Bibliografías temáticas / Nursing skills

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Literatura académica sobre el tema "Nursing skills"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Nursing skills"

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Masterson, Abigail. "Nursing Skills Nursing Skills". Nursing Standard 17, n.º 34 (7 de mayo de 2003): 28. http://dx.doi.org/10.7748/ns2003.05.17.34.28.b33.

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TS, Sumaiyah Jamaludin. "Numeracy Skills for Undergraduate Nursing Students’ Clinical Skill Assessment: An Expository Analysis". Nursing & Healthcare International Journal 6, n.º 2 (2022): 1–5. http://dx.doi.org/10.23880/nhij-16000261.

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Introduction: Nursing and mathematics are synonymous, particularly in clinical settings. Numeracy skills have been identified as one of the competency elements for outcome-based education in nursing. Studies have shown that undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. These conditions can be eliminated when an effort is made and the effects can be rewarding for nursing students, nursing academics and as well as improving patient care. Aim: This study aimed to address the importance of numeracy skills for undergraduate nursing students’ clinical skill assessment. Method: This study used an expository analysis approach to address the issues of the importance of numeracy skills competency in the clinical skill assessment of undergraduate nursing students. We have analysed the current undergraduate nursing curriculum and clinical skill assessment components. Moreover, we also review the available literature related to numeracy skills competency for nursing students and newly registered nurses. Finding: Numeracy skills are one of the important elements of competencies skills that have been introduced to the current Malaysian undergraduate nursing programme. However, the achievement part of it is still questionable. Evidence has shown that new graduate nurses often lack the numeracy skills needed to enable them to do their jobs safely and effectively in the clinical setting. Among the errors done by the new graduate nurses and nursing students are drug calculation errors and which accounted for 30-40% in the clinical. Conclusion: Numeracy skills competency assessment is vital for undergraduate nursing students who have to make complex calculations and analyse the patient’s situation in their clinical setting. Improving numeracy skills for undergraduate nursing students can reduce medical errors and ultimately improve efficiency in the nursing care towards their patients.
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McGough, Greta. "Communication Skills for Nursing PracticeCommunication Skills for Nursing Practice". Nursing Standard 21, n.º 17 (3 de enero de 2007): 30. http://dx.doi.org/10.7748/ns2007.01.21.17.30.b560.

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Burke, Brian. "Information Skills for Nursing StudentsInformation Skills for Nursing Students". Nursing Standard 25, n.º 31 (6 de abril de 2011): 30. http://dx.doi.org/10.7748/ns2011.04.25.31.30.b1188.

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Jamaludin, Thandar Soe Sumaiyah, Mohd. Said Nurumal, Norfadzilah Ahmad, Siti Aesah Naznin Muhammad y Chong Mei Chan. "Soft skills elements in structured clinical skill assessment: a qualitative study". Bali Medical Journal 11, n.º 3 (16 de noviembre de 2022): 1666–74. http://dx.doi.org/10.15562/bmj.v11i3.3721.

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Introduction: The intangible nature of soft skills makes it difficult for nursing academics to evaluate nursing students' attainment of these skills. Most of the time, academics focus more on assessing nursing students' knowledge and performance (hard skills) in clinical skill assessments. In focusing primarily on assessing nursing students' hard skill competencies, the nursing profession has given inadequate attention to developing their soft skill competencies. Thus, this study aimed to explore the nursing academic's view on soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Method: This study was conducted using a qualitative approach. A total of 10 nursing academics were involved, and they were recruited through a purposive sampling method. Data was collected through in-depth interviews using open-ended questions to gain insight into nursing academics' perception of soft skills elements in structured clinical skill assessment for the undergraduate nursing program. Data analysis was conducted by using an inductive content analysis method. Results: Four themes emerge from this study. These are 1) awareness and involvement, 2) Factors influencing on implementation of soft skills in the structured clinical skills assessment, 3) academic responsibility, and 4) suggestions to overcome barriers. Conclusion: Findings from this study provide new insights into the nursing academic perception of soft skills elements in structured clinical skill assessments of undergraduate nursing program needs improvement and proper structure on how/what are the soft skills elements that want to measure for nursing students. These findings would assist in developing a more strategic framework for soft skills elements in structured clinical skill assessments to produce quality nursing graduates.
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Biley, Francis. "Fundamental nursing skillsFundamental nursing skills". Nursing Standard 18, n.º 35 (12 de mayo de 2004): 26. http://dx.doi.org/10.7748/ns2004.05.18.35.26.b180.

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Ellis, Gemma. "Essential Nursing SkillsEssential Nursing Skills". Nursing Management 20, n.º 1 (abril de 2013): 9. http://dx.doi.org/10.7748/nm2013.04.20.1.9.s5.

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Muallem, Miriam. "Mosby's Nursing ConsultMosby's Nursing Skills". Journal of Hospital Librarianship 9, n.º 2 (22 de abril de 2009): 222–24. http://dx.doi.org/10.1080/15323260902812963.

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Kenny, Gerard. "Skills or Skilled? Children's Nursing in the Context of the Current Debate Around Nursing Skills". Journal of Child Health Care 7, n.º 2 (junio de 2003): 113–22. http://dx.doi.org/10.1177/1367493503007002005.

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Tocher, Jennifer. "Key Nursing Skills". Journal of Advanced Nursing 44, n.º 2 (octubre de 2003): 227. http://dx.doi.org/10.1046/j.1365-2648.2003.02811_2.x.

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Tesis sobre el tema "Nursing skills"

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McNiesh, Susan G. "Formation in an accelerated nursing program: Learning existential skills of nursing practice". Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324573.

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Hartman, Elizabeth. "Nurses lack skills to teach| Increasing undergraduate nursing skills related to patient education". Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611783.

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Health literacy has been identified as a significant factor in health care disparity and access to health care, and must be addressed in health care reform. Although patient education has long been considered an independent role of nursing, nurses often lack the knowledge and skills needed to be effective educators. Nursing as a profession is poised to assume a leadership role in health care reform and in promoting the national goals of health promotion and disease prevention of Healthy People 2020. The purpose of this quasi-experimental quantitative study is to determine if a formal course of education and learning theory in undergraduate pre-licensure nursing programs increases knowledge of health literacy and self-efficacy related to patient teaching. A sample size of 322 senior level undergraduate nursing students from a multi-campus private undergraduate baccalaureate school of nursing were surveyed to assess their knowledge of health literacy and their self-efficacy related to patient education. A 38-item multiple choice questionnaire with a Likert-type scale was utilized to measure the health literacy knowledge and experiences of participants, and a multi-item Likert-type scale measures nursing process steps of self-efficacy related to patient education. In this study, the experimental group had completed a formal course of educational and learning theory, while the control group had not. The experimental group demonstrated more knowledge about health literacy, however, the difference was not statistically significant. They did, however, demonstrate statistically significantly more self-efficacy related to patient health education activities in some areas compared to the control group, but not in all areas of the teaching and learning process. Recommendations for further studies are to conduct the study earlier in the nursing program, before the students complete multiple clinical courses, which require patient education activities, and to expand the study to multiple nursing programs in the region teaching a formal course in education and learning theory for patient education to see if results are consistent regionally.

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Foibe, Agabus Jakobina. "NURSING INFORMATICS COMPETENCIES IN THE NURSING STUDENTS IN A UNIVERSITY IN THE WESTERN CAPE". University of the Western Cape, 2020. http://hdl.handle.net/11394/8195.

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Doctor Educationis
Background: The increasing use of technology and informatics in the provision of nursing care encourages the consideration of whether final year undergraduate nursing students are prepared for the use of informatics in clinical care and what the current state of knowledge, skills and attitudes on nursing informatics is. Purpose of the study: The overall aim was to investigate the perceived relevance, competencies in nursing informatics and attitudes towards nursing informatics of the final year undergraduate nursing students at a selected University in the Western Cape. Methodology: A quantitative research approach using a descriptive survey design was used in the study. Self-administered questionnaires were used to investigate final year undergraduate nursing student’s perceived relevance of informatics skills for nursing, the perceived level of nursing informatics competence, and attitudes towards nursing informatics. Nursing students currently enrolled in the fourth year in their undergraduate bachelor nursing degree programme were the target population for this study (n=198). Frequencies of the perceived relevance of computers literacy skills, informatics literacy and information management skills for nursing, and competencies in computers skills, informatics literacy and information management skills and attitudes towards informatics were calculated and presented. Results: The findings suggested that even though only 28% (n=28) and 4% (n=4) of nursing students has attended computer and informatics classes respectively, 99% (n=99) confirmed that they perceive nursing informatics as relevant in nursing education and nursing practice. Computer literacy skills (4.23 sd 0.8) were rated more relevant
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Blanchfield, Joan Clare. "Critical thinking skills at entry and exit of Master's Nursing Program /". Staten Island, N.Y. : [s.n.], 1998. http://library.wagner.edu/theses/nursing/1998/thesis_nur_1998_blanc_criti.pdf.

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Merriman, Carolyn. "Vital Sign Skills". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8535.

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Pryde, Kirsti. "Eating disorders nursing: Roles, skills, and the therapeutic alliance". Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28184.

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A mixed method study was conducted to gain an understanding of the role of the eating disorders (ED) nurse and to explore the nurse-patient therapeutic alliance in this context. Thirty-five nurses from six ED treatment centres in Canada and America participated. The qualitative component involved manifest and latent content analyses of semi-structured interviews. From this, nine nursing roles were identified in addition to the skills, challenges and rewards of ED nursing. Three themes emerged in relation to the therapeutic alliance: creating a therapeutic environment, establishing a connection, and empowering patients. The quantitative component consisted of an established measure of therapeutic alliance in questionnaire form. Results from the survey supported the qualitative findings in identifying differences between Canadian and American nurses.
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Buckingham, Stephanie T. "Leadership skills in public health nursing, an appreciative inquiry". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ41826.pdf.

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Pompa, Marilyn. "Frequency and perception of the utilization of therapuetic communication skills among student nurses /". Staten Island, N.Y. : [s.n.], 1988. http://library.wagner.edu/theses/nursing/1988/thesis_nur_1988_pompa_frequ.pdf.

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Doyle, Katherine Jane. "The relationship of age, empathy skill training and cognitive development to nursing students' empathic communication skills". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28212.

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The interactive skill of empathy is essential to the practice of nursing. The British Columbia Institute of Technology General Nursing Diploma Program has implemented an interactive skills training program that includes the skill of empathy in order to assist nursing students to acquire this skill. The purpose of this study was to investigate the relationships between the interactive skill of empathy and the developmental variables of level of cognitive development and age and the educational variables of empathy skill training and number of years of post-secondary education in nursing students. Developmentally, the ability most relevant to the cognitive component of empathy is perspective and role-taking which is facilitated by the development of formal operational thinking. The constraints on the development of formal operational thinking consequently are constraints on the development of the cognitive component of empathy. It is this cognitive empathic ability, however, that is considered crucial to nursing. The question therefore arises: To what degree do the cognitive constraints evident in nursing students inhibit or impede their development of empathic interactive skills. Data were collected from two groups of nursing students, one that had experienced the empathy training and the other that had not. The variables of empathic interactive skill and level of cognitive development were measured with Carkhuff's Empathic Understanding in Interpersonal Processes Scale and the Arlin Test of Formal Reasoning respectively. Data on age and number of years of post-secondary education were collected with a Biographical Data Sheet. Hierarchical multiple regression analysis was used to investigate the linear relationship of age, empathy skill training, and cognitive level to the subjects' empathic interactive skill. Two nonparametric tests of chi square were used to examine the degree of independence between empathic interactive skill and the variables of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. The findings of this study indicate that there is a significant linear relationship between empathic interactive skill and empathy skill training. Training accounted for the greatest proportion of variance in empathy scores after age had been removed (53%), F (3, 50) = 30.64, p<.00001. Chi square analysis found that empathic interactive skill was shown to be independent of number of years of post-secondary education and the cognitive ability to coordinate multiple frames of reference. It is recommended that the empathy skill training program be continued with the following suggestions. The contextual, process nature of interaction needs to be emphasized including the constraints and realities of nursing practice that generally are not operating in the counselling paradigm from which the skills program is adopted. Subsequently, more emphasis is required on the facilitative skills, including basic empathy rather than the challenging skills. It is suggested that on-going seminars for faculty to clarify the value and practice of empathy plus a team teaching approach would improve the quality of supervision students receive. Suggestions are made for further research.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Chambers, M. G. A. "Learning psychiatric nursing skills : the contribution of the ward environment". Thesis, University of Ulster, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260843.

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Libros sobre el tema "Nursing skills"

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Ann, Hilton Penelope, ed. Fundamental nursing skills. London: Whurr Publishers, 2004.

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Maggie, Nicol, ed. Essential nursing skills. Edinburgh: Mosby, 2000.

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Dexter, Graham y Michael Wash. Psychiatric Nursing Skills. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5.

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Hilton, Penny. Fundamental Nursing Skills. New York: John Wiley & Sons, Ltd., 2006.

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Smith, Sandra Fucci. Clinical nursing skills: Basic to advanced skills. 8a ed. Boston: Pearson, 2012.

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Smith, Sandra Fucci. Clinical nursing skills: Nursing process model, basic to advanced skills. 3a ed. Norwalk, Conn: Appleton & Lange, 1992.

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Smith, Sandra Fucci. Clinical nursing skills: Nursing process model, basic to advanced skills. 2a ed. Norwalk, Conn: Appleton & Lange, 1989.

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Elkin, Martha Keene. Nursing interventions & clinical skills. 2a ed. St. Louis: Mosby, 2000.

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Ann, Potter Patricia, ed. Clinical nursing skills & techniques. 3a ed. St. Louis: Mosby, 1994.

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Shirlee, Synder y Jackson Christina, eds. Skills in clinical nursing. 6a ed. Upper Saddle River, N.J: Pearson Prentice Hall, 2009.

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Capítulos de libros sobre el tema "Nursing skills"

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Dexter, Graham y Michael Wash. "Personal skills". En Psychiatric Nursing Skills, 3–15. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_1.

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Dexter, Graham y Michael Wash. "Community skills". En Psychiatric Nursing Skills, 219–28. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_19.

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Dexter, Graham y Michael Wash. "Counselling skills". En Psychiatric Nursing Skills, 16–53. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_2.

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Dexter, Graham y Michael Wash. "Behavioural skills". En Psychiatric Nursing Skills, 54–84. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_3.

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Stilwell, Barbara y Richard Hobbs. "Communication Skills". En Nursing in General Practice:, 27–46. London: Routledge, 2021. http://dx.doi.org/10.4324/9781315376158-3.

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McCabe, Catherine y Fiona Timmins. "Nursing Theory". En Communication Skills for Nursing Practice, 21–43. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-34449-6_2.

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Carpenter, David y John Turnbull. "Mentat Health Nursing Skills". En Mental Health And Mental Handicap, 20–24. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12821-1_4.

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Dexter, Graham y Michael Wash. "Working with clients experiencing obsessions and compulsions". En Psychiatric Nursing Skills, 139–46. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_10.

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Dexter, Graham y Michael Wash. "Working with people who orchestrate". En Psychiatric Nursing Skills, 147–52. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_11.

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Dexter, Graham y Michael Wash. "Working with people experiencing dependency". En Psychiatric Nursing Skills, 153–60. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3009-5_12.

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Actas de conferencias sobre el tema "Nursing skills"

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Kim, Mi-Ran y Su-Jeong Han. "Critical Thinking and Communication Skills in Nursing Students". En Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.128.07.

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Pinto, Cristina, Angélica Veríssimo, Fátima Segadães, Adelino Pinto, Cristina Augusto, Ana Teixeira, Inês Rocha y A. L. Carvalho. "CRITICAL THINKING SKILLS IN NURSING STUDENTS". En 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0349.

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Kim, Woo Jeong y Min Young Kim. "Awareness and Performance of Communication Skills in Clinical Education". En Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.47.82.

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Kim, Mi-Ran. "Key Nursing Skills Necessary for Nursing College Graduates and its Importance". En Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.115.03.

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Ferreira, Manuela, Daniel Silva, Ana Pires, Maura Sousa, Monica Nascimento y Nina Calheiros. "Clinical Skills and Communication in Nursing Students". En 2nd icH&Hpsy International Conference on Health and Health Psychology. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.02.5.

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Kim, Min Young y Woo Jeong Kim. "Correlations between Communication Skills and Patient-Physician Interaction of Clinical Performance Examination". En Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.72.10.

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"Risk Factors in Biliopancreatic Surgical Nursing and Management Countermeasures". En 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000611.

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Kim, Mi-Ran y Su-Jeong Han. "A study on learning flow, critical thinking and communication skills in nursing students". En Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.72.08.

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Harvey, Clare, Rachel Forrest, Alannah Meyers, Clare Buckley, Jennifer Roberts, Shona Thompson y Judy Searle. "Aberrant Work Environments – Rationed Care As System Failure Or Missed Care As Skills Failure?" En Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.78.

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Otani, Kagari y Yasunobu Ito. "Acquisition and sharing of knowledge and skills of visiting nurses in Japan". En 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002554.

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The purpose of this study is to clarify, through ethnographic research, how nurses acquire and share their knowledge and skills of home nursing in clinical settings. The field research took place at a visiting nurse station in Nagoya, Japan between 2013 and November 2021. Research method used were participant observations and interviews at visiting nurse station and patients’ homes. One of the authors is an assistant professor of nursing at a university’s Nurse and Health department who also leads students in the clinical training at the visiting nurse station. The research data were acquired from periodical nurse station visits and from accompanying nurses in their activities.visiting nurses considered patients and family as partners, and they explored the preferred care together with the patient to create tailored care. We showed the following in a paper at AHFE-HSSE conference in 2021: the visiting nurses read into the patient’s societal background, life and beliefs, and visiting nurses analyzed the living style patients wish for, in order to propose the method which materialize this kind of living. The value co-created by the nurses and patient formulated the “normal living style” wished to be sustained by the patient (Otani and Ito 2021).Incidentally, in nursing education in Japan, universities nursing faculties and nursing schools educate students in basic knowledge and skills of nursing in wards to home nursing in Japan. The co-creative practices and techniques of visiting nursing care need to be learned while working in a clinical setting after the nurse is licensed. The paper revealed the following: The visiting nurse "co-created" with the patient to produce a nursing technique that fit the patient's needs based on the "sticky information" (von Hippel 1994) obtained in the patient's home. At the visiting nurse station, the nurses reported new information obtained at the patient's home or communicated to the patient during daily conferences. The nurse illustrated and demonstrated the nursing techniques that fit the patient to colleague nurses.In addition, the nurses had a joint conference with physical, occupational, and speech therapists working in the same station. The participants reported to each other the new information the patient during their stay at the patient's home, and described the techniques of each specialist that fit the patients. The information revealed in the conference was recorded into the patient's medical chart each time. The nursing skills created in the patient's home through co-creation with the patient are sticky information that is difficult to transfer, but they are shared and accumulated through gestural demonstrations at conferences by the health professionals.
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Informes sobre el tema "Nursing skills"

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Zadinsky, Julie K. The Readiness Training Program for Nursing Personnel in the AMEDD. Volume 3A. Training Manual to Accompany the Videotape: Readiness Training in Medical-Surgical Nursing Skills. Fort Belvoir, VA: Defense Technical Information Center, septiembre de 1995. http://dx.doi.org/10.21236/ada301218.

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Zadinsky, Julie K. The Readiness Training Program for Nursing Personnel in the AMEDD. Volume 3B. Training Manual to Accompany the Videotape: Readiness Training in Operating Room Nursing Skills. Fort Belvoir, VA: Defense Technical Information Center, septiembre de 1995. http://dx.doi.org/10.21236/ada301219.

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Ciapponi, Agustín. Do changes to hospital nurse staffing models improve patient and staff-related outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170311.

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Many countries have introduced new nurse staffing models in hospitals to respond to changing patient care needs and shortages of qualified nursing staff. These new models include changes in the mix of skills, qualifications or staffing levels within the hospital workforce, and changes in nursing shifts or work patterns. Nurse staffing might be associated with the quality of care that patients receive and with patient outcomes.
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Ciapponi, Agustín. Do changes to hospital nurse staffing models improve patient and staff-related outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/1703115.

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Many countries have introduced new nurse staffing models in hospitals to respond to changing patient care needs and shortages of qualified nursing staff. These new models include changes in the mix of skills, qualifications or staffing levels within the hospital workforce, and changes in nursing shifts or work patterns. Nurse staffing might be associated with the quality of care that patients receive and with patient outcomes.
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Parodi, Andrea. A Theoretically Driven Investigation of the Efficacy of an Immersive Interactive Avatar Rich Virtual Environment in Pre-deployment Nursing Knowledge and Teamwork Skills Training. Fort Belvoir, VA: Defense Technical Information Center, mayo de 2013. http://dx.doi.org/10.21236/ada612695.

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Zadinsky, Julie K. The Readiness Training Program for Nursing Personnel in the AMEDD. Volume 3C. Training Manual to Accompany the Videotape: Readiness Training in Nurse Anesthetist Clinical Skills. Fort Belvoir, VA: Defense Technical Information Center, septiembre de 1995. http://dx.doi.org/10.21236/ada301220.

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Rahman, Momotazur, Edward Norton y David Grabowski. Do Hospital-Owned Skilled Nursing Facilities Provide Better Post-Acute Care Quality? Cambridge, MA: National Bureau of Economic Research, agosto de 2016. http://dx.doi.org/10.3386/w22515.

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Cornell, Portia, David Grabowski, Edward Norton y Momotazur Rahman. Do Report Cards Predict Future Quality? The Case of Skilled Nursing Facilities. Cambridge, MA: National Bureau of Economic Research, junio de 2019. http://dx.doi.org/10.3386/w25940.

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Jin, Ginger Zhe, Ajin Lee y Susan Feng Lu. Medicare Payment to Skilled Nursing Facilities: The Consequences of the Three-Day Rule. Cambridge, MA: National Bureau of Economic Research, septiembre de 2018. http://dx.doi.org/10.3386/w25017.

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Cutler, David, Leemore Dafny, David Grabowski, Steven Lee y Christopher Ody. Vertical Integration of Healthcare Providers Increases Self-Referrals and Can Reduce Downstream Competition: The Case of Hospital-Owned Skilled Nursing Facilities. Cambridge, MA: National Bureau of Economic Research, diciembre de 2020. http://dx.doi.org/10.3386/w28305.

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