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Journal Abstract Search

129 related items for PubMed ID: 25331478

  • 1. Supporting new graduate professional development: a clinical learning framework.
    Fitzgerald C, Moores A, Coleman A, Fleming J.
    Aust Occup Ther J; 2015 Feb; 62(1):13-20. PubMed ID: 25331478
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  • 2. New graduate transition to practice: how can the literature inform support strategies?
    Moores A, Fitzgerald C.
    Aust Health Rev; 2017 Jul; 41(3):308-312. PubMed ID: 27373808
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  • 4. Experiences of and support for the transition to practice of newly graduated occupational therapists undertaking a hospital graduate Program.
    Turpin M, Fitzgerald C, Copley J, Laracy S, Lewis B.
    Aust Occup Ther J; 2021 Feb; 68(1):12-20. PubMed ID: 32875587
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  • 5. Allied health graduate program - supporting the transition from student to professional in an interdisciplinary program.
    Smith RA, Pilling S.
    J Interprof Care; 2007 Jun; 21(3):265-76. PubMed ID: 17487705
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  • 6. Advancing clinical facilitator capability to support graduate nurses: Outputs from social learning processes embedded in action research cycles.
    Brunelli VN, Jeffrey CA, Tyler S, Henderson A.
    Nurse Educ Pract; 2022 Jan; 58():103271. PubMed ID: 34891026
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  • 7. An exploration of workplace mentoring preferences of new-graduate physiotherapists within Australian practice.
    Forbes R, Lao A, Wilesmith S, Martin R.
    Physiother Res Int; 2021 Jan; 26(1):e1872. PubMed ID: 32790126
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  • 9. Examining the implementation of teaching and learning interactions of transition cultural competence through a qualitative study of Taiwan mentors untaking the postgraduate nursing program.
    Chang LC, Chiu CW, Hsu CM, Liao LL, Lin HL.
    Nurse Educ Today; 2019 Aug; 79():74-79. PubMed ID: 31108382
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  • 10. Enhancing occupational therapists' confidence and professional development through a community of practice scholars.
    Wilding C, Curtin M, Whiteford G.
    Aust Occup Ther J; 2012 Aug; 59(4):312-8. PubMed ID: 22934904
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  • 11. Readiness for work injury management and prevention: important attributes for early graduate occupational therapists and physiotherapists.
    Adam K, Strong J, Chipchase L.
    Work; 2014 Aug; 48(4):567-78. PubMed ID: 24962310
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  • 12. The nature, perception, and impact of e-mentoring on post-professional occupational therapy doctoral students.
    Jacobs K, Doyle N, Ryan C.
    Occup Ther Health Care; 2015 Apr; 29(2):201-13. PubMed ID: 25821883
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  • 13. New graduate occupational therapists experience of showering assessments: a phenomological study.
    Glenn EK, Gilbert-Hunt S.
    Aust Occup Ther J; 2012 Jun; 59(3):188-96. PubMed ID: 22690769
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  • 17. Project-based fieldwork: perspectives of graduate entry students and project sponsors.
    Fortune T, McKinstry C.
    Aust Occup Ther J; 2012 Aug; 59(4):265-75. PubMed ID: 22934899
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  • 18. Embedding graduate attributes during occupational therapy curriculum development: A scoping review and qualitative research synthesis.
    Plastow NA, Bester J.
    Aust Occup Ther J; 2020 Oct; 67(5):498-511. PubMed ID: 32748434
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  • 19. Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.
    MacKinnon K, Marcellus L, Rivers J, Gordon C, Ryan M, Butcher D.
    JBI Database System Rev Implement Rep; 2015 Jan; 13(1):14-26. PubMed ID: 26447004
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  • 20. Rationale and protocol for the Nursing and Allied Health Graduate Outcomes Tracking (NAHGOT) study: a large-scale longitudinal investigation of graduate practice destinations.
    Sutton KP, Beauchamp A, Smith T, Waller S, Brown L, Fisher K, Woodfield M, Major L, Depczynski J, Versace VL, Maybery D, Wakely L, Mitchell EK, Drumm DW, Langham R, May J.
    Rural Remote Health; 2021 Sep; 21(3):6407. PubMed ID: 34587455
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