the Jesup lecture series, an irregular event sponsored by the department at Columbia. Tracing the series' publication history speaks to both these topics.
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Miller, Bruce G. "Native Canadian Anthropology and History: A Selected Bibliography (revised edition), by Shepard Krech III, University of Oklahoma Press, 1994." Journal of Political Ecology 2, no. 1 (December 1, 1995): 2. http://dx.doi.org/10.2458/v2i1.20168.

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Native Canadian Anthropology and History: A Selected Bibliography (revised edition), by Shepard Krech III, University of Oklahoma Press, 1994. 212 pp. Reviewed by Bruce G. Miller, University of British Columbia Department of Anthropology and Sociology.
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Thorne, Sally, Carol Jillings, Donelda Ellis, and JoAnn Perry. "A nursing model in action: the University of British Columbia experience." Journal of Advanced Nursing 18, no. 8 (August 1993): 1259–66. http://dx.doi.org/10.1046/j.1365-2648.1993.18081259.x.

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&NA;, &NA;. "Gnatz Named Department Chairman at the University of Missouri-Columbia School of Medicine." American Journal of Physical Medicine & Rehabilitation 74, no. 3 (May 1995): 255. http://dx.doi.org/10.1097/00002060-199505000-00024.

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Dissertations / Theses on the topic "Columbia University. Department of Nursing"

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Whitney-Cooper, Christine. "Constructing a research strategy in a university nursing department : a cooperative inquiry." Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20679/.

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This doctoral report details the findings of a ten month project conducted in a university nursing department. The project used cooperative inquiry to engage teachers of professional occupational courses in research. This project has relevance for all university departments exploring ways to develop a research culture in a predominantly teaching environment. The New University, where the project was set, committed the organisation to raising income through research and teaching where previously it had been through primarily teaching contracts. The inclusive research strategy required all teachers to become 'research active' and produce research outputs that met the Research Excellence Framework (REF) benchmarks. This approach was part of the university strategy of 'authority to teach' that required all teachers credibility to be provided through the primary research the academics were engaged in. This was a significant change for teachers whose credibility came through occupational professional qualifications and expertise and who had little experience of research. The project focused on the collaborative development of a departmental applied research. It was hoped staff would have ownership of the strategy that would facilitate the engagement in research and create a cultural change. The project findings highlighted that an occupational teacher identity was deeply imbedded as part of an occupational career trajectory. This led to a recognition that change would need to address the teacher identity not simply focus on raising the status of research as part of an academic role. The project addressed this through the development of a research strategy that incorporated a 'Scholarship Model' that broadened the notion of scholarship. Instead of research providing academic credibility, the model valued teaching and a variety of scholarly endeavours that included research to provide academic credibility. This was used to create a scholarly culture that moved the department towards a longer term goal of developing research active staff for the REF submission.
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Lisle, Janet. "Miscarriage misfortunes : towards evidence-based nursing for miscarrying women in the emergency department." Access the electronic text, 2008. http://www.biblio.uottawa.ca/biblio/documents/ID-en.pdf.

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Wilson, Joanne. "The effect of nurse initiated paracetamol on emergency department patients with pain from low acuity injury." Connect to thesis, 2008. http://portalapps.ecu.edu.au/adt-public/adt-ECU2008.0014.html.

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Amin, Khan Mandokhail Boonyong Keiwkarnka. "Patient satisfaction towards outpatient department services of medicine in banphaeo autonomous hospital Samut Sakhon Province, Thailand /." Abstract, 2007. http://mulinet3.li.mahidol.ac.th/thesis/2550/cd399/4937996.pdf.

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Hinojosa, Iván. "CUETO CABALLERO. Marcos. Intellectual Thought and Aristocracy in San Márcos University: 1890-1920. Master of Arts,Department of History, Columbia University, New York,1983, 111. 57 p." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/121755.

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Vernoski, Barbara K. "Effect of Blood Collection Practices on Emergency Department Blood Specimen Rejection Rates." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/438.

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The practice of obtaining blood as part of the placement of a new peripheral venous access device (p-VAD) is a frequent practice in the emergency department (ED). Of the concerns related to this practice is the possibility of laboratory specimen rejection due to p-VAD catheter size, use of the wrong collection device, and the absence of a standardized collection process. The objective of this study, therefore, was to examine the effect of the use of evidence-based venipuncture and p-VAD blood collection protocols on the rejection rate of blood specimens drawn by staff in the adult areas of an urban academic medical center ED. A convenience sample of 28 ED nurses and 39 ED technicians (51.94% of all eligible ED employees) consented to using these evidence based protocols when they collected blood from adult ED patients. Blood specimen rejections rates were measured for four consecutive weeks prior to and at weeks 1-4, 5-8, 9-12, and 1-12 after the evidence-based blood collection practices training intervention. Laboratory analysis of all specimens was automated with rejection results provided in the form of computerized reports. There was a significant decrease in the 12-week rejection rates for two of the three ED adult care areas, with the overall ED adult area rejection rate significantly decreased from 3.19% to 2.38% (X2at Df1, p < .05). The most common reasons for rejection were hemolysis (65.39%) and clotting (10.68%) followed by specimen mis-labeling, tube missing, insufficient quantity for testing, incorrect packaging, specimen contamination or dilution, and label missing, Though the use of theses evidence based blood collection protocols significantly decreased the overall rejection rate, the high percent of rejections due to hemolysis may further be reduced by having all ED staff use these protocols, and by exploring other collection techniques in the literature that have been found to significantly decrease rejection rates.
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Benson, Marilyn Leigh. "The birth of the Frederic Wood Theatre -- how the early development of the University of British Columbia fostered the establishment of the Theatre Department and the Frederic Wood Theatre." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30330.

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It has been said that the character of an institution is largely determined by its history and the personalities that shaped it. If this is so, the Frederic Wood Theatre has much to draw on, for it was founded in the spirit of cooperation and promise. This thesis traces the beginning of the university from the original petition for its formation, through its early struggle to be established. Concurrent with this expansion is the growth of theatre at the university, a development which helped to introduce the institution throughout the province. The current Frederic Wood Theatre is the outgrowth of a tradition of theatre at the University of British Columbia. The beginning of this historical retrospective is the original petition for the founding of the university. Subsequent to that initial and failed attempt, the University of British Columbia was created by legislation through the efforts of Henry Esson Young, the "Father of the university", and by organization through the works of Frank Fairchild Wesbrook, its first President. Professor Frederic Wood, a founding member of the faculty in 1915, formed the Players'Club which provided the university its theatrical foundation for the next thirty years. Dorothy Somerset, a Director of the Players'Club and the Vancouver Little Theatre (also co-founded by Prof. Frederic Wood) established accredited theatre courses at the university and founded the Summer School of the Theatre. In 1952, these achievements won her the university's first legitimate theatre: the Frederic Wood. With single-minded purpose, Dorothy Somerset further established the Department of Theatre in 1958, building the present 410 seat Frederic Wood Theatre five years later in 1963. More than a physical building, the Frederic Wood Theatre is a dynamic process responding to the energies and influences of its principals. Seven individuals (out of hundreds) who were fundamental in contributing to the accomplishments of the Frederic Wood Theatre are introduced: Henry Esson Young, ''Father of the University'; Frank Fairchild Wesbrook, first President of the University of British Columbia; Professor Frederic G.C. Wood, founder of the Players' Club; Dorothy Somerset, founder of the Department of Theatre; Jessie Richardson, in whose honour years later, the Jessie Awards were created; Norman Young, stage manager, publicizer and lobbyist, and John Brockington, Head of the Theatre Department for 23 years, the man who guided and developed its academic and degree granting programs. Few people realize how great a role the theatre has played in the establishment of the University of British Columbia.
Arts, Faculty of
Theatre and Film, Department of
Graduate
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Gabolinscy, Brian. "Triage codes a predictor of nursing care time in the emergency department : a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Health Science, 2005." Full thesis. Abstract, 2005.

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Essa, Ilhaam. "Possible contributors to students’ non-completion of the postgraduate nursing diploma at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5158.

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Research report (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.
Bibliography
ENGLISH ABSTRACT: In this research report I have argued that postgraduate student retention and completion rates in nursing education can be enhanced by attending to the following actions: increased institutional support, initiating students into an ethics of care, and engaging students and lecturers in some form of dialogical communication. In order to ensure that students do not prematurely depart from their programme of study, I have shown that it is not sufficient to offer merely institutional (mostly administrative) support to students, but also cultivating caring and dialogical communication in teaching and learning activities. My argument in defence of caring and dialogical communication is corroborated by an empirical investigation which confirms students’ non-completion and retention in the non-clinical postgraduate nursing education programmes offered by Stellenbosch University’s Nursing Division in 2008.
AFRIKAANSE OPSOMMING: In hierdie navorsingsverslag het ek geargumenteer dat die nagraadse studentebehoud- en voltooiingkoerse in verpleegonderwys versnel kan word deur aandag aan die volgende aksies te skenk: toenemende institusionele ondersteuning, inisi¸ring van ’n etiek van omgee ten opsigte van studente en die betrokkenheid van studente en dosente in ’n vorm van dialogiese kommunikasie. Om te verhoed dat studente nie voortydig die studieprogram verlaat nie, het ek aangedui dat dit nie voldoende is om slegs institusionele (meesal administratiewe) ondersteuning aan studente te verskaf nie, maar ook om ’n kultuur te skep van omgee en dialogiese kommunikasie in onderrig- en leeraktiwiteite. My argument ter stawing van omgee en dialogiese kommunikasie word ondersteun deur ‘n empiriese ondersoek van studente se nie-voltooiings- en retensiekoerse in die nie-kliniese nagraadse onderwysprogramme wat deur Universiteit Stellenbosch se Verpleegkunde-afdeling in 2008 aangebied is.
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McKenzie-Green, Barbara A. "Shifting focus how registered nurses in residential aged care organise their work : a grounded theory study : a thesis submitted in partial fulfillment of the requirement for the degree of Master in Health Science, Department of Nursing Studies, Auckland University of Technology, June 2003 /." Full thesis. Abstract, 2003.

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Books on the topic "Columbia University. Department of Nursing"

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Caddle, Steve. Columbia University, Department of Pediatrics children's medical guide. 3rd ed. New York: DK, 2008.

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Caddle, Steve. Columbia University, Department of Pediatrics children's medical guide. 3rd ed. New York: DK, 2008.

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Nurses of a different stripe: A history of the Columbia University School of Nursing, 1892-1992. New York: Columbia University School of Nursing, 1992.

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Columbia University. Department of Nursing. Competencies of a doctor of clinical nursing. New York, N.Y: Columbia University School of Nursing, 2003.

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Columbia University-Presbyterian School of Nursing Alumni Association. Columbia University-Presbyterian Hospital School of Nursing Alumnae Association, Inc. directory: 1989. White Plains, New York: Bernard C. Harris Publishing, 1989.

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Mary, Monroe. Music at Columbia: The first 100 years : an annotated catalogue of the 1996 centennial exhibition. Edited by Columbia University. Department of Music. New York, N.Y: Dept. of Music, Columbia University, 2000.

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Mary, Monroe. Music at Columbia: The first 100 years. Edited by Columbia University. Rare Book and Manuscript Library. New York, N.Y: Rare Book & Manuscript Library, 2012.

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Valman, H. B. Columbia University College of Physicians & Surgeons, Department of Pediatrics children's medical guide. New York: DK Pub., 1997.

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Dickinson, Leon T. An historical sketch of the Department of English, University of Missouri-Columbia. [Columbia, Mo.]: The Department, 1986.

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Herter, Frederic P. May I cut in? A Surgeon's story. Charleston, S.C: s.n., 2012.

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Book chapters on the topic "Columbia University. Department of Nursing"

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Tilley, Stephen. "Fragile Tradition: Institutionalisation of Knowledge of Psychiatric and Mental Health Nursing in the Department of Nursing Studies, the University of Edinburgh." In Psychiatric and Mental Health Nursing: The Field of Knowledge, 32–56. Oxford, UK: Blackwell Science Ltd, 2008. http://dx.doi.org/10.1002/9780470774427.ch3.

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Cilliers, Liezel, and Elzette van Niekerk. "Lecturers Perceptions on Blackboard: An Investigation of Blackboard Usage in a Nursing Department at a Traditional University." In Emerging Technologies for Education, 64–71. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71084-6_9.

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"Columbia University School of Nursing (Participant Letter)." In NICHE™: Nurses Improving Care for Healthsystems Elders. New York, NY: Springer Publishing Company, 2019. http://dx.doi.org/10.1891/9780826170828.ap10.

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"Building the Department of Anthropology at Columbia University." In Franz Boas, 1–39. Nebraska, 2022. http://dx.doi.org/10.2307/j.ctv30dxxpq.9.

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"Reminiscences of the Columbia University Department of Mathematical Statistics in the late 1940s." In Past, Present, and Future of Statistical Science, 47–52. Chapman and Hall/CRC, 2014. http://dx.doi.org/10.1201/b16720-7.

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Creed, Fiona. "Recognition of Acute Deterioration." In Nursing OSCEs. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199693580.003.0018.

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Recognition and prompt treatment of the acutely ill patient is a significant issue in clinical practice (NICE 2007). The need for all nurses to be able to recognize, assess and promptly escalate (ensure timely and effective management) patients whose condition is deteriorating is stressed in the literature (NCEPOD 2005; NPSA 2007). Therefore it is an important skill and your university will want to ensure via OSCE that you are adequately prepared for any emergency that may arise in practice. It must be emphasized that this skill is a complex skill and most universities do not assess this skill until the final year of your course. The key to succeeding in this OSCE is understanding the need for systematic assessment, and timely intervention and escalation will be stressed throughout this chapter. It is likely that you will be allowed approximately half an hour to demonstrate this skill and answer related questions. Revision of key material will enable you to understand why assessment is important and provide you with a systematic framework to use in the OSCE and in clinical practice. Concern over NHS staff ’s management of the deteriorating patient has been highlighted in the literature since the late 1990s. McQuillan et al. (1998) first discussed the concept of suboptimal care suggesting that often deterioration in patients was ignored, misdiagnosed and/or poorly managed in ward environments resulting in increased mortality and morbidity in ward patients. Since McQuillan’s work several other studies have identified similar problems (McGloin et al. 1999; NCEPOD 2005). More recently NICE (2007) has published guidance on recognition and management of deterioration and the Department of Health (2009) has published competencies related to recognition and management of deterioration that all acute staff should achieve. Review of this literature highlights that several issues are clearly important in recognition of acute deterioration and the need to utilize a systematic assessment tool linked to a robust track and trigger scoring system is an important consideration in practice. Smith (2003) was instrumental in developing the ALERT® framework that has been adopted internationally as a robust systematic assessment tool.
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"Job Training Need vs. Capacity." In Community Risk and Protective Factors for Probation and Parole Risk Assessment Tools, 94–107. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1147-3.ch008.

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The Workforce Innovation and Opportunity Act (WIOA) establishes performance accountability indicators and performance reporting requirements to assess the effectiveness of local workforce development programs. The WIOA State Porta provides the number of clients served per state. In 2017, the District served roughly 15,000 under the WIOA, 8,000 through a state apprenticeship program and 3,000 through University of the District of Columbia Community College's Division of Workforce Development. From 2009-2017, the District was designated as an “at risk” employment agency by the federal Department of Labor. Such a designation indicated that the Department questioned the capability of the District's workforce programs to employ local residents. And, the Department of Labor's “at risk” designation also suggested CSOSA clients referred to the District's employment programs would have been unlikely to have received WIOA, TANF, or SNAP training in a timely fashion to meet CSOSA's client accountability contracts.
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Garrett, Bernard Mark. "Mobile Clinical Learning Tools Using Networked Personal Digital Assistants (PDAs)." In Mobile Computing, 1256–60. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-054-7.ch104.

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The School of Nursing at the University of British Columbia has more than 300 nursing students engaged in supervised clinical practice in hospital and community settings around Vancouver. Likewise, the Faculty of Medicine has more than 200 medical students undertaking supervised clinical experience locally and remotely in the Prince George and Vancouver Island regions. The management of these clinical experiences and the promotion of learning while in an active clinical setting is a complex process.
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Garrett, Bernard Mark. "Mobile Clinical Learning Tools Using Networked Personal Digital Assistants (PDAs)." In Encyclopedia of Human Computer Interaction, 404–7. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-562-7.ch061.

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The School of Nursing at the University of British Columbia has more than 300 nursing students engaged in supervised clinical practice in hospital and community settings around Vancouver. Likewise, the Faculty of Medicine has more than 200 medical students undertaking supervised clinical experience locally and remotely in the Prince George and Vancouver Island regions. The management of these clinical experiences and the promotion of learning while in an active clinical setting is a complex process.
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Goodchild, Tim, and Sam Chenery-Morris. "Educational Podcasts at University Campus Suffolk." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 187–208. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch011.

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This chapter will explore the introduction and development of podcasts at University Campus Suffolk (UCS). The podcasts discussed in this chapter have all been developed in relation to pre-registration health and social care courses within the Faculty of Health at UCS. UCS is a relatively new university, and has a wide range of professional courses including nursing, midwifery, radiography, operating department practice and social work. The chapter will begin with a discussion of where podcasts sit in the paradigm of mobile learning and then a brief history of podcasting. The introduction of podcasts at UCS has been ad-hoc and mostly in response to ideas for developing the wider student learning experience. This ad-hoc approach has led to the development of a model for their educational use. Three case studies will be outlined, followed by presentation of the model. These case studies will show how podcasts came to be utilised, and the progression of our thoughts and experiences which have informed their current and future development at UCS. Small scale evaluations throughout the developmental period, and informal student feedback have helped inform the progression of podcasting at UCS. These evaluations have driven the increased use of podcasts at UCS, with students enjoying the experience of using podcasts, and also the ability to digest the podcasts at a time of their choosing. However, it should be noted that because of the nature of the developmental process, full scale evaluative research is only now being undertaken.
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Conference papers on the topic "Columbia University. Department of Nursing"

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Evans, R. L. "Gas Turbine Research at the University of British Columbia." In ASME 1989 International Gas Turbine and Aeroengine Congress and Exposition. American Society of Mechanical Engineers, 1989. http://dx.doi.org/10.1115/89-gt-18.

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This paper describes two gas turbine related research projects in the department of Mechanical Engineering at the University of British Columbia. Of the two projects described, one involves fundamental turbomachinery research while the second is a more applied project concerned with gas turbine based cogeneration systems in process industries. In the fundamental research area, both an experimental and computational study of unsteady boundary layer development on turbomachinery blading is described. The applied research program involves an engineering and economic assessment of a gas turbine based cogeneration system for sawmills. The system is designed to use wood-waste generated during the saw-milling process as a source of heat for an indirectly fired gas turbine. Studies to date indicate that such a system could result in many sawmills becoming completely energy self-sufficient.
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Switri, Endang, and Abdul Gofur Zaimuddin. "Improving Arabic Grammar Mastery of Nursing Department Students Using Domino Card Game Teaching Media." In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.156.

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Ewing, Daniel. "Vertical Gallium Nitride (GaN) Transistors For Extreme Environments." In University of the District of Columbia Engineering Department Seminar November 19, 2021 virtual. US DOE, 2021. http://dx.doi.org/10.2172/1832997.

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DeLima, Washington. "Multi-Axial environmental Test, Saving flowtime and Improving test Fidelity." In University of the District of Columbia Engineering Department Seminar November 19, 2021 virtual. US DOE, 2021. http://dx.doi.org/10.2172/1832986.

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Ewing, Daniel. "Vertical Gallium nitride transistors for extreme environment operation." In Department Seminar, University of the District of Columbia November 19, 2021 virtual event. US DOE, 2021. http://dx.doi.org/10.2172/1839286.

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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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Miller, William H., David Jonassen, Rose Marra, Matthew Schmidt, Matthew Easter, Ioan Gelu Ionas, Gayla M. Neumeyer, Randy Etter, Bruce Meffert, and Christopher C. Graham. "Radiation Protection Technician Two-Year Associates of Applied Science Curriculum for National Implementation." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48952.

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The U.S. Department of Labor awarded a $2.3 million grant to the University of Missouri-Columbia (MU) in 2006 in response to the need for well-trained Radiation Protection Technicians (RPTs). The RPT curriculum initiative resulted from significant collaborations facilitated by MU with community colleges, nuclear power plants, professional organizations, and other nuclear industry stakeholders. The objective of the DOL project is to help increase the pool of well-qualified RPTs to enter the nuclear workforce. Our work is designed to address the nuclear industry’s well-documented, increasingly significant need for RPTs. In response to this need, MU and AmerenUE’s Callaway Nuclear Power Plant first partnered with Linn State Technical College’s Advanced Technology Center (LSTC/ATC) to initiate a two-year RPT degree program. The success of this program (enrollments have been increasing over the past four years to a Fall 2007 enrollment of 23) enabled the successful proposal to the DOL to expand this program nationwide. DOL participants include the following partners: Linn State Technical College with AmerenUE – Callaway; Central Virginia Community College with AREVA; Estrella Mountain Community College with Arizona Public Service – Palo Verde; MiraCosta Community College with Southern California Edison – San Onofre; and Hill College with Texas Utilities – Comanche Peak. The new DOL grant has allowed redevelopment of the LSTC/ATC curriculum using a web-based, scenario driven format, benchmarked against industry training standards. This curriculum will be disseminated to all partners. Integral in this curriculum is a paid, three to four month internship at a nuclear facility. Two of the six new RPT courses have been developed as of the end of 2007. Four of five partner schools are accepting students into this new program starting in the winter 2008 term. We expect that these institutions will graduate 100 new RPTs per year to help alleviate the personnel shortage in this critical area of need.
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