Relevant bibliographies by topics / Nursing – Study and teaching (Continuing education) – Evaluation

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

Academic literature on the topic 'Nursing – Study and teaching (Continuing education) – Evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Nursing – Study and teaching (Continuing education) – Evaluation"

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Dunker, Kimberly N. Silver, and Karen Manning. "Enhancing quality and safety in clinical teaching: Statewide live continuing education program for adjunct clinical nursing faculty." Journal of Nursing Education and Practice 8, no. 7 (2018): 78. http://dx.doi.org/10.5430/jnep.v8n7p78.

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The nursing faculty shortage is being filled by adjunct clinical faculty with no classroom teaching experience. These novice faculty members must undergo a socialization and orientation process (onboarding), when transitioning into the academic environment. To support orientation, the Live Continuing Education Program for Adjunct Clinical Nursing Faculty (LCEP-ACNF), a competency-based 4.0-hour continuing education unit program for novice clinical faculty was used. In this study, the LCEP-ACNF was tested in a statewide sample of clinical faculty. For this mixed-methods study a convenience samp
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Rouleau, Geneviève, Marie-Pierre Gagnon, José Côté, et al. "Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews." Journal of Medical Internet Research 21, no. 10 (2019): e15118. http://dx.doi.org/10.2196/15118.

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Background E-learning is rapidly growing as an alternative way of delivering education in nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature: (1) education among nursing students and (2) nurses’ continuing education within a life-long learning perspective. A systematic review of systematic reviews on e-learning for nursing and health professional students in an academic context has been published previously; however, no such review exists regarding e-learning for registered nurses in a continuing education context. Objective We aimed to systematica
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Prak, Manila, and Suvinee Wivatvanit. "The development of neonatal nursing standards of practice for Cambodia: a Delphi study." Journal of Health Research 32, no. 1 (2018): 12–23. http://dx.doi.org/10.1108/jhr-11-2017-002.

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Purpose Cambodia has one of the highest death rates for children under five years of age in Southeast Asia. The high mortality rate of children under five years of age, especially the neonate is 35 per 1,000 for the period zero to four years. There are no neonatal nursing standards of practice to guide nurses providing neonatal nursing care. Some general guidelines are currently being implemented for both doctors and nurses. The Minister for Health officially launched the Cambodian Council of Nurses’ Guideline for the Standard of Nursing Care in December 2015. In the absence of specific neonat
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Matia, Graciele de, Marcio José de Almeida, Roberto Zonato Esteves, Elaine Rossi Ribeiro, and Izabel Cristina Meister Martins Coelho. "Desenvolvimento e Validação de Instrumento para Avaliação das Competências Gerais nos Cursos da Área da Saúde." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 598–605. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190055.

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ABSTRACT The evaluation of the General Competencies in undergraduate courses in the healthcare area remains challenging. Objectives To develop an instrument for supporting teaching staff in evaluating the General Competencies of undergraduate students in the healthcare area; to test the reliability of the instrument with teachers and students of the same working field; validate the instrument of General Competencies, directed to teachers and students from the health area. Methods the present was a Methodological study, approved by REC N. 826.770. The validation of the construct, criterion and
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Matia, Graciele de, Marcio José de Almeida, Roberto Zonato Esteves, Elaine Rossi Ribeiro, and Izabel Cristina Meister Martins Coelho. "Development and Validation of an Instrument to Evaluate General Competences in Health Area Courses." Revista Brasileira de Educação Médica 43, no. 1 suppl 1 (2019): 598–605. http://dx.doi.org/10.1590/1981-5271v43suplemento1-20190055.ing.

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ABSTRACT The evaluation of the General Competencies in undergraduate courses in the healthcare area remains challenging. Objectives To develop an instrument for supporting teaching staff in evaluating the General Competencies of undergraduate students in the healthcare area; to test the reliability of the instrument with teachers and students of the same working field; validate the instrument of General Competencies, directed to teachers and students from the health area. Methods the present was a Methodological study, approved by REC N. 826.770. The validation of the construct, criterion and
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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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Mašić, Izet, Ahmed Novo, Šejla Deljković, Ibrahim Omerhodžić, and Alisa Piralić. "How To Assess and Improve Quality of Medical Education: Lessons Learned from Faculty of Medicine in Sarajevo." Bosnian Journal of Basic Medical Sciences 7, no. 1 (2008): 74–78. http://dx.doi.org/10.17305/bjbms.2007.3097.

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There is no such science as medicine where half life is 7 years, what means that in 3-4 years 50% of current knowledge will be wrong. If doctors use old techniques and methods then they will cure patients wrongly. Very fast and rapid increase of biomedical sciences and medical information in certain way force medical professionals to continuity learning in order to stay update. In this project a quantitative method of examination has been used. For the purposes of the research a survey questionnaires were created consisted of 28, 35 and 18 questions for all three groups of examinees. Beside ge
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Boswell, Elaine J., Rodney A. Lorenz, James W. Pichert, David G. Schlundt, and Marie L. Ivylynn Penha. "Evaluation of a home study continuing education program on patient teaching skills." Journal of Continuing Education in the Health Professions 14, no. 3 (1994): 155–65. http://dx.doi.org/10.1002/chp.4750140304.

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Shin, Eun Mi, and Young Sook Roh. "A School Nurse Competency Framework for Continuing Education." Healthcare 8, no. 3 (2020): 246. http://dx.doi.org/10.3390/healthcare8030246.

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Background: This study develops a school nurse competency framework for continuing education based on focus group interviews and a literature review. Methods: This study uses a qualitative content analysis with 12 school nurses. Six school nurses verify the content validity for the competency framework for continuing education using the content validity index. Results: School nurse competencies are defined as the knowledge, skills, and attitudes required of school nurses to provide safe school nursing. Six core competencies are identified. These include the ability to (1) provide patient-cente
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Climaco, Layres Canuta Cardoso, Juliane Dos Santos Almeida, Ivana Santos Ferraz, Stela Almeida Aragão, Ana Cristina Santos Duarte, and Rita Narriman Silva de Oliveira Boery. "Conhecendo as práticas integrativas e complementares em saúde: oficina educativa." Revista de Enfermagem UFPE on line 13, no. 4 (2019): 1167. http://dx.doi.org/10.5205/1981-8963-v13i4a237410p1167-1172-2019.

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RESUMOObjetivo: relatar a experiência vivenciada por discentes do curso de mestrado sobre a realização de uma oficina de práticas integrativas e complementares em saúde, com enfoque na Terapia Comunitária Integrativa (TCI). Método: trata-se de um estudo descritivo, tipo relato de experiência. Deu-se o estudo a partir da disciplina Processo Ensino-Aprendizagem cuja proposta de avaliação consistia na realização de uma oficina desenvolvida na semana de Enfermagem com 13 pessoas. Apresentaram-se os resultados em forma de relato. Resultados: percebeu-se, mediante a experiência da execução da oficin
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Dissertations / Theses on the topic "Nursing – Study and teaching (Continuing education) – Evaluation"

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Lundeen, Rebecca J. "Validity testing of instruments to measure variables affecting behavior change following continuing professional education in nursing." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048395.

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Nurse educators are faced with the issues of cost containment and documenting the results of continuing professional education (CPE). The results of successful CPE are behavior changes observed in the nursing staff upon returning to the work environment. Continuing professional education requires valid evaluation of instruments to determine its effectiveness, quality, and documentation of behavior changes. The purpose of this study was to establish the validity of four instruments measuring variables of behavior change in nurses after attendance at a CPE program. Cervero's (1985) evaluation mo
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Campbell, Nancy A. "A study of continuing education and behavior change following a precepting skills workshop." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/958794.

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Continuing education programs are successful only to the extent that the recommended practice or behavior is implemented. Previous research has demonstrated that some programs result in behavior change and others fail to do so. A conceptual framework developed by Cervero links behavior change to continuing professional education. This descriptive correlational study examined factors related to implementation of knowledge gained from a continuing professional educational offering into practice among registered nurses. One questionnaire on the motivation of the individual professional was given
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Burris, Roberta M. "Measuring the Learning Outcomes of a Continuing Education Seminar About the Aging Process on the Knowledge Level of Registered Nurses." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332596/.

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This study aims to increase the level of knowledge about the gerontological knowledge of a sample of registered nurses by creating a portable and concise continuing education seminar that is based upon the fundamental components of the normal aging process. The impact on the learning outcomes of an accredited continuing education seminar that was developed for this study was analyzed. The continuing education seminar focused on some of the major areas of social gerontology pertinent to nursing. Although other variables (age, gender, educational level, and previous gerontological training) were
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Butler, Mollie. "The development, implementation, validation and evaluation of a continuing professional development learning programme for nurses working in Saudi Arabia." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16510.

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Dissertation (PhD)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The Saudi Arabian Government has implemented a nation-wide policy to prepare its people for the workforce and has directed that the Saudi Council for Health Specialties (SCHS) be established. Under the SCHS umbrella the Saudi Nursing Board (SNB) has been formed for the purpose of regulating the nursing profession. While Saudi Arabia has for many years been dependent on the international community for nurses, it is now establishing its own nursing workforce. One challenge for the SCHS and the SNB is to ensure that p
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Louw, Celeste. "Registered professional nurses experiences of computer-assisted learning in a private healthcare organisation." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96900.

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Thesis (MCur)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Registered professional nurses are expected to maintain competence. Organisations are employing computer-assisted learning to fulfil this requirement. It was observed that staff experienced challenges such as technical difficulties, insufficient computer literacy, lack of opportunity and access to complete computer-assisted learning activities in a private healthcare organisation. These challenges may have implications for the effective learning and development of registered professional nurses. The aim of the study was t
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Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.

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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 res
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Prater, Llewellyn Swan. "Mandatory Continuing Education in Nursing: a Texas Perspective." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc277673/.

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This study investigated Texas nurses' attitudes toward mandatory continuing education, and their perceptions of skill improvement, knowledge enrichment and improvement of health care to the public as a result of participation in twenty contact hours of continuing education programs as required by the Board of Nurse Examiners for the State of Texas. This sample of Texas nurses felt that the goals set forth by the Board of Nurse Examiners for the State of Texas had been met by participation in mandatory continuing education. However, given the small return rate, the attitudes of these nurses
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Davids, Julia M. "Continuing professional development in nursing." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1617.

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Lam, Sui-sum, and 林瑞心. "Mandatory continuing nursing education: factors influence nurses participation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31972949.

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Rahman, Alphonsa A. "Development of a Nursing Informatics Competency Assessment Tool (NICAT)." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1715.

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Nursing workforce competency in informatics is crucial to providing safe patient care, improving quality, and reducing healthcare costs. Assurance of informatics competency in a workforce with increasingly diverse educational preparations, demographics, and informatics skills poses significant challenges. The question addressed was the lack of nursing informatics competency assessment tool relevant to bedside nursing. The purpose of this project was to develop and review a new nursing informatics competency assessment tool designed to address the individual educational needs of newly hired nur
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Books on the topic "Nursing – Study and teaching (Continuing education) – Evaluation"

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Evaluation in nursing staff development: Methods and models. Aspen Systems Corp., 1985.

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Fish, Della. An evaluation of practice-based learning in continuing professional education in nursing, midwifery and health visiting. English National Board for Nursing, Midwifery and Health Visiting, 1991.

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Nursing staff development and continuing education. Little, Brown, 1986.

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Contemporary strategies for continuing education in nursing. Aspen Publishers, 1987.

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Altranais, Bord. Continuing professional education for nurses in Ireland: A framework. An Bord Altranais, 1997.

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Simulation in Nursing Education: From Conceptualization to Evaluation. Natl League for Nursing, 2007.

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University of Southampton. Independent External Evaluation Team. Nurse education and training evaluation in Ireland: Independent external evaluation : final report. [Department of Health], 1998.

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Oermann, Marilyn H. Evaluation and testing in nursing education. Springer, 1998.

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B, Gaberson Kathleen, ed. Evaluation and testing in nursing education. 3rd ed. Springer, 2009.

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B, Gaberson Kathleen, ed. Evaluation and testing in nursing education. 2nd ed. Springer Pub. Co., 2006.

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Book chapters on the topic "Nursing – Study and teaching (Continuing education) – Evaluation"

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HongYan, Zhang, and Wang JiKui. "Study on Learning Performance Evaluation of Distance Continuing Education." In Advanced Technology in Teaching. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_39.

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Blanco, Maria Menendez, Gerrit C. van der Veer, Laura Benvenuti, and Paul A. Kirschner. "Design Guidelines for Self-Assessment Support for Adult Academic Distance Learning." In Adult and Continuing Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch035.

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This contribution focuses on adult distance learning. Based on experiences at the Open University of the Netherlands we investigate specific problems that our students have with self-assessment and metacognition while studying. Starting from a literature review and complementing this with available student data from our teaching research center, we developed a conceptual framework that was iteratively adjusted and assessed by a questionnaire study and interviews. This allowed us to develop design guidelines for self-assessment support in distance learning environments. These guidelines were reviewed by experts. The input from the experts was used to modify the guidelines and iterate until they were considered complete. Tangible designs (i.e., mock-ups) for each of the self-assessment methods were proposed. These tangible designs were prototyped for later evaluation. Finally, we provide our conclusions and propose recommendations for actual application and systematic design.
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Blakey, Leah. "The Proliferation, Pitfalls, and Power of Online Education." In Web-Based Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch003.

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Accreditation, Assessment, Asynchronous Discussion, Bloom’s Taxonomy, Case Study, Classroom Instruction, Continuing Studies, Course Evaluation, Course Objectives, Curriculum Designers,Distance Education, Electronic Mail (Email), Faculty, Higher Education,instructional designers, Interactive Assignments, Internet Access, Learning Management System (LMS), learning styles, Online Classroom, Online Course,online education, Online Teaching,Pedagogy, Synchronous Tools, Virtual World
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Conference papers on the topic "Nursing – Study and teaching (Continuing education) – Evaluation"

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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health
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