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 *

70 related articles for article (PubMed ID: 254900)

  • 1. Cognitive-affective consequences of grading versus nongrading of formative evaluations.
    Huckabay LM
    Nurs Res; 1979; 28(3):173-8. PubMed ID: 254900
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Cognitive and affective consequences of formative evaluation in graduate nursing students.
    Huckabay LM
    Nurs Res; 1978; 27(3):190-4. PubMed ID: 248191
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Cognitive, affective, and transfer of learning consequences of computer-assisted instruction.
    Huckabay LM; Anderson N; Holm DM; Lee J
    Nurs Res; 1979; 28(4):228-33. PubMed ID: 377237
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Effect of specific teaching techniques on cognitive learning, transfer of learning, and affective behavior of nurses in an in-service education setting.
    Huckabay LM; Cooper PG; Neal MC
    Nurs Res; 1977; 26(5):380-5. PubMed ID: 70779
    [TBL] [Abstract][Full Text] [Related]  

  • 5. The effect of creating a mental set on cognitive learning and affective behaviors of nursing students.
    Huckabay LM
    Nurs Forum; 2009; 44(4):222-34. PubMed ID: 19954462
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Effect of acquisition of knowledge on self-evaluation and the relationship of self-evaluation to perception of real and ideal self-concept.
    Huckabay LM; Arndt C
    Nurs Res; 1976; 25(4):244-51. PubMed ID: 1047284
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Assessment techniques for web-based instruction: lessons learned from teaching a graduate course in instructional technology.
    Buckley J; Toto R
    Semin Perioper Nurs; 2001 Apr; 10(2):97-103. PubMed ID: 15129517
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Multiple goals, motivation and academic learning.
    Valle A; Cabanach RG; Núnez JC; González-Pienda J; Rodríguez S; Piñeiro I
    Br J Educ Psychol; 2003 Mar; 73(Pt 1):71-87. PubMed ID: 12639278
    [TBL] [Abstract][Full Text] [Related]  

  • 9. A comparison of problem-based learning and lecture-based learning in an adult health nursing course.
    Hwang SY; Kim MJ
    Nurse Educ Today; 2006 May; 26(4):315-21. PubMed ID: 16364510
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Implementing an Objective Structured Clinical Examination (OSCE) in dental education: effects on students' learning strategies.
    Schoonheim-Klein ME; Habets LL; Aartman IH; van der Vleuten CP; Hoogstraten J; van der Velden U
    Eur J Dent Educ; 2006 Nov; 10(4):226-35. PubMed ID: 17038015
    [TBL] [Abstract][Full Text] [Related]  

  • 11. [Interest of a new instrument to assess cognition in schizophrenia: The Brief Assessment of Cognition in Schizophrenia (BACS)].
    Bralet MC; Navarre M; Eskenazi AM; Lucas-Ross M; Falissard B
    Encephale; 2008 Dec; 34(6):557-62. PubMed ID: 19081451
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Formative assessment and academic achievement in pre-graduate students of health sciences.
    Carrillo-de-la-Peña MT; Baillès E; Caseras X; Martínez A; Ortet G; Pérez J
    Adv Health Sci Educ Theory Pract; 2009 Mar; 14(1):61-7. PubMed ID: 17972153
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Investigating the relationship between PBL process grades and content acquisition performance in a PBL dental program.
    von Bergmann H; Dalrymple KR; Wong S; Shuler CF
    J Dent Educ; 2007 Sep; 71(9):1160-70. PubMed ID: 17761622
    [TBL] [Abstract][Full Text] [Related]  

  • 14. The most successful method in teaching nursing students infection control - E-learning or lecture?
    Reime MH; Harris A; Aksnes J; Mikkelsen J
    Nurse Educ Today; 2008 Oct; 28(7):798-806. PubMed ID: 18442872
    [TBL] [Abstract][Full Text] [Related]  

  • 15. An evaluation of fitness for practice curricula: self-efficacy, support and self-reported competence in preregistration student nurses and midwives.
    Lauder W; Watson R; Topping K; Holland K; Johnson M; Porter M; Roxburgh M; Behr A
    J Clin Nurs; 2008 Jul; 17(14):1858-67. PubMed ID: 18578760
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Learning to reflect and to attribute constructively as basic components of self-regulated learning.
    Masui C; De Corte E
    Br J Educ Psychol; 2005 Sep; 75(Pt 3):351-72. PubMed ID: 16238871
    [TBL] [Abstract][Full Text] [Related]  

  • 17. The impact of problem-based learning and lecturing on the behavior and attitudes of Iranian nursing students. A randomised controlled trial.
    Dehkordi AH; Heydarnejad MS
    Dan Med Bull; 2008 Nov; 55(4):224-6. PubMed ID: 19232163
    [TBL] [Abstract][Full Text] [Related]  

  • 18. The lecture: increasing student learning.
    Fiel NJ
    J Med Educ; 1976 Jun; 51(6):496-9. PubMed ID: 1271442
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students' affect in the context of Latin instruction.
    Goetz T; Pekrun R; Hall N; Haag L
    Br J Educ Psychol; 2006 Jun; 76(Pt 2):289-308. PubMed ID: 16719965
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Data analysis method for evaluating dialogic learning.
    Janhonen S; Sarja A
    Nurse Educ Today; 2000 Feb; 20(2):106-15. PubMed ID: 11148833
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 4.