These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

214 related articles for article (PubMed ID: 24035145)

  • 1. Designing and implementing reflective practice programs--key principles and considerations.
    Parrish DR; Crookes K
    Nurse Educ Pract; 2014 May; 14(3):265-70. PubMed ID: 24035145
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.
    MacKinnon K; Marcellus L; Rivers J; Gordon C; Ryan M; Butcher D
    JBI Database System Rev Implement Rep; 2015 Jan; 13(1):14-26. PubMed ID: 26447004
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Integrating palliative care content into a new undergraduate nursing curriculum: the University of Notre Dame, Australia--Sydney experience.
    Ramjan JM; Costa CM; Hickman LD; Kearns M; Phillips JL
    Collegian; 2010; 17(2):85-91. PubMed ID: 20738061
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Reflection: a casualty of modularisation?
    Cadman K; Clack E; Lethbridge Z; Millward J; Morris J; Redwood R
    Nurse Educ Today; 2003 Jan; 23(1):11-8. PubMed ID: 12485565
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Future perioperative registered nurses: an insight into a perioperative programme for undergraduate nursing students.
    Clark-Burg K
    J Perioper Pract; 2008 Oct; 18(10):432-5. PubMed ID: 18983065
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Family nursing for undergraduate nursing students: the Brandon University Family Case Model approach.
    Braun VF; Hyndman K; Foster C
    J Fam Nurs; 2010 May; 16(2):161-76. PubMed ID: 20406999
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Undergraduate nurse students' perspectives of spiritual care education in an Australian context.
    Cooper KL; Chang E
    Nurse Educ Today; 2016 Sep; 44():74-8. PubMed ID: 27429332
    [TBL] [Abstract][Full Text] [Related]  

  • 8. An examination of the use of reflection in the assessment of practice for undergraduate nursing students.
    Getliffe KA
    Int J Nurs Stud; 1996 Aug; 33(4):361-74. PubMed ID: 8836761
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Development of a Model of Holistic Reflection to facilitate transformative learning in student midwives.
    Bass J; Fenwick J; Sidebotham M
    Women Birth; 2017 Jun; 30(3):227-235. PubMed ID: 28359752
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Measuring critical thinking in pre-registration midwifery students: A multi-method approach.
    Carter AG; Creedy DK; Sidebotham M
    Nurse Educ Today; 2018 Feb; 61():169-174. PubMed ID: 29216601
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Integrative thinking and learning in undergraduate nursing education: three strategies.
    Dickieson P; Carter LM; Walsh M
    Int J Nurs Educ Scholarsh; 2008; 5():Article 39. PubMed ID: 18976236
    [TBL] [Abstract][Full Text] [Related]  

  • 12. The use of structured reflective journal questions to promote fundamental development of clinical decision-making abilities of the first-semester nursing student.
    Croke E
    Contemp Nurse; 2004; 17(1-2):125-36. PubMed ID: 17929744
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Implementing reflection: insights from pre-registration mental health students.
    Donovan MO
    Nurse Educ Today; 2007 Aug; 27(6):610-6. PubMed ID: 17081658
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Critical thinking skills of baccalaureate nursing students at program entry and exit.
    Thompson C; Rebeschi LM
    Nurs Health Care Perspect; 1999; 20(5):248-52. PubMed ID: 10754847
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Reflective journaling: developing an online journal for distance education.
    Kessler PD; Lund CH
    Nurse Educ; 2004; 29(1):20-4. PubMed ID: 14726795
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Why 4 years when 3 will do? Enhanced knowledge for rural nursing practice.
    Kenny A; Carter L; Martin S; Williams S
    Nurs Inq; 2004 Jun; 11(2):108-16. PubMed ID: 15154890
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Supporting students' learning and professional development through the process of continuous assessment and mentorship.
    Neary M
    Nurse Educ Today; 2000 Aug; 20(6):463-74. PubMed ID: 10959135
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Assessing Nursing Students' Knowledge of Genomic Concepts and Readiness for Use in Practice.
    Munroe T; Loerzel V
    Nurse Educ; 2016; 41(2):86-9. PubMed ID: 26312820
    [TBL] [Abstract][Full Text] [Related]  

  • 19. "The Child's World": a creative and visual trigger to stimulate student enquiry in a problem based learning module.
    Barron C; Lambert V; Conlon J; Harrington T
    Nurse Educ Today; 2008 Nov; 28(8):962-9. PubMed ID: 18656287
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Reflection as a transforming process: student advanced nurse practitioners' experiences of developing reflective skills as part of an MSc programme.
    Glaze JE
    J Adv Nurs; 2001 Jun; 34(5):639-47. PubMed ID: 11380732
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 11.