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Journal articles on the topic 'Nursing Education Educational Evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Tachtsoglou, K., M. Lera, Ch Iliadis, A. Frantzana, and L. Kourkouta. "Evaluation of continuous nursing education." Progress in Health Sciences 2 (December 24, 2019): 37–42. http://dx.doi.org/10.5604/01.3001.0013.7223.

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<b>Introduction:</b> Continuing nursing education and the practice of newly acquired skills in clinical practice consist of increasingly important tools for improving patients’ care in today's health environment. <br><b>Purpose:</b> The purpose of this review study is to delve into the evaluation of continuing nursing education and its outcomes along with the educator’s role and obligations. <br><b>Materials and Methods:</b> A review of Greek and international literature was carried out, focusing on views regarding continuing nursing education an

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Sezer, Hale. "The coaching process evaluation scale used in nursing education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (2017): 57–63. http://dx.doi.org/10.18844/prosoc.v4i2.2461.

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Fusner, Stacy, and Bernadette Mazurek Melnyk. "Dedicated Education Units: A Unique Evaluation." Journal of Doctoral Nursing Practice 12, no. 1 (2019): 102–10. http://dx.doi.org/10.1891/2380-9418.12.1.102.

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BackgroundTraditional models of clinical nursing education do not deliver the most effective learning experiences to undergraduate nursing students. An innovative way to clinically prepare nursing students is the use of dedicated education units (DEUs). This model utilizes staff nurses to provide supervision and hands-on teaching to students.ObjectiveThe purpose of this project was to evaluate an evidence-based change from a traditional model of clinical instruction to a DEU.MethodsDEUs were implemented on three adult medical–surgical units. Two unpaired identical pre-DEU and post-DEU question

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Fasoi, Georgia, Martha Kelesi, and Areti Stavropoulou. "Developing support networks for successful implementation of innovative education-al programmes: the case of “evidence-based practice in nursing” continuing education programme in Greece." Health & Research Journal 6, no. 4 (2020): 107. http://dx.doi.org/10.12681/healthresj.25627.

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Developing and evaluating programmes of continuing education in nursing proved to be a challenging and yet a complex task. Nurse educators and evaluators confront a number of demanding issues regarding the development and implementation of continuing education programmes. Exploration of peers’ and stakeholders’ experience in programme development and evaluation appeared to be a valuable source of knowledge in the field. The aim of the present paper is to share the experience of planning and evaluating the stage of developing support networks during the implementation of an innovative continuin

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Perry, Cheryl, and Jan Emory. "Advocacy Through Education." Policy, Politics, & Nursing Practice 18, no. 3 (2017): 158–65. http://dx.doi.org/10.1177/1527154417734382.

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Nurses are one of the largest groups of policy stakeholders in the health-care workforce, yet their influence on policy is not necessarily commensurate with their numbers. Since 2011, grassroots action coalitions have emerged to advance the profession’s impact on health-care policy. In one state, a partnership among professional nursing organizations, policy stakeholders, and academics resulted in educational presentations focused on political advocacy knowledge and skills. The goal of this project was to bring awareness to nurses and nursing students about their potential contributions to the

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Ha, Laurence, and Jacinthe Pepin. "Clinical nursing leadership educational intervention for first-year nursing students: A qualitative evaluation." Nurse Education in Practice 32 (September 2018): 37–43. http://dx.doi.org/10.1016/j.nepr.2018.07.005.

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Lobo, Marie L., Barbara K. Haas, Michele C. Clark, and Paula A. McNeil. "NEXus: Evaluation of an Innovative Educational Consortium for Doctoral Education in Nursing." Journal of Professional Nursing 31, no. 2 (2015): 104–11. http://dx.doi.org/10.1016/j.profnurs.2014.07.005.

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Freire, Laís Machado, Mariane Andreza de Paula, Elysangela Dittz Duarte, and Mariana Bueno. "Distance education in neonatal nursing scenarios: a systematic review." Revista da Escola de Enfermagem da USP 49, no. 3 (2015): 508–14. http://dx.doi.org/10.1590/s0080-623420150000300021.

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OBJECTIVE Identify resources that support learning mediated by technology in the field of neonatal nursing. METHOD Systematic review with searches conducted in MEDLINE, LILACS and SciELO. Titles and abstracts were independently evaluated by two experts. RESULTS Of the 2,051 references, 203 full-text articles were analyzed, resulting in the inclusion of nine studies on semiotics and semiology, cardiopulmonary resuscitation, general aspects of neonatal care, diagnostic reasoning and assessment of pain. Only two articles addressed the development of educational strategies and seven papers describ

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Ahmed, Sahar A. A., Sanaa M. Ahmed, and Lamia A. Awad. "Factors Influencing Undergraduate Nursing Students’ Perception of Educational Quality." Evidence-Based Nursing Research 1, no. 2 (2019): 11. http://dx.doi.org/10.47104/ebnrojs3.v1i2.36.

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Context: Quality education is a contemporary concern. Students' evaluations of teaching (SET) are universal measures and applied in almost every higher educational system in the world. Aim: The present study aims to explore student perception of factors that influence educational quality among undergraduate nursing students. Methods: A survey research design was utilized to achieve the aim of this study. The study conducted at obstetrics and gynecology classroom. Faculty of Nursing, El-Minia University. The subjects of the study consisted of all 3rd year nursing students (male &amp

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Battin, Barbara, Jeannette J. Battaglin, and Sylvia Byrd. "Excellence in School Nursing Workshop: Florida’s Experience in Standardizing School Nursing Orientation and Education." Journal of School Nursing 17, no. 5 (2001): 246–52. http://dx.doi.org/10.1177/10598405010170050301.

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Specialty preparation is needed for safe, effective school nursing practice. The Excellence in School Nursing workshop was envisioned as a means to provide a statewide orientation and education program for school nurses in Florida. As a result of a needs assessment, the Florida Departments of Health and Education formed a curriculum development committee to address the educational needs of school nurses. A 3.5-day workshop was designed for school health nursing supervisors and school nurses employed by county health departments, school districts, and community agencies. The workshop was pilote

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Tanner, Christine A. "Measurement and Evaluation in Nursing Education." Journal of Nursing Education 40, no. 1 (2001): 3–4. http://dx.doi.org/10.3928/0148-4834-20010101-03.

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Burlova, Natal'ya. "Nursing administrators' using the system approach in evaluation of ongoing professional education of nurses." Medsestra (Nurse), no. 7 (July 1, 2020): 45–51. http://dx.doi.org/10.33920/med-05-2007-08.

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Purpose of the study was the substantiation of using the model, personalised evaluation of the results of ongoing medical education of middle-level specialists for the subsequent planning of a specialist's educational paths based on multi-factorial analysis. Results. It has been established that using the model based on mathematical modelling allows monitoring the ongoing professional development of each specialist, drawing up a plan based on data on how to create an individual educational path according to the most significant factors improving the result of ongoing medical education. Conclus

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Ingram, Carolyn, Karen Ray, Janet Landeen, and David R. Keane. "Evaluation of an Educational Game for Health Sciences Students." Journal of Nursing Education 37, no. 6 (1998): 240–46. http://dx.doi.org/10.3928/0148-4834-19980901-04.

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He, Qilian, Yanfen Fu, Yunpeng Su, and Yuquan Luan. "Understanding Chinese Nursing Education and Practice for Developing International Nursing Partnerships." Journal of Transcultural Nursing 31, no. 4 (2019): 406–12. http://dx.doi.org/10.1177/1043659619872798.

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Introduction: Modern nursing was introduced into China by Western missionaries in the 19th century; since then, significant changes continued to occur, which provides beneficial areas of international collaboration based on trends in globalization. Methods and Materials: The description was developed through reviews of published literature, policy documents that inform Chinese nursing practice, education, and the firsthand working experiences between American and Chinese nurses and faculty. Results: 82 articles and 13 governmental documents were included. Chinese nursing has undergone signific

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Suhayda, Rosemarie, and Joanne M. Miller. "Optimizing Evaluation of Nursing Education Programs." Nurse Educator 31, no. 5 (2006): 200–206. http://dx.doi.org/10.1097/00006223-200609000-00005.

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Bodin, Susan. "Evaluation and Testing in Nursing Education." Journal for Nurses in Staff Development 17, no. 3 (2001): 164. http://dx.doi.org/10.1097/00124645-200105000-00016.

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Mitchell, Alba, John Walls, Robin Whyte, et al. "Evaluation of an Educational Program to Prepare Neonatal Nurse Practitioners." Journal of Nursing Education 34, no. 6 (1995): 286–89. http://dx.doi.org/10.3928/0148-4834-19950901-11.

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Berg, Jill, Mary J. Tichacek, and Renee Theodorakis. "Evaluation of an Educational Program for Adolescents With Asthma." Journal of School Nursing 20, no. 1 (2004): 29–35. http://dx.doi.org/10.1177/10598405040200010601.

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In addition to challenges of adolescence itself, teens with asthma face demands of asthma management and risks of asthma sequelae, including fatalities. Few asthma educational programs specifically address their needs. In response to school nurse concern, this pilot study evaluated an adolescent asthma education program, the Power Breathing™ Program, together with individual coaching sessions in terms of general asthma knowledge and health status. Thirteen high school students, predominantly female and African American, participated over a 6-month period. Evaluation tools included the Child He

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Story, Lachel, Janie B. Butts, Sandra B. Bishop, Lisa Green, Kathy Johnson, and Haley Mattison. "Innovative Strategies for Nursing Education Program Evaluation." Journal of Nursing Education 49, no. 6 (2010): 351–54. http://dx.doi.org/10.3928/01484834-20100217-07.

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Conger, Margaret M. "Evaluation of an Educational Strategy for Teaching Delegation Decision Making to Nursing Students." Journal of Nursing Education 38, no. 9 (1999): 419–22. http://dx.doi.org/10.3928/0148-4834-19991201-09.

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Wakefield, Ann, Christine Furber, Caroline Boggis, Adrian Sutton, and Sam Cooke. "Promoting interdisciplinarity through educational initiative: a qualitative evaluation." Nurse Education in Practice 3, no. 4 (2003): 195–203. http://dx.doi.org/10.1016/s1471-5953(02)00119-1.

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O'Connor, Tom, Zena Moore, Chanel Watson, et al. "The evaluation of an early graduate educational intervention." Nurse Education in Practice 31 (July 2018): 29–34. http://dx.doi.org/10.1016/j.nepr.2018.04.007.

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Macduff, Colin, and Bernice J. M. West. "An evaluation of an educational programme to prepare family health nurses." Nurse Education Today 24, no. 7 (2004): 575–83. http://dx.doi.org/10.1016/j.nedt.2004.08.001.

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Hash, Kristina M., Marla Berg-Weger, Daniel B. Stewart, and David P. Elliott. "Social Work’s Participation in the Geriatric Education Centers Educational Evaluation: A Brief Report." Journal of Applied Gerontology 38, no. 3 (2016): 406–11. http://dx.doi.org/10.1177/0733464816681151.

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This study was conducted to determine the level and types of participation of social workers in the activities of the Geriatric Education Centers (GECs). Through an online survey of GECs, the level of participation of social work professionals was compared with those in dentistry, nursing, medicine, and pharmacy, during the years 2010 to 2014. Thirty-one percent (14) of the 45 GECs completed the survey. The results found increases in participation for both social workers and nurses for both GEC activities and involvement in leadership positions within the centers. The GECs also identified care

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Lee, Su-Jung, Min-Sun Park, and Sung-Ok Chang. "Healthcare Professionals’ Perceptions of Function-Focused Care Education for Nursing Home Practitioners." International Journal of Environmental Research and Public Health 18, no. 14 (2021): 7587. http://dx.doi.org/10.3390/ijerph18147587.

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A nursing home (NH) care environment necessitates a shared cognition-based education model that maintains effective function-focused care (FFC). This study’s aim was to explore healthcare professionals’ perceptions of function-focused care education for the development of an education model using a shared mental model (SMM) in NHs. Semi-structured interviews with 30 interdisciplinary practitioners from four different professions (nurses, physical therapists, occupational therapists, and social workers) and focus group interviews with 12 experts were conducted. Data were analyzed using content

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Li, Alice M. L. "Simulation-Based Clinical Skill Training to Promote Effective Clinical Learning with Simulation Evaluation Rubrics in Nursing Education." International Journal of Information and Education Technology 6, no. 3 (2016): 237–42. http://dx.doi.org/10.7763/ijiet.2016.v6.692.

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Santos, Millena Katrine Andrade, Rebeca Lira de Oliveira Prado Vieira, Lavynia Carmo Brito, et al. "Current Overview of Undergraduate Nursing Courses in the Northeast." International Journal for Innovation Education and Research 9, no. 3 (2021): 416–24. http://dx.doi.org/10.31686/ijier.vol9.iss3.3008.

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Introduction: Nursing education has been undergoing transformations in due to the need to adapt to the market demands. Thus, within the academic context, it is necessary to observe the quality of training linked to the demands of the contemporary world. To assess this quality, the National Institute of Studies and Research uses instruments to outline the quality panorama of the courses through the evaluation of students, through the result of the National Student Performance Exam, in addition to using the educational indexes: administrative category, institutional nature, number of vacancies o

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Leigh, Gwen, Frances Stueben, Deedra Harrington, and Stephen Hetherman. "Making the Case for Simulation-Based Assessments to Overcome the Challenges in Evaluating Clinical Competency." International Journal of Nursing Education Scholarship 13, no. 1 (2016): 27–34. http://dx.doi.org/10.1515/ijnes-2015-0048.

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AbstractThe use of simulation in nursing has increased substantially in the last few decades. Most schools of nursing have incorporated simulation into their curriculum but few are using simulation to evaluate clinical competency at the end of a semester or prior to graduation. Using simulation for such high stakes evaluation is somewhat novel to nursing. Educators are now being challenged to move simulation to the next level and use it as a tool for evaluating clinical competency. Can the use of simulation for high-stakes evaluation add to or improve our current evaluation methods? Using pati

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Rodrigues, Juliane Cristina, Talita Prado Simão Miranda, Francine Lima Fulquini, Caroline Guilherme, Sílvia Caldeira, and Emilia Campos de Carvalho. "Construction and Evaluation of an Educational Video: Nursing Assessment and Intervention of Patients’ Spiritual Needs." Religions 11, no. 9 (2020): 460. http://dx.doi.org/10.3390/rel11090460.

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Spirituality is particularly important in health and illness transitions and is a fundamental dimension of healthcare. However, nurses often feel underprepared to provide spiritual care and the use of dynamic and interactive strategies, such as educational videos, can facilitate the development of this competency in undergraduate education. This study aimed to construct and evaluate an educational video lasting 10 min and 52 s for nursing students concerning the assessment of patients’ spiritual needs. The methodological study was based on the pre-production, production, and post-production ph

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Avelino, Carolina Costa Valcanti, Lívia Cristina Scalon da Costa, Soraia Matilde Marques Buchhorn, Denismar Alves Nogueira, and Sueli Leiko Takamatsu Goyatá. "Teaching-learning evaluation on the ICNP® using virtual learning environment." Revista Brasileira de Enfermagem 70, no. 3 (2017): 602–9. http://dx.doi.org/10.1590/0034-7167-2016-0545.

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ABSTRACT Objective: Evaluating the teaching-learning process of undergraduates and nursing professionals on the International Classification for Nursing Practice (ICNP®) through a course on Moodle Platform. Method: Mixed research conducted with 51 nursing students and nurses. Many technological and educational resources were used. To collect data, two semi-structured questionnaires were applied and focus groups were carried out. Statistical and thematic analysis of the data was performed. Results: There was a correlation between the Wiki variable, the Animation Video (p = 0.002) and the Arch M

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Shin, Hyewon, Jung Min Lee, and Shin Jeong Kim. "An Integrative Review of Smartphone Utilization for Nursing Education among Nursing College Students in South Korea." Journal of Korean Academic Society of Nursing Education 24, no. 4 (2018): 376–90. http://dx.doi.org/10.5977/jkasne.2018.24.4.376.

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Purpose: The purpose of this study was to (a) synthesize nursing education literature using a smartphone for Korean nursing college students based on Whittemore and Knafl's integrative five-step review method and to (b) evaluate the quality appraisal of each article using Gough's weight of evidence. Methods: Articles published in Korea were identified through electronic search engines and scholarly websites using a combination of three search terms, including nursing student, smartphone, and education. Scientific, peer-reviewed articles in nursing education for Korean college nursing students,

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Männistö, Merja, Kristina Mikkonen, Essi Vuopala, et al. "Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study." Nordic Journal of Nursing Research 39, no. 4 (2019): 191–200. http://dx.doi.org/10.1177/2057158519861041.

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Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group ( n = 87) studied using a collaborative digital learning environment and the control group ( n = 38) studied in the traditional classroom setting. There were no significan

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Braine, Mary E., and Neal Cook. "An evaluation of post-registration neuroscience focused education and neuroscience nurses' perceived educational needs." Nurse Education Today 35, no. 11 (2015): 1069–74. http://dx.doi.org/10.1016/j.nedt.2015.05.021.

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Poorman, Susan G., and Melissa L. Mastorovich. "Teacher Stories of Blame When Assigning a Failing Grade." International Journal of Nursing Education Scholarship 11, no. 1 (2014): 91–100. http://dx.doi.org/10.1515/ijnes-2013-0081.

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AbstractNurse educators are required to routinely evaluate students. While there is a plethora of information in the educational literature about how to write exams, develop rubrics, or evaluate clinical performance, there is a paucity of research related to teachers’ experiences of evaluation. Using a Heideggerian hermeneutical approach, this study sought to answer: (1) what are the experiences of nurse educators evaluating nursing students? and (2) what do these evaluative experiences mean to the nurse educator? Thirty nurse educators from 19 undergraduate programs were interviewed for this

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Harjanto, Totok, Dimas S. E. W. Sumunar, Oktavin ., Rosiana Nur Imallah, and Sri Suning Kusumawardani. "E-learning Development Strategy through Massive Open Online Course (MOOC) In Clinical Rotation Nursing Education." Pakistan Journal of Medical and Health Sciences 15, no. 6 (2021): 1521–25. http://dx.doi.org/10.53350/pjmhs211561521.

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Background: E-learning as a new learning method influences process of transforming conventional education into a digital basis. Massive Open Online Course (MOOC) is used as an e-learning management system that disseminates nursing institution partners' knowledge. An E-learning system provides highly configurable and integrated features in electronic books, journals, and web services. This system quickly, effectively, and economically distributes educational content toward students without any time or learning space limitation. E-learning has been implemented in various learning subjects, inclu

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Forsgren, Susanne, Tanja Christensen, and Azar Hedemalm. "Evaluation of the case method in nursing education." Nurse Education in Practice 14, no. 2 (2014): 164–69. http://dx.doi.org/10.1016/j.nepr.2013.08.003.

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Reutzel, Thomas J., Archana Desai, Gloria Workman, et al. "Medication Management in Primary and Secondary Schools: Evaluation of Mental Health Related In-Service Education in Local Schools." Journal of School Nursing 24, no. 4 (2008): 239–48. http://dx.doi.org/10.1177/1059840508319629.

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An increasing number of students are taking medications while they are in school or are under the influence of medication during school hours. In a novel effort, clinical pharmacists and mental health therapists worked together to provide “mini-in-service” educational programs on psychological disorders and medications used to treat these disorders. The purpose of this study was to implement and evaluate the effectiveness of these educational programs presented to school nurses, teachers, school administrators, and other personnel. The study compared participant responses before and after atte

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Donohue-Porter, Patricia, Maryann O. Forbes, Jane H. White, and Steven L. Baumann. "Transforming Nursing Education and the Formation of Students." Nursing Science Quarterly 30, no. 2 (2017): 134–42. http://dx.doi.org/10.1177/0894318417693287.

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Transforming nursing education is a current focus across the country, the result of recent national reports that have made significant contributions for evaluating and changing curricula and ways students are taught. However, the need to ground these strategies for change within our discipline’s ontological foundation through nursing theory must be addressed. The purpose of this article is to use Parse’s Humanbecoming Paradigm to provide educators with exemplars of discipline-specific theory-based changes across educational levels. The exemplars are situated within the important tensions that

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Young, Susan, and Kristina Lu. "Educational interventions to increase cultural competence for nursing students." International Journal of Organization Theory & Behavior 21, no. 2 (2018): 85–97. http://dx.doi.org/10.1108/ijotb-03-2018-0026.

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Purpose The purpose of this paper is to analyze the study results conducted at a four-year university in Hawaii investigating the impact of providing nursing students with an educational intervention session aimed at improving cultural competence. Design/methodology/approach A descriptive-correlational research method was used to examine the correlations between a control group and experimental group using pre-and post-tests. The t-test for equality of means and Levene’s test for equality of variances were conducted for statistical analysis on pre-and post-test scores. In addition, a power ana

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Crawford, Lynda H. "Evaluation of Nursing Faculty Through Observation." Journal of Nursing Education 37, no. 7 (1998): 289–94. http://dx.doi.org/10.3928/0148-4834-19981001-04.

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Wishnia, Gracie S., Pam Yancy, Judith Silva, and Nancy Kern-Manwaring. "Evaluation by Exception for Nursing Students." Journal of Nursing Education 41, no. 11 (2002): 495–97. http://dx.doi.org/10.3928/0148-4834-20021101-09.

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Jahromi, Zohreh Badiyepeymaie. "A Study of the Barriers and Facilitators of Patient Education from the Viewpoint of Nursing Students at Jahrom College of Nursing." Bangladesh Journal of Medical Science 15, no. 3 (2016): 471–76. http://dx.doi.org/10.3329/bjms.v15i3.30201.

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Objective: Patient education is the process of enhancing patients knowledge and skills in order to encourage the required attitude and behaviors for maintaining or improving their health. This study aims to explore the barriers and facilitators of patient education in clinical environments from the viewpoint of nursing students.Materials and Method: 78 senior and junior nursing students at Jahrom University of Medical Sciences formed the participants of this descriptive-cross-sectional study. The participants were selected based on the census method. The questionnaire used to collect data inc

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Jho, Mi Young. "A Study on the Educational Operation Status and Program Quality Evaluation in Continuing Nursing Education Providers." Korean Data Analysis Society 22, no. 6 (2020): 2457–74. http://dx.doi.org/10.37727/jkdas.2020.22.6.2457.

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Doolen, Jessica, Michelle Giddings, Michael Johnson, Gigi Guizado de Nathan, and Lysander O Badia. "An Evaluation of Mental Health Simulation with Standardized Patients." International Journal of Nursing Education Scholarship 11, no. 1 (2014): 55–62. http://dx.doi.org/10.1515/ijnes-2013-0075.

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AbstractInterviewing standardized patients (SPs) trained to model psychiatric disorders can promote student nurses’ interview skills and therapeutic communication, while at the same time increasing their confidence and decreasing anxiety. From a constructivist view of education and Kolb’s (1984; Experiential learning: Experience as the source of learning and development. Edgewood Cliffs, NJ: Prentice-Hall) theory of experiential learning, this article describes the development and use of SPs as a learning strategy. The use of SPs helps faculty in overcoming some of the challenges of competing

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Mager, Diana R., Meredith W. Kazer, Jaclyn Conelius, et al. "Development, Implementation and Evaluation of a Peer Review of Teaching (PRoT) Initiative in Nursing Education." International Journal of Nursing Education Scholarship 11, no. 1 (2014): 113–20. http://dx.doi.org/10.1515/ijnes-2013-0019.

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AbstractFor many years, an area of research in higher education has been emerging around the development and implementation of fair and effective peer evaluation programs. Recently, a new body of knowledge has developed regarding the development and implementation of fair and effective peer evaluation programs resulting in formative and summative evaluations. The purpose of this article is to describe the development, implementation, and evaluation of a peer review of teaching (PRoT) program for nursing faculty, initiated at one small comprehensive university in the northeastern United States.

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González-Chordá, Víctor Manuel, and María Loreto Maciá-Soler. "Evaluation of the quality of the teaching-learning process in undergraduate courses in Nursing." Revista Latino-Americana de Enfermagem 23, no. 4 (2015): 700–707. http://dx.doi.org/10.1590/0104-1169.0393.2606.

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AbstractObjective: to identify aspects of improvement of the quality of the teaching-learning process through the analysis of tools that evaluated the acquisition of skills by undergraduate students of Nursing.Method: prospective longitudinal study conducted in a population of 60 secondyear Nursing students based on registration data, from which quality indicators that evaluate the acquisition of skills were obtained, with descriptive and inferential analysis.Results: nine items were identified and nine learning activities included in the assessment tools that did not reach the established qua

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Davis, Alison H., and Laura P. Kimble. "Human Patient Simulation Evaluation Rubrics for Nursing Education: MeasuringThe Essentials of Baccalaureate Education for Professional Nursing Practice." Journal of Nursing Education 50, no. 11 (2011): 605–11. http://dx.doi.org/10.3928/01484834-20110715-01.

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Fernandes, Manuel Matos, João Barradas Durão, and Ana maria Leitão Fonseca. "Competency-based to nursing education: literature review." Revista de Enfermagem UFPE on line 5, no. 2 (2011): 472. http://dx.doi.org/10.5205/reuol.1718-11976-1-le.05spe201121.

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ABSTRACTObjectives: to characterize the scientific production of models and educational strategies for nursing education based on competencies; Identify results of model implementation/education strategies; discuss the commonalities and divergences on the use of models / educational strategies. Methodology: literature review in November 2010, on the bases of the Virtual Health Library (VHL) using the following keywords: Competency-based Education, Nursing Education and Higher Education, being selected one. In EBSCO, using the same descriptors in English (Competency-Based Education, Education,

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Fijačko, Nino, Lucija Gosak, Nika Debeljak, Pavel Skok, Gregor Štiglic, and Leona Cilar. "Gamification in nursing." Obzornik zdravstvene nege 54, no. 2 (2020): 133–52. http://dx.doi.org/10.14528/snr.2020.54.2.2991.

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Abstract:

Introduction: With new generations of students entering the educational system and calling for novel adult learning approaches, such as gamification, traditional didactics seem to be diminishing in importance. The aim of this paper is to introduce gamification as a novel concept in adult learning and to present its impact on nursing education.Methods: Through a combination of 2dSearch, Publish or Perish and PubMed2XL applications and the set criteria, we used the Google Scholar and Medline / PubMed search engines to compile, analyse, and synthesise studies related to gamification in correlatio

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Latter, Sue, Jo Rycroft-Malone, Paul Yerrell, and David Shaw. "Evaluating educational preparation for a health education role in practice: the case of medication education." Journal of Advanced Nursing 32, no. 5 (2000): 1282–90. http://dx.doi.org/10.1046/j.1365-2648.2000.01599.x.

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