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 *

119 related articles for article (PubMed ID: 27662379)

  • 1. Implementation of a team-based learning course: Work required and perceptions of the teaching team.
    Morris J
    Nurse Educ Today; 2016 Nov; 46():146-150. PubMed ID: 27662379
    [TBL] [Abstract][Full Text] [Related]  

  • 2. The use of team-based learning in a second year undergraduate pre-registration nursing course on evidence-informed decision making.
    Morris J
    Nurse Educ Pract; 2016 Nov; 21():23-28. PubMed ID: 27690246
    [TBL] [Abstract][Full Text] [Related]  

  • 3. A mixed methods evaluation of team-based learning for applied pathophysiology in undergraduate nursing education.
    Branney J; Priego-Hernández J
    Nurse Educ Today; 2018 Feb; 61():127-133. PubMed ID: 29197687
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Advancing student nurse knowledge of the biomedical sciences: A mixed methods study.
    Craft J; Christensen M; Bakon S; Wirihana L
    Nurse Educ Today; 2017 Jan; 48():114-119. PubMed ID: 27771542
    [TBL] [Abstract][Full Text] [Related]  

  • 5. A model for easily incorporating team-based learning into nursing education.
    Mennenga HA; Smyer T
    Int J Nurs Educ Scholarsh; 2010; 7():Article4. PubMed ID: 20196763
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Opinions of an Iranian nursing faculty on barriers to implementing problem-based learning.
    Vahidi RG; Azamian A; Valizadeh S
    East Mediterr Health J; 2007; 13(1):193-6. PubMed ID: 17546922
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Problem-based learning the distance learning way: a bridge too far?
    Price B
    Nurse Educ Today; 2000 Feb; 20(2):98-105. PubMed ID: 11148843
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Evaluation of undergraduate nursing students' attitudes towards statistics courses, before and after a course in applied statistics.
    Hagen B; Awosoga O; Kellett P; Dei SO
    Nurse Educ Today; 2013 Sep; 33(9):949-55. PubMed ID: 23206330
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Evaluation of a model of collaboration: academic and clinician partnership in the development and implementation of undergraduate teaching.
    Gassner LA; Wotton K; Clare J; Hofmeyer A; Buckman J
    Collegian; 1999 Jul; 6(3):14-21, 28. PubMed ID: 10846994
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Tackling student neurophobia in neurosciences block with team-based learning.
    Anwar K; Shaikh AA; Sajid MR; Cahusac P; Alarifi NA; Al Shedoukhy A
    Med Educ Online; 2015; 20():28461. PubMed ID: 26232115
    [TBL] [Abstract][Full Text] [Related]  

  • 11. The faculty and information specialist partnership: stimulating student interest and experiential learning.
    Phillips RM; Bonsteel SH
    Nurse Educ; 2010; 35(3):136-8. PubMed ID: 20410754
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Group work: Facilitating the learning of international and domestic undergraduate nursing students.
    Shaw J; Mitchell C; Del Fabbro L
    Educ Health (Abingdon); 2015; 28(2):124-9. PubMed ID: 26609012
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Developing meaningful learning experiences in palliative care nursing education.
    Brajtman S; Higuchi K; Murray MA
    Int J Palliat Nurs; 2009 Jul; 15(7):327-31. PubMed ID: 19648847
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Peeling back the layers of learning: a classroom model for problem-based learning.
    McLoughlin M; Darvill A
    Nurse Educ Today; 2007 May; 27(4):271-7. PubMed ID: 17399857
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Using enquiry in learning: from vision to reality in higher education.
    Horne M; Woodhead K; Morgan L; Smithies L; Megson D; Lyte G
    Nurse Educ Today; 2007 Feb; 27(2):103-12. PubMed ID: 16766092
    [TBL] [Abstract][Full Text] [Related]  

  • 16. An interprofessional service-learning course: uniting students across educational levels and promoting patient-centered care.
    Dacey M; Murphy JI; Anderson DC; McCloskey WW
    J Nurs Educ; 2010 Dec; 49(12):696-9. PubMed ID: 20795606
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Educating educators in problem-based learning.
    Drummond-Young M
    Can Nurse; 1998 Nov; 94(10):47-8. PubMed ID: 10025281
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Group learning strategies for nursing students: reflections on the tutor role.
    Larue C
    Int J Nurs Educ Scholarsh; 2008; 5():Article30. PubMed ID: 18673298
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Multidisciplinary, interdisciplinary, and transdisciplinary Educational models and nursing education.
    Dyer JA
    Nurs Educ Perspect; 2003; 24(4):186-8. PubMed ID: 14528864
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Using clinical skills laboratories to promote theory-practice integration during first practice placement: an Irish perspective.
    Morgan R
    J Clin Nurs; 2006 Feb; 15(2):155-61. PubMed ID: 16422732
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 6.