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Journal articles on the topic 'Yale University. School of Nursing'

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Published: 29 July 2024
Last updated: 30 July 2024

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1

Hahn, Sabine. "„Ich erfasse immer die ganze Geschichte“." Psychiatrische Pflege 2, no. 4 (2017): 39–41. http://dx.doi.org/10.1024/2297-6965/a000104.

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Zusammenfassung. Dr. Joanne DeSanto Iennaco (PhD) ist Associate Professor der Pflege und der Psychiatrie an der Yale University School of Nursing. Sie ist Psychiatric Mental Health Pacticioner mit Bachelor Abschluss (PMHNP-BC), Psychiatric Mental Health Clinical Nurse Specialist mit Bachelor Abschluss (PMHCNS-BC) und Advanced Practice Registered Nurse (APRN). Als APRN arbeitet sie noch einen Tag pro Woche im Connecticut Medical Health Center in New Haven in einem Ambulatorium, das niederschwellig Behandlung und Pflege anbietet. Sie ist seit 1983 in der psychiatrischen Pflege tätig.
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Guenter, Peggi. "Enteral Tube Feeding Indications, Practices, and Outcomes KATHLEEN FLYNN, LINDA CELENTANO NORTON, AND ROSEMARIE L. FISHER School of Nursing (Flynn and Norton) and School of Medicine (Fisher), Yale University, New Haven, Connecticut." Nutrition in Clinical Practice 2, no. 4 (1987): 170–71. http://dx.doi.org/10.1177/088453368700200412.

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3

Belitsky, Richard, Michael L. Schwartz, Susan E. Larkin, and Abigail Roth. "Yale University School of Medicine." Academic Medicine 95, no. 9S (2020): S83—S86. http://dx.doi.org/10.1097/acm.0000000000003458.

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Belitsky, Richard, Gisella Weissbach-Licht, and Michael Schwartz. "Yale University School of Medicine." Academic Medicine 85 (September 2010): S124—S126. http://dx.doi.org/10.1097/acm.0b013e3181e86cab.

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5

Spivack, Alfred P. "Yale University School of Medicine Heart Book." American Journal of Clinical Nutrition 58, no. 6 (1993): 930. http://dx.doi.org/10.1093/ajcn/58.6.930.

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Tallia, Alfred F. "Yale University School of Medicine Heart Book." TOPICS IN CLINICAL NUTRITION 8, no. 4 (1993): 91. http://dx.doi.org/10.1097/00008486-199309000-00011.

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7

Llaurado, J. G. "Yale University School of Medicine Heart Book." Clinical Nuclear Medicine 18, no. 5 (1993): 455. http://dx.doi.org/10.1097/00003072-199305000-00026.

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8

Collins, William F. "The Sterling Hall of Medicine, Yale University School of Medicine." Journal of Neurosurgery 75, no. 3 (1991): 489–90. http://dx.doi.org/10.3171/jns.1991.75.3.0489.

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✓ A brief history of the Sterling Hall of Medicine at Yale University is presented; this building was erected and dedicated in 1925. This event signified the beginning of a new era for the Yale University School of Medicine, making it possible to attract a caliber of faculty that has enabled the School to attain its present place in medical education.
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9

Yizhong, Ning, and J. Hillis Miller. "Deconstruction and the Yale School: An Interview with J. Hillis Miller." Derrida Today 16, no. 2 (2023): 170–84. http://dx.doi.org/10.3366/drt.2023.0316.

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J. Hillis Miller (1928–2021) was one of the most prominent figures in literary criticism and theory. After receiving his Ph.D. from Harvard University, he taught at Johns Hopkins University, Yale University and the University of California at Irvine. He retired as Professor Emeritus in 2002. Miller was president of the Modern Language Association of America in 1986 and contributed significantly to professional academic institutions and organizations throughout his career. As an important representative of the Yale School, he had close relationships with Derrida, Paul de Man, Geoffrey Hartman and Harold Bloom. Dr. Ning Yizhong did postdoctoral research under his supervision at UCI from 1997 to 1998. This is part of his interviews with Professor Miller during that time. In this interview, Miller talks about the Yale School in general, and Jacques Derrida, Paul de Man and Harold Bloom in particular. 1
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Shiffman, R. N., S. Silverstein, S. J. Frawley, P. M. Nadkarni, and P. L. Miller. "Medical Informatics Training at Yale University School of Medicine." Yearbook of Medical Informatics 05, no. 01 (1996): 122–25. http://dx.doi.org/10.1055/s-0038-1638054.

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AbstractThe Yale Center for Medical Informatics has offered Medical Informatics training since 1986. The paper describes the overall structure of the training program, focusing primarily on the postdoctoral fellowship, a major component of which involves an independent project which the fellow carries out under faculty supervision. The paper outlines a number of areas in which such projects have been performed, describes the previous backgrounds and post-training career directions of the trainees, and discusses certain observations based on our experience with the program.
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11

Diers, Donna. "Before Hospice: Florence Wald at the Yale School of Nursing." Illness, Crisis & Loss 17, no. 4 (2009): 299–312. http://dx.doi.org/10.2190/il.17.4.c.

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Analysis of Florence Schorske's Wald's professional work at the Yale School of Nursing before she brought hospice to the United States shows the same value-based dedication to innovation that later characterized her work in death and dying.
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Grey, Lexie. "Reviewer Acknowledgements for Cancer and Clinical Oncology, Vol. 6, No. 2." Cancer and Clinical Oncology 6, no. 2 (2017): 75. http://dx.doi.org/10.5539/cco.v6n2p75.

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Cancer and Clinical Oncology wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.Cancer and Clinical Oncology is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://www.ccsenet.org/reviewer and e-mail the completed application form to cco@ccsenet.org.Reviewers for Volume 6, Number 2Aditya R Bele, University of Florida, USAAkhilesh Kumar, University of Wisconsin, USADhaarini Murugan, Oregon Health and Science University, USAHao Xie, Yale-New Haven Hospital Yale University School of Medicine, United StatesHemendra Mod, Aaruni Hospital PVT Ltd, IndiaJuan Luis Callejas Valera, UCSD/Moores Cancer Center, United StatesKaushik Thakkar, Stanford University, USAManal Mehibel, Stanford University, USAMark G Trombetta, Temple University School of Medicine, United StatesMohammed Abdelmoneam Osman, General Organization for Teaching Hospitals, EgyptMona Mostafa Mohamed, Cairo University, EgyptRajesh Kumar, Cancer Center MGH/Harvard Medical School, USASahar Ahmed Abdalbary, Cairo University, EgyptXin Wang, Sichuan University, China
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Kauffman, S. Blair. "Opening Remarks." International Journal of Legal Information 31, no. 2 (2003): 163–67. http://dx.doi.org/10.1017/s0731126500010532.

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The papers in this issue were presented at the IALL's 21st Annual Course on International Law Librarianship, held at Yale Law School, October 20 through October 23, 2002. The program featured several of America's great scholars in international law and drew on the rich resources of Yale University and its environs. It also introduced participants to the history of legal education in America and included excursions to America's first national law school, in Litchfield, Connecticut, and to the United Nations headquarters, in New York City. A pre-conference reception was held at the nearby Quinnipiac University School of Law Library, on Sunday afternoon, October 20th, in Hamden, Connecticut, and a post-conference institute on Islamic Law, was held on October 24th, at Harvard Law School, in Cambridge, Massachusetts.
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Lizzio, Celene Ayat. "Religious Dimensions of Democratization Processes in Muslim-Majority Nations." American Journal of Islam and Society 30, no. 1 (2013): 140–44. http://dx.doi.org/10.35632/ajis.v30i1.1171.

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The 41st AMSS annual conference, held on 29 September 2012 at Yale DivinitySchool, brought together scholars and activists to address “ReligiousDimensions of Democratization Processes in Muslim-Majority Nations.” Theevent, consisting of four panels and Juan R. I. Cole’s (University of Michigan)very anticipated keynote luncheon address, was co-sponsored by the Yale DivinitySchool and the Council on Middle East Studies at The MacMillian Centerat Yale. Several luminaries in the field, including Ambassador SallamaShaker (conference program chair, Yale Divinity School), also attended. GregoryE. Sterling (dean, Yale Divinity School) opened the conference, and AliA.Mazrui (former AMSS president, State University of New York) made welcomingremarks.The first panel, “The Arab Spring: A Revolution towards Democracy,”was chaired by Narges Erami (Yale University). In his opening paper, “TheArab Spring and Democratization in Sub-Saharan Africa: Which Is Cause andWhich Is Effect?,” Mazuri examined political processes, recent uprisings, andlonger-term democratic trends in South Africa, Tunisia, Egypt, Sudan, andYemen. He raised questions of chronology and causality, as well as howprocesses of colonialism and decolonization shaped contemporary politicallandscapes. After examining the concept of democratic contagion, he observedhow democratic processes that occurred in many African nations during thetwentieth century could serve as models for how to enshrine human rights andan independent judiciary in new constitutions. His paper ended with a detaileddiscussion of women’s contributions to shaping and buttressing a vibrant publicsphere, the positive effects of which can be seen particularly strongly inTunisia ...
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Korporowicz, Łukasz Jan. "O cyfryzacji badań historycznoprawnych. Kilka uwag na marginesie książki Johna B. Nanna i Morrisa L. Cohena pt. The Yale Law School Guide to Research in American Legal History. New Haven–London: Yale University Press, 2018, stron 349." Krakowskie Studia z Historii Państwa i Prawa 14, no. 2 (2021): 280–84. http://dx.doi.org/10.4467/20844131ks.21.012.13529.

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On the Digitization of Historical and Legal Research: A Few Remarks in the Margin of John B. Nann and Morris L. Cohen’s Book The Yale Law School Guide to Research in American Legal History. New Haven–London: Yale University Press, 2018, 349 Pages The review deals with a recently published book authored by John B. Nann and Morris L. Cohen and titled “The Yale Law School Guide to Research in American Legal History”. The modern, digital inclusive, approach to research in legal history presented by the book’s authors, provides a basis for the further comments gathered in the review. The review aims to convince Polish scholars to create a similar tool for young acolytes of legal history.
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Laga, Barry. "A Review of Gregory Jones-Katz’s Deconstruction : An American Institution." Criticism 65, no. 1 (2023): 103–7. http://dx.doi.org/10.1353/crt.2023.a932808.

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Abstract: Gregory Jones-Katz’s Deconstruction: An American Institution is an intellectual history that traces the development of deconstruction at Yale University. Jones-Katz describes the develop of Literature X, a course that transforms all cultural representations into “texts”; the institutionalization of deconstruction at Yale; the ripple effect of deconstruction among feminists; and the de Man affair. Jones-Katz concludes by ruminating on conversations about posthistory, the socioeconomics that financed the heyday of literary studies, and the fate of the iconic figures who made the Yale School and deconstruction famous.
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Li, Jinlei, Daniel Wiznia, Claudia See, and Kim Sumrak. "Yale University School of Medicine Team Proposes Oral Format Patient-Controlled Analgesia." ASA Monitor 87, no. 10 (2023): 33–34. http://dx.doi.org/10.1097/01.asm.0000989936.30947.7d.

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Leich, Marian Nash. "Marjorie M. Whiteman (1898-1986)." American Journal of International Law 80, no. 4 (1986): 938–40. http://dx.doi.org/10.1017/s0002930000073012.

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Dr. Marjorie Millace Whiteman died at the age of 87, at her home in Liberty Center, Ohio, on July 6, 1986. A graduate of Ohio Wesleyan University and the recipient of LL.B. (1927) and J.S.D. (1928) degrees from Yale Law School (where she served as an editor of the Yale Law Journal), she was also a Carnegie fellow in international law. Later, Miss Whiteman served as a research associate with the Research Commission on Latin America at Columbia University, and then, in 1929, began her distinguished career with the Department of State, winning recognition throughout the world as an authority on international law.
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Dalen, Brenda. "The Composer's Voice: "What women can do"." Canadian University Music Review 16, no. 1 (2013): 14–40. http://dx.doi.org/10.7202/1014414ar.

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In this interview, conducted on 18 August 1994, Violet Balestreri Archer revisits her past, recreating the experiences of her youth from the earliest days of her childhood in Como and Montreal to her graduation from Yale University in 1949 and sharing highly personal memories of her family, teachers, and friends. She recalls her first visit to Italy, her school years, her piano lessons, her early attempts at composition, her participation in the Montreal Women's Symphony, and her compositional studies with Douglas Clarke at McGill University, Béla Bartók in New York, and Paul Hindemith at Yale University. In listening to her story, we discover "who" she is and "how" she succeeded in establishing her compositional voice and in creating a space or "room" for herself in a profession traditionally dominated by men.
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Oliveira, Maria Amélia de Campos. "UNIVERSITY OF SÃO PAULO SCHOOL OF NURSING: a world-class school." Revista da Escola de Enfermagem da USP 50, no. 1 (2016): 10–11. http://dx.doi.org/10.1590/s0080-623420160000100001.

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21

Lannak, Jane. "Millie Almy: Nursery School Education Pioneer." Journal of Education 177, no. 3 (1995): 39–55. http://dx.doi.org/10.1177/002205749517700304.

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Millie Almy, professor emerita, University of California, Berkeley, entered the field of early childhood education after graduating from Vassar College in 1936. For the next ten years she participated variously as teacher, director, and supervisor in programs which are regarded today as landmarks in preschool education. Examples of such programs include: The Yale Guidance Nursery, a Works Progress Administration (WPA) nursery school, and a Lanham Act child care center. This article presents her recollections of these programs and her insights into her experiences. Almy addresses the critical issues of program quality, teacher qualifications and compensation, and parent involvement. These are issues which continue to challenge early childhood educators today.
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Cruz, Isabel Cristina Fonseca da. "Professional master in nursing at the Fluminense Federal University Nursing School." Online Brazilian Journal of Nursing 4, no. 1 (2005): 64. http://dx.doi.org/10.17665/1676-4285.20054837.

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Graduate studies at the EEAAC/UFF will expand your horizons and create an academic pathway to fulfill your goals. The Professional Master challenge us to aggressively pursue new sources of funding and scholarships for the nursing research. We hope that the following informations will help you maximize the chance to find a financial support to your education. The health organizations (governmental or non-governmental) needs create a traineeship program to support masters nursing students. Traineeships support nurses while they are pursuing advanced training. As well, the nursing schools must create the research and teaching assistantships to develop experience, and coverage of faculty ́s fees. The institutions may also create a Loan Repayment Program so the awardees are obligated to work for a certain period, with salary, to qualify for payment or forgiveness of their educational loans.
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McBride, Angela Barron, Lillian Yeager, and Sharon Farley. "Evolving as a University-Wide School of Nursing." Journal of Professional Nursing 21, no. 1 (2005): 16–22. http://dx.doi.org/10.1016/j.profnurs.2004.11.006.

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Larson, Kim, Amy Clark, Brittanie Colborn, Ashley Perez, Martha K. Engelke, and Phyllis Hill. "A School-Based Health Center–University Nursing Partnership." Journal of School Nursing 27, no. 6 (2011): 404–10. http://dx.doi.org/10.1177/1059840511419370.

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Young adolescents, age 10–15 years, have increasing psychosocial and biomedical health care needs, yet are some of the lowest users of conventional health services. In eastern North Carolina, school-based health centers (SBHCs) provide primary health care to thousands of school-age children in the most rural, medically underserved areas. SBHCs receive reimbursement from local, state, and private funding sources and their viability depends on the demonstration of outcomes. Using the Guidelines for Adolescent Preventive Services (GAPS) assessment tool, an SBHC–university nursing partnership evaluated the use of preventive health services by fifth and sixth grade students ( n = 690). Findings suggest that the vast majority of early adolescents needed a referral for a physical exam, nutrition, mental health, or health education services. This article describes key components for a successful SBHC–university nursing partnership that can evaluate and improve existing school health programs.
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Kulichenko, Alla, and Maryna Boichenko. "CLINICAL TRIALS IN AMERICAN MEDICAL COLLEGES: PRACTICAL ASPECT OF INNOVATION ACTIVITY." Scientific Journal of Polonia University 42, no. 5 (2021): 88–94. http://dx.doi.org/10.23856/4212.

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The article covers clinical trials as a type of clinical research in American medical colleges that develop innovation activity. Predominantly such clinical trials deal with oncology, neurology, ophthalmology, traumatology, pediatrics, pulmonology, and so on. To reach the aim of the article, there are the following methods as content-analysis of information concerning clinical trials from U.S. state websites and official ones of American medical colleges and a descriptive method – to give clear and accessible data on the mentioned problem. Moreover, the authors focus on clinical trials at Yale University, Johns Hopkins University School of Medicine, Stanford University School of Medicine, University of California Irvine School of Medicine, Keck School of Medicine of the University of Southern California, etc. These educational establishments attempt to find out effective and safe ways to preserve and restore health using the latest developments in science and technology. Besides, today they strive to meet effectively modern social challenges among which there is COVID-19.
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Cribari-Neto, Francisco, Mark J. Jensen, and Álvaro A. Novo. "RESEARCH IN ECONOMETRIC THEORY: QUANTITATIVE AND QUALITATIVE PRODUCTIVITY RANKINGS." Econometric Theory 15, no. 5 (1999): 719–52. http://dx.doi.org/10.1017/s0266466699155051.

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We rank institutions and researchers based on a standardized page count of their econometric theory publications over the last 11 years (1986–1996) in 11 economics and statistics journals. Our ranking criteria differ from those employed by Hall (1987, Econometric Theory 3, 171–194; 1990, Econometric Theory 6, 1–16) and Baltagi (1998, Econometric Theory 14, 1–43). We weight the standardized page count of a publication by the publishing journal's “impact factor,” which measures a journal's impact on the profession. We also depart from the previous rankings by focusing only on publications in theoretical econometrics. Our rankings reveal Yale University to be the leading academic institution, enjoying a large lead over the other top institutions: University of Chicago, M.I.T., and London School of Economics. Our rankings also reveal that Peter Phillips and Donald Andrews (both affiliated with Yale University) are the leading researchers in theoretical econometrics. We also provide rankings of countries and Ph.D. programs.
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Hughes, Joseph (Chip), Dave Legrande, Julie Zimmerman, Michael Wilson, and Sharon Beard. "Green Chemistry and Workers." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 19, no. 2 (2009): 239–53. http://dx.doi.org/10.2190/ns.19.2.dd.

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What follows is a summary of remarks presented by panelists participating in a workshop entitled, “What Green Chemistry Means to Workers.” The session examined the connection between green jobs—including those connected to the emerging field of green chemistry—and occupational, public, and environmental health. It was coordinated by Paul Renner, associate director of the Labor Institute, in collaboration with the Tony Mazzocchi Center for Safety, Health and Environmental Education, a project of the United Steelworkers and The Labor Institute. It was moderated by Joseph “Chip” Hughes, Director, Worker Education and Training Program, National Institute of Environmental Health Sciences. Panelists included Julie Zimmerman, PhD, Assistant Professor of Environmental Engineering, Forestry and Environmental Studies, Yale School of Engineering and Applied Science and Assistant Director for Research, Green Chemistry and Green Engineering Center, Yale University; David LeGrande, Occupational Safety and Health Director, Communications Workers of America; Mike Wilson, PhD, MPH, Environmental Health Scientist, Program in Green Chemistry and Chemicals Policy, Center for Occupational and Environmental Health, Berkeley School of Public Health, University of California; and Sharon D. Beard, Industrial Hygienist, NIEHS Worker Education and Training Program.
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Hua Chua, Hui. "The Avalon Project at Yale Law School: Documents in Law, History and Diplomacy2005291The Avalon Project at Yale Law School: Documents in Law, History and Diplomacy. Yale University Law School, 1996‐. Gratis Last visited February 2005 URL: http://www.yale.edu/lawweb/avalon/avalon.htm." Reference Reviews 19, no. 6 (2005): 18–19. http://dx.doi.org/10.1108/09504120510613094.

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Newfield, Susan A., and Dorothy M. B. Johnson. "Enhancing Wellness in a High School: A Community Partnership." Journal of School Nursing 17, no. 1 (2001): 38–43. http://dx.doi.org/10.1177/105984050101700106.

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Meeting the wellness needs of high school students reporting high-risk behaviors above national averages was the purpose of a community partnership between the county school district and West Virginia University School of Nursing. Although the school district and School of Nursing were the primary partners, other programs in the university provided additional support. The school nurse, school of nursing faculty, and nursing students provided wellness programs to students, faculty, and staff. Positive evaluations and high demand for the services demonstrated the school community’s need for the program and the success of the partnership.
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Condos, S. G., J. M. Selles, R. C. Merrell, and T. Stamkopoulos. "Tele-Affiliation in Medical Education: Experience from the International Program at Yale Office of Telemedicine." Methods of Information in Medicine 41, no. 05 (2002): 382–86. http://dx.doi.org/10.1055/s-0038-1634366.

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Summary Objectives: Telemedicine is developed in response to the needs of users that results in a more viable model. Yale has developed a process called tele-affiliation to combine services that are customized to the international client’s needs. Methods: Several defined steps compose the tele-affiliation process. The Yale-Greece telemedicine program is used as an illustration of this process. Some of the programs developed in response to Greek needs include breast cancer clinics, women’s health clinics and tele-homecare monitoring for post-operative and chronically ill patients. Results: Tele-affiliation creates an infrastructure that has the potential to change the method of health care delivery. By using the infrastructure created by the tele-affiliation process, templates for disease management, as well as health promotion and education can be delivered to a global audience. Conclusions: A tele-affiliation education environment has been developed and tested between Yale University School of Medicine and Greece resulting in an improved infrastructure for health education and management.
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Lee, Benhur. "Diversity, pathogenicity and pandemic potential of Henipavirus: an interview with Benhur Lee." Future Virology 14, no. 7 (2019): 449–51. http://dx.doi.org/10.2217/fvl-2019-0065.

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Biography Dr Benhur Lee is a Professor of Microbiology at the Icahn School of Medicine at Mount Sinai (ISMMS, NY, USA). He obtained his MD from Yale University School of Medicine (1995) and completed his clinical/postdoctoral training at the University of Pennsylvania (1995–2001). He was a Professor in the Department of Microbiology, Immunology & Molecular Genetics at the David Geffen School of Medicine at UCLA (2001–2013). Dr Lee is an appointed member of the NIH Novel and Exceptional Technology and Research Advisory Committee (NExTRAC), formerly known as the recombinant DNA Advisory committee (RAC). He is also on the International Committee on Taxonomy of Viruses (ICTV, paramyxovirus study group). Dr Lee has a special interest in emerging RNA viruses and HIV with a focus on molecular viral-host interactions that govern virus entry and budding.
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Smalley, Martha Lund. "Communications from the Field: Missionary Postcards from Africa." African Research & Documentation 104 (2007): 15–27. http://dx.doi.org/10.1017/s0305862x00023104.

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Over the past five years, the Yale University Divinity School Library has been acquiring a significant collection of postcards that document missionary work in Africa and Asia. The majority of these postcards have been made available by one vendor who has scoured flea markets and used books stores through Europe. The collection of more than 4,000 postcards complements other holdings in the Yale Divinity Library's Day Missions Collection. The Day Missions Collection makes up approximately one third of the Divinity Library's 500,000 volumes, and constitutes the bulk of its manuscript and archival collection. Since its foundation in 1892, the collection's scope has enlarged from a fairly narrow focus on training missionaries to become one of the preeminent collections documenting the thought, history, and practice of world Christianity.
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De Maria, Francesco, and Silvia Montorsi. "Promoting professional development in school-university transition." Form@re - Open Journal per la formazione in rete 23, no. 2 (2023): 296–306. http://dx.doi.org/10.36253/form-14782.

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The article addresses the issue of transition from secondary school to university, presenting the POT project (guidance and mentoring pathway) as a case study and research. The actions of the pathway accompanied the students involved in reflecting on their future employment, in terms of professional dispositions and career prefigurations. One of the tools used was the Professional/Personal Development Plan (PDP). The qualitative analysis of the written content was carried out with the Atlas.ti software and it led to the identification of some elements considered central to the development of critical reflection and self-orientation skills, capable of promoting greater awareness of the necessary steps to be taken for one's professional future. Promuovere lo sviluppo professionale nella transizione scuola-università. Il contributo affronta il tema della transizione dalla Scuola secondaria di secondo grado all’Università, presentando come caso di studio e di ricerca il progetto POT (percorso di orientamento e tutoraggio). Le azioni del percorso hanno accompagnato gli studenti coinvolti in una riflessione sul proprio futuro lavorativo, in termini di propensioni e prefigurazioni professionali. Uno degli strumenti utilizzati è stato il Professional/Personal Devolopment Plan (PDP). L’analisi qualitativa dei contenuti testuali realizzata con il software Atlas.ti ha portato all’individuazione di alcuni elementi ritenuti centrali per lo sviluppo di competenze di riflessione critica e di auto-orientamento, in grado di promuovere una maggiore consapevolezza sulle tappe necessarie da intraprendere per il proprio futuro professionale.
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Dreher, Melanie, Lydia DeSantis, and Sandra Dunbar. "University of Miami Transcultural Nursing Research Institute." Practicing Anthropology 10, no. 2 (1988): 13–14. http://dx.doi.org/10.17730/praa.10.2.4207115l0860u40q.

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The University of Miami Transcultural Nursing Research Institute was established just three years ago by a charitable trust from the William R. Ryan estate. Created to promote the art and science of nursing through culturally focused research, the Institute is a logical outgrowth of the School of Nursing curriculum which emphasizes culture as its organizing framework, from undergraduate education through Master's specialization and into the Ph.D. program.
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ADIGÜZEL, Gül, Seyda KÖK, Arife GÜR, Begüm Tuğba KARASU, Gülengül MERMER, and Ümran SEVİL. "HIGH SCHOOL AND UNIVERSITY NURSING STUDENTS LEVELS OF CRITICAL THINKING." INTERNATIONAL REFEREED JOURNAL OF NURSING RESEARCHES, no. 5 (December 30, 2015): 62. http://dx.doi.org/10.17371/uhd.2015514477.

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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 (2009): 51–59. http://dx.doi.org/10.1891/1939-2095.2.2.51.

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Schoenfeld, Bonnie M. "A School Nursing Practicum at the University of Saskatchewan, Canada." Journal of School Health 73, no. 7 (2003): 281–83. http://dx.doi.org/10.1111/j.1746-1561.2003.tb06580.x.

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McCarthy, G., and J. J. Fitzpatrick. "Research development in a university nursing school in Southern Ireland." International Nursing Review 55, no. 4 (2008): 379–86. http://dx.doi.org/10.1111/j.1466-7657.2008.00668.x.

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39

Disch, Joanne. "The University of Minnesota School of Nursing: A Generation Ahead." Creative Nursing 15, no. 2 (2009): 108–10. http://dx.doi.org/10.1891/1078-4535.15.2.108.

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In the first decade of the twentieth century, a unique experiment in education was begun, fostered, and brought through all the trials of disbelief and indifference to a high level of success. The School of Nursing at the University of Minnesota was the first training center of its kind to be sponsored, anywhere in the world, by an institution of higher learning (Board of Regents, 1908).
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Pattillo, Marilyn M., and Trish M. O'Day. "Disaster response: The University of Texas School of Nursing experience." Nursing & Health Sciences 11, no. 4 (2009): 378–81. http://dx.doi.org/10.1111/j.1442-2018.2009.00500.x.

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Talsma, AkkeNeel, Robin Chard, Catherine Kleiner, Christine Anderson, and HyoGeun Geun. "AORN and University of Michigan School of Nursing Research Alliance." AORN Journal 93, no. 6 (2011): 761–66. http://dx.doi.org/10.1016/j.aorn.2010.11.036.

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Kim, Young Ju. "Interprofessional Education Collaboration between Chung Ang Medical School and Sungshin Nursing School." Korean Medical Education Review 26, no. 2 (2024): 108–17. http://dx.doi.org/10.17496/kmer.24.011.

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Interprofessional collaboration is crucial for patient-centered care and safety. Since healthcare students will be part of interprofessional teams in the future, they need to understand the unique contributions of various healthcare professions to patient care and develop skills in collaboration, communication, leadership, and mutual respect. In response to this need, healthcare faculties have adopted interprofessional education as an innovative teaching method. However, traditional health education has typically taken place within individual schools, resulting in a limited understanding of other professional roles and identities. In our study, we introduced an interprofessional education model involving two different colleges. A total of 152 undergraduate students, comprising 101 medical students from Chung Ang University and 51 nursing students from Sungshin Women’s University, participated in the program. A one-day interprofessional education program was conducted to promote collaboration between medical and nursing students. The program included team building and communication games, scenario-based simulations, such as a “room of errors,” and tabletop exercises. Key factors for successful interprofessional education include carefully planned scheduling, leadership, and commitment from participating colleges, faculty support and training, the use of diverse teaching methods and technology, and alignment regarding educational directions among the faculty. We believe that this model may provide valuable insights for healthcare institutions aiming to develop and implement interprofessional curricula.
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Louis, Elan D. "The Neurological Study Unit: “A Combined Attack on a Single Problem from Many Angles”." Canadian Bulletin of Medical History 38, no. 2 (2021): 233–52. http://dx.doi.org/10.3138/cbmh.463-082020.

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In the 1920s, neurology was a fledgling discipline. Various attempts were made to establish programs relating to neurological care and research. One such initiative was the Neurological Study Unit (NSU) at the Yale School of Medicine. My aim is to chronicle the early years of the NSU (1924–40): the motivations for establishing the unit, its structure, its challenges, and its evolution. I have studied all documents related to the NSU at Manuscripts & Archives, Yale University Library. The NSU was heralded as a “combined attack on a single problem from many angles.” It was slow to develop, however, and had a number of missing elements. While some of this may have been due to a lack of funds and the absence of a dedicated neurologist, it was also the result of a failure to conceptualize a neurological unit, the slow evolution-into-existence of a nascent and fledgling medical discipline, growing pains and frictions within the leadership, a university-based rather than a hospital-based model of operation, and turf wars between neurology and allied disciplines.
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Halakou, Solmaz, Leila Jouybari, Gholamreza Mahmoodi, Akram Sanagoo, and Soheyla Kalantari. "Comparative Study of Iran Nursing Doctoral Curriculum and University of Pennsylvania School of Nursing." Education and Ethics in Nursing 9, no. 1 (2020): 83–92. http://dx.doi.org/10.52547/ethicnurs.9.1.2.83.

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Chare, Nicholas. "To Play Many Parts: Reading Between the Lines of Charlotte Salomon/CS’s Leben? oder Theater?" RACAR : Revue d'art canadienne 43, no. 1 (2018): 63–80. http://dx.doi.org/10.7202/1050821ar.

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This conversation with Griselda Pollock, Professor of the Social and Critical Histories of Art in the School of Fine Art, History of Art and Cultural Studies at the University of Leeds, UK, focuses on her most recent book, Charlotte Salomon and the Theatre of Memory (New Haven and London : Yale University Press, 2018). The latter provides new readings of Leben ? oder Theater ? (Life ? or Theater ?), the artistic project of the German Jewish artist Charlotte Salomon (1917–1943), who painted as CS — the cipher the artist purposely used to disguise both her gender and her ethnicity — thus challenging previous interpretations that treat this remarkable intermedial work as straightforwardly autobiographical.
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Saritaş, Serdar, Mevlüde Karadağ, and Duygu Yildirim. "School for Health Sciences University Students' Opinions About Male Nurses." Journal of Professional Nursing 25, no. 5 (2009): 279–84. http://dx.doi.org/10.1016/j.profnurs.2009.01.013.

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Kozma, Liat, and Benny Nuriely. "“Why Don’t You Go to Nursing School?”." Journal of Middle East Women's Studies 18, no. 1 (2022): 81–104. http://dx.doi.org/10.1215/15525864-9494164.

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Abstract The article analyzes the gendered experience at Hebrew University Medical School in its first two decades, 1950–70. Contrary to earlier studies on women in medicine, which focused on immigrant doctors to late Ottoman and mandatory Palestine, gendering the future cadre of doctors in post-1948 Israel has not been discussed. Based on archival documents, newspapers of the period, and interviews with the school’s graduates, the article argues that the school maintained a consistent though informal quota policy, which also differentiated between country-born and immigrant students. It examines students’ interactions with the school, beginning with their decision to apply for medical school and going through the interview process, the experience of student life, and their attempts to balance medical school with marriage and motherhood.
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Trail, Juliet Jennifer, and Tim Cunningham. "The Compassionate University." Journal of Perspectives in Applied Academic Practice 6, no. 3 (2018): 49–56. http://dx.doi.org/10.14297/jpaap.v6i3.358.

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Over the past decade, the University of Virginia has been experiencing a culture change towards becoming a more contemplative and compassionate institution. The leaders of this change seek, ultimately, to enhance and influence every aspect of the mission and community of this large, prestigious public institution. Of course, multi-layered and pervasive culture change does not occur instantaneously. Rather, the establishment in 2009 of the UVA School of Nursing’s Compassionate Care Initiative, followed by the launch in 2012 of the pan-university UVA Contemplative Sciences Center have led to an array of targeted initiatives that incorporate both the health system – consisting of the School of Nursing, School of Medicine, and the UVA Medical Center – and the university’s academic division, consisting of nine additional schools as well as the ancillary units that support the wider university.
 This article provides a set of detailed examples of efforts implemented by these two centers in support of a culture change towards more compassionate teaching, research, patient care, and service. Examples will include:
 
 supporting compassion and self-care through retreats in the School of Nursing and research assessing the impact of this and additional co-curricular programming via cross-sectional survey of nurses
 discussion of student, faculty and clinical Ambassadors who serve as compassion mentors across the UVA Health System
 consideration of contemplative pedagogy within the UVA undergraduate course Mindfulness & Compassion: Towards Living Fully, Personally & Professionally
 discussion of pan-university co-curricular programming serving the university community that seeks to create impact at an institution-wide level.
 
 The impact and outcomes of each example will be considered, individually and as part of a larger shift towards creating a compassionate, contemplative university for the modern era.
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Rosenthal, Adam R. "Introduction." Poetics Today 42, no. 1 (2021): 1–8. http://dx.doi.org/10.1215/03335372-8752573.

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Beginning in 2008, with the French publication of volume 1 of The Beast and the Sovereign, Éditions Galilée, the University of Chicago Press, and an international editorial team initiated the process of editing, publishing, and translating, in reverse chronological order, the complete seminars of Jacques Derrida. These seminars, given variously at the Sorbonne, the École normale supérieure, the École des hautes études en sciences sociales, Johns Hopkins University, Yale University, the University of California, Irvine, the New School for Social Research, the Cardozo Law School, and New York University, encompass material presented as early as 1959 and as late as 2003.With Derrida’s death in 2004, the seminar publications —projected to continue well into the 2050s — became the principal source of all Derrida’s future, posthumous publications, now under the direction of Katie Chenoweth, director of the Bibliothèque Derrida series at the French publishing house Éditions du Seuil. This special issue of Poetics Today addresses two questions that are raised by this enterprise: First, how does the publication, mediatization, and mass dissemination of Derrida’s teaching transform his corpus? Second, how does this corpus already speak to, anticipate, and preprogram the virtualization, translation, and transmission of the space of “the seminar”？
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Holmes, Colin. "ODE TO THE SCHOOL OF NURSING, GEELONG CAMPUS, DEAKIN UNIVERSITY, VICTORIA." Nursing Inquiry 4, no. 1 (1997): 2. http://dx.doi.org/10.1111/j.1440-1800.1997.tb00130.x.

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