BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

105 related articles for article (PubMed ID: 70779)

  • 1. 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]  

  • 2. 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]  

  • 3. 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]  

  • 4. 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]  

  • 5. 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]  

  • 6. Experienced registered nurses' satisfaction with using self-learning modules versus traditional lecture/discussion to achieve competency goals during hospital orientation.
    Carcich GM; Rafti KR
    J Nurses Staff Dev; 2007; 23(5):214-20; quiz 221-2. PubMed ID: 17909323
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Critical care orientation: a comparison of two teaching methods.
    Cunningham JL
    Heart Lung; 1988 Sep; 17(5):469-75. PubMed ID: 3417459
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Learning styles and teaching/learning strategy preferences: implications for educating nurses in critical care, the operating room, and infection control.
    Goldrick B; Gruendemann B; Larson E
    Heart Lung; 1993; 22(2):176-82. PubMed ID: 8449763
    [TBL] [Abstract][Full Text] [Related]  

  • 9. 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]  

  • 10. [Study of improving professional training: effect on data collection].
    Jiang QX
    Zhonghua Hu Li Za Zhi; 1996 Jun; 31(6):319-22. PubMed ID: 8945147
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Pre-registration student nurses perception of the hospital-learning environment during clinical placements.
    Midgley K
    Nurse Educ Today; 2006 May; 26(4):338-45. PubMed ID: 16406618
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Teaching strategies and knowledge retention.
    Schlomer RS; Anderson MA; Shaw R
    J Nurs Staff Dev; 1997; 13(5):249-53. PubMed ID: 9362821
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Transfer of knowledge and skills: some implications for nursing and nurse education.
    Lauder W; Reynolds W; Angus N
    Nurse Educ Today; 1999 Aug; 19(6):480-7. PubMed ID: 10693496
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Comparing biology majors from large lecture classes with TA-facilitated laboratories to those from small lecture classes with faculty-facilitated laboratories.
    Goodman BE; Koster KL; Redinius PL
    Adv Physiol Educ; 2005 Jun; 29(2):112-7. PubMed ID: 15905156
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Developing an E-learning education programme for staff nurses: processes and outcomes.
    Chang WY; Hsiao Sheen ST; Chang PC; Lee PH
    Nurse Educ Today; 2008 Oct; 28(7):822-8. PubMed ID: 18384917
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Effect of three teaching methods on a nursing staff's knowledge of medication error risk reduction strategies.
    Flynn ER; Wolf ZR; McGoldrick TB; Jablonski RA; Dean LM; McKee EP
    J Nurs Staff Dev; 1996; 12(1):19-26. PubMed ID: 8699272
    [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 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]  

  • 19. Comparison between lecture-based approach and case/problem-based learning discussion for teaching pre-anaesthetic assessment.
    Carrero E; Gomar C; Penzo W; Rull M
    Eur J Anaesthesiol; 2007 Dec; 24(12):1008-15. PubMed ID: 17261212
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Cooperative learning and case study: does the combination improve students' perception of problem-solving and decision making skills?
    Baumberger-Henry M
    Nurse Educ Today; 2005 Apr; 25(3):238-46. PubMed ID: 15795027
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 6.