257 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]
