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 *

252 related articles for article (PubMed ID: 9043387)

  • 1. The immorality of nursing education.
    Scales FS
    Revolution; 1996; 6(2):74-7. PubMed ID: 9043387
    [No Abstract]   [Full Text] [Related]  

  • 2. The morality of nursing education.
    Werner JB
    Revolution; 1996; 6(2):78-9. PubMed ID: 9043388
    [No Abstract]   [Full Text] [Related]  

  • 3. Educational standards: straight jacket or freedom? Part 3: Curriculum standards in the diploma program, in the associate degree program, in the baccalaureate program.
    Gonzalez HH; Scarbrough R; Rudnick BR
    Tex Nurs; 1979 Sep; 53(8):13-5, 22-3. PubMed ID: 258544
    [No Abstract]   [Full Text] [Related]  

  • 4. What is happening in pre-licensure RN clinical nursing education? Findings from the faculty and administrator survey on clinical nursing education.
    Jacobson L; Grindel C
    Nurs Educ Perspect; 2006; 27(2):108-9. PubMed ID: 16733975
    [No Abstract]   [Full Text] [Related]  

  • 5. The HESI exit exam: progression benchmark and remediation guide.
    Nibert AT; Young A; Britt R
    Nurse Educ; 2003; 28(3):141-5. PubMed ID: 12792279
    [No Abstract]   [Full Text] [Related]  

  • 6. The link between perceived adequacy of preparation to practice, nursing error, and perceived difficulty of entry-level practice.
    Smith J; Crawford L
    JONAS Healthc Law Ethics Regul; 2003 Dec; 5(4):100-3. PubMed ID: 14660941
    [No Abstract]   [Full Text] [Related]  

  • 7. Differentiated essential competencies: a view from practice.
    Sportsman S; Poster E; Curl ED; Waller P; Hooper J
    J Nurs Adm; 2012 Jan; 42(1):58-63. PubMed ID: 22157384
    [TBL] [Abstract][Full Text] [Related]  

  • 8. The Texas model of differentiated entry-level competencies of graduates of nursing programs.
    Poster E; Adams P; Clay C; Garcia BR; Hallman A; Jackson B; Klotz L; Lumpkins R; Reid H; Sanford PG; Slatton K; Yuill N
    Nurs Educ Perspect; 2005; 26(1):18-23. PubMed ID: 15816255
    [TBL] [Abstract][Full Text] [Related]  

  • 9. In favor of the bachelor's degree.
    Shapiro SE
    Am J Nurs; 2002 Oct; 102(10):11. PubMed ID: 12394296
    [No Abstract]   [Full Text] [Related]  

  • 10. Using the NCLEX-RN to argue for BSN preparation: barking up the wrong tree.
    Cathcart EB
    J Prof Nurs; 2003; 19(3):121-2. PubMed ID: 12836140
    [No Abstract]   [Full Text] [Related]  

  • 11. Nursing education: status or service oriented?
    Bull N Y Acad Med; 1977 Jun; 53(5):490-509. PubMed ID: 326321
    [No Abstract]   [Full Text] [Related]  

  • 12. Self-concept among senior students in four types of nursing education programs.
    Shepard JM; Brooks KL
    Nurse Educ; 1991; 16(4):8-9. PubMed ID: 1866098
    [No Abstract]   [Full Text] [Related]  

  • 13. Educational standards: straight jacket or freedom? Part 5: Standards for students.
    Willis EG; Jarratt VR
    Tex Nurs; 1980 Jan; 54(1):6-8. PubMed ID: 6899591
    [No Abstract]   [Full Text] [Related]  

  • 14. The entry into practice debate.
    Clarke LK
    ORL Head Neck Nurs; 2003; 21(3):7. PubMed ID: 12961789
    [No Abstract]   [Full Text] [Related]  

  • 15. The long and tortured history of clinical evaluation.
    Woolley AS
    Nurs Outlook; 1977 May; 25(5):308-15. PubMed ID: 323820
    [No Abstract]   [Full Text] [Related]  

  • 16. A comparison of professional value development among pre-licensure nursing students in associate degree, diploma, and bachelor of science in nursing programs.
    Fisher M
    Nurs Educ Perspect; 2014; 35(1):37-42. PubMed ID: 24716340
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Use of grounded theory methodology in a descriptive research design.
    Anderson MA
    ABNF J; 1991; 2(2):28-32. PubMed ID: 1793885
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Differences in the performances of baccalaureate, associate degree, and diploma nurses: a meta-analysis.
    Johnson JH
    Res Nurs Health; 1988 Jun; 11(3):183-97. PubMed ID: 3399699
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Differentiated practice--the recycled professional vs technical debate.
    Costello K
    Revolution; 1998; 8(3-4):24-5. PubMed ID: 10711208
    [No Abstract]   [Full Text] [Related]  

  • 20. Competencies of graduates of nursing programs: readdressed and reaffirmed.
    Murphy E
    NLN Publ; 1983; (41-1935):186-96. PubMed ID: 6555657
    [No Abstract]   [Full Text] [Related]  

    [Next]    [New Search]
    of 13.