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[PMID]:29194310
[Au] Autor:Bopp AJ; Einhellig K
[Ad] Endereço:About the Authors Audrey J. Bopp, MSN, RN, CNE, is emeritus faculty, University of Northern Colorado School of Nursing, Greeley. Katrina Einhellig, PhD, RN, CNE, is an assistant professor, University of Northern Colorado, Greeley. For more information, write to Audrey Bopp at ajbopp@msn.com.
[Ti] Título:Dual Enrollment Nursing Partnerships: Steps to Successful Implementation.
[So] Source:Nurs Educ Perspect;38(2):106-107, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This article discusses the planning and implementation of a dual enrollment initiative between an associate degree and baccalaureate nursing program. This type of endeavor offers an advantage to nursing students by allowing them to enroll concurrently in both academic programs, avoiding academic breaks and creating a streamlined educational progression toward the BSN degree. Dual enrollment programs are a transformational way to meet Institute of Medicine recommendations for increasing the number of BSN-prepared nurses while strengthening ties between associate degree and baccalaureate nursing programs.
[Mh] Termos MeSH primário: Educação Técnica em Enfermagem/organização & administração
Bacharelado em Enfermagem/organização & administração
Modelos Educacionais
[Mh] Termos MeSH secundário: Currículo
Seres Humanos
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000119


  2 / 9241 MEDLINE  
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[PMID]:29194300
[Au] Autor:Bauer RN; Kiger S
[Ad] Endereço:About the Authors Renee N. Bauer, PhD, RN, is an assistant professor and director of the accelerated nursing track at Indiana State University School of Nursing, Terre Haute. Susan Kiger, PhD, is a professor at Indiana State University Bayh School of Education, Terre Haute. For more information, contact Dr. Bauer at renee.bauer@indstate.edu.
[Ti] Título:Nursing Living-Learning Communities and Student Retention: A Qualitative Study.
[So] Source:Nurs Educ Perspect;38(2):75-79, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Living-learning communities have been known to promote student performance and a sense of collegiality. Most studies on this topic have utilized quantitative methods. AIM: This qualitative comparison case study examined personal experiences associated with residing in a living-learning community. The study was conducted to explore findings associated with promoting student retention. A secondary goal was to explore student experiences with mentoring. METHOD: Data were collected using taped recordings of live interviews at two universities that have nursing-themed housing. The targeted sample size was 14. RESULTS: Themes that emerged from the data were mutual support, importance of the resident assistant, and self-determination. CONCLUSION: Nursing students enjoy themed housing and especially desire the resident assistant to be a nursing student.
[Mh] Termos MeSH primário: Sucesso Acadêmico
Bacharelado em Enfermagem
Habitação
Aprendizagem
Modelos Educacionais
[Mh] Termos MeSH secundário: Adolescente
Feminino
Processos Grupais
Seres Humanos
Entrevistas como Assunto
Masculino
Pesquisa Qualitativa
Estudantes de Enfermagem
Universidades
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000093


  3 / 9241 MEDLINE  
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[PMID]:29194299
[Au] Autor:Freeman JC; All A
[Ad] Endereço:About the Authors Julie C. Freeman, DNP, ACNP-BC, RN, is an assistant professor and coordinator of Promoting Academic Success (PASS) Mentoring to Educate, Retain, and Empower Nurses (MEREN), School of Nursing, Auburn University at Montgomery College of Nursing and Health Sciences, Alabama. Anita All, PhD, RN, is a professor, School of Nursing, Auburn University at Montgomery College of Nursing and Health Sciences, Alabama. For more information, write to Dr. Freeman at Jfreema3@aum.edu.
[Ti] Título:Academic Support Programs Utilized for Nursing Students at Risk of Academic Failure: A Review of the Literature.
[So] Source:Nurs Educ Perspect;38(2):69-74, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: The purpose of the literature review is to evaluate and discuss the various types of academic support programs used for at-risk nursing students to identify those that are most effective. BACKGROUND: Nurse educators are concerned about students admitted to nursing programs who are unable to successfully complete the program. METHOD: To determine the format and efficacy of academic support programs, the literature review addressed the identification of at-risk students and academic support programs applicable to all student groups. RESULTS: Nurse educators need to develop and implement plans to support and retain students in order to address the impending nursing shortage. CONCLUSION: Replacing a student lost to academic failure is difficult. Although utilized in different manners, academic support programs are an effective retention strategy.
[Mh] Termos MeSH primário: Fracasso Acadêmico
Bacharelado em Enfermagem
Modelos Educacionais
Estudantes de Enfermagem
[Mh] Termos MeSH secundário: Desempenho Acadêmico
Logro
Seres Humanos
Tutoria
Pesquisa em Educação de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000089


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[PMID]:29194248
[Au] Autor:Gwin T; Villanueva C; Wong J
[Ad] Endereço:About the Authors Teresa Gwin, EdD, GNP, is an associate professor, Samuel Merritt University School of Nursing, Oakland, California. Celeste Villanueva, EdD, CRNA, is an associate professor, Samuel Merritt University School of Nursing, Oakland, California. Jeanette Wong, MPA, BSN, is an assistant professor, Samuel Merritt University Health Science Simulation Center, Oakland, California. For more information, contact Dr. Gwin at tgwin@samuelmerritt.edu.
[Ti] Título:Student Developed and Led Simulation Scenarios.
[So] Source:Nurs Educ Perspect;38(1):49-50, 2017 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Use of simulation in teaching is well established as a viable educational technique. Flipped classroom techniques using technology have been shown to enhance and deepen knowledge of content. This educational innovation utilized both techniques in a second-semester prelicensure nursing course to allow students to gain a broader focus on complex patient scenarios and a better understanding of simulation as a teaching/learning tool. The project was an assigned simulation expectation for a medical-surgical nursing course. Students developed a simulation based on the care of patients from their clinical site.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/métodos
Simulação de Paciente
[Mh] Termos MeSH secundário: Currículo
Avaliação Educacional
Seres Humanos
Modelos Educacionais
Aprendizagem Baseada em Problemas/métodos
Desenvolvimento de Programas
Avaliação de Programas e Projetos de Saúde
Estudantes de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000080


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[PMID]:29194136
[Au] Autor:Geist MJ; Larimore D; Rawiszer H; Sager AWA
[Ti] Título:Flipped Versus Traditional Instruction and Achievement in a Baccalaureate Nursing Pharmacology Course.
[So] Source:Nurs Educ Perspect;36(2):114-115, 2015 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:: The researchers used a quantitative pretest-posttest nonequivalent control group quasi-experimental design to determine if there is a significant difference in content knowledge acquisition between traditional and flipped classroom methods. Analysis revealed that the flipped classroom approach was significantly different for three unit exams. The results did not show a significant difference in the means for the final exam. Knowledge gains on tests and students' positive responses support the use of the flipped classroom method.
[Mh] Termos MeSH primário: Currículo
Bacharelado em Enfermagem/métodos
Avaliação Educacional/métodos
Farmacologia/educação
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Modelos Educacionais
Aprendizagem Baseada em Problemas
Tennessee
Adulto Jovem
[Pt] Tipo de publicação:COMPARATIVE STUDY; JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180220
[Lr] Data última revisão:
180220
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.5480/13-1292


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Texto completo SciELO Saúde Pública
[PMID]:28453040
[Au] Autor:de Araújo Silva TF; Feitosa JL; Medeiros Dantas RM; Dantas de Medeiros FDC; Cavalcanti Lima IP; Guerra Seabra EJ
[Ad] Endereço:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte-IFRN, Brasil.
[Ti] Título:[Experimental model of tooth decay as an educational tool for school-age children].
[Ti] Título:Modelo experimental de cárie dentária como ferramenta educativa em escolares..
[So] Source:Rev Salud Publica (Bogota);18(2):1-290, 2016 Apr.
[Is] ISSN:0124-0064
[Cp] País de publicação:Colombia
[La] Idioma:por
[Ab] Resumo:Objective This work consisted of the construction of an educational in vitro model of dental caries that started with an adaptation of Miller's classic experiment. Methods In a sterilized and sealed glass jar, a sample paste of human saliva was collected and a substrate of manufactured sugar (sucrose) was added. In addition, a human tooth with healthy dental crown extracted in dental treatment but otherwise healthy was added. Research phase I had the negative control sample test (tooth + saliva without added) and the others were opened after 1, 2, 3 and 4 months of incubation. This phase was essential for the next experimental time development. In phase II, two saliva donors with poor levels of oral health habits were recruited. The incubation time (defined by phase I) was 2 and 3 months for each donor. Results This research data gives the possibility of building educational materials about the etiology of tooth decay and its clinical evolution. It also makes possible the production of an explanatory sheet about how to reproduce this experimental model to be used by school children in secondary education. Conclusions Doing this kind of work together at school can help reduce inequities in oral health, especially since there is an approximation toward the discourses, facilitating the process of information dissemination.
[Mh] Termos MeSH primário: Cárie Dentária/etiologia
Modelos Dentários
Modelos Educacionais
Saúde Bucal/educação
[Mh] Termos MeSH secundário: Criança
Seres Humanos
Instituições Acadêmicas
Fatores de Tempo
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180215
[Lr] Data última revisão:
180215
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170429
[St] Status:MEDLINE


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[PMID]:29233268
[Au] Autor:Cain J
[Ad] Endereço:University of Kentucky, College of Pharmacy, Limestone, Lexington, KY 40536-0596, USA. Electronic address: Jeff.cain@uky.edu.
[Ti] Título:School is a game: Faculty set the rules.
[So] Source:Curr Pharm Teach Learn;9(3):341-343, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Some students often exhibit less-than-ideal learning behaviors such as cramming for exams, focusing on memorization versus comprehension, multi-tasking during class, etc. One approach to understanding and addressing these issues is through a "school as game" mental model. Success in the "game of school", especially in rigorous professional and graduate programs, requires not only knowledge and skill, but also strategy. Because of time demands, students must often make strategic decisions regarding class attendance, attention, study time, and study methods. This commentary describes a mental model in which faculty can examine student learning behaviors within the context of their teaching and assessment criteria. Instructors should consider how both the written and unwritten rules of their courses may actually incentivize undesirable student learning behaviors.
[Mh] Termos MeSH primário: Comportamento
Aprendizagem
Modelos Educacionais
Estudantes de Farmácia/psicologia
[Mh] Termos MeSH secundário: Docentes de Farmácia
Teoria do Jogo
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180214
[Lr] Data última revisão:
180214
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171214
[St] Status:MEDLINE


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[PMID]:29369873
[Au] Autor:Gerardi T; Farmer P; Hoffman B
[Ad] Endereço:Tina Gerardi is executive director of the Tennessee Nurses Association in Nashville. Pat Farmer is a research professor at George Washington University School of Nursing in Ashburn, VA. Bryan Hoffman is deputy director of the Organization for Associate Degree Nursing in Seattle. The authors received compensation from the Robert Wood Johnson Foundation through the APIN grant discussed in this article. Contact author: Tina Gerardi, gerarditina@gmail.com. The authors have disclosed no potential conflicts of interest, financial or otherwise.
[Ti] Título:Moving Closer to the 2020 BSN-Prepared Workforce Goal.
[So] Source:Am J Nurs;118(2):43-45, 2018 Feb.
[Is] ISSN:1538-7488
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:: One of the recommendations of the landmark Future of Nursing: Leading Change, Advancing Health report was to increase the proportion of nurses with a bachelor of science in nursing or higher degree to 80% by 2020. In 2012, the American Organization of Nurse Executives was selected by the Robert Wood Johnson Foundation as the National Program Office for a new initiative-the Academic Progression in Nursing (APIN) program-with the goal of identifying and developing the most promising strategies for creating a more highly educated nursing workforce. This article discusses the findings of APIN's four-year project.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/estatística & dados numéricos
Enfermeiras e Enfermeiros/provisão & distribuição
[Mh] Termos MeSH secundário: Previsões
Fundações
Seres Humanos
Modelos Educacionais
Salários e Benefícios
Estados Unidos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180208
[Lr] Data última revisão:
180208
[Sb] Subgrupo de revista:AIM; IM; N
[Da] Data de entrada para processamento:180126
[St] Status:MEDLINE
[do] DOI:10.1097/01.NAJ.0000530244.15217.aa


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[PMID]:29281651
[Au] Autor:Roos LL; Wall-Wieler E
[Ad] Endereço:Department of Community Health Sciences, University of Manitoba, Manitoba, Canada.
[Ti] Título:Life course epidemiology: Modeling educational attainment with administrative data.
[So] Source:PLoS One;12(12):e0188976, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Understanding the processes across childhood and adolescence that affect later life inequalities depends on many variables for a large number of individuals measured over substantial time periods. Linkable administrative data were used to generate birth cohorts and to study pathways of inequity in childhood and early adolescence leading to differences in educational attainment. Advantages and disadvantages of using large administrative data bases for such research were highlighted. METHODS: Children born in Manitoba, Canada between 1982 and 1995 were followed until age 19 (N = 89,763), with many time-invariant measures serving as controls. Five time-varying predictors of high school graduation-three social and two health-were modelled using logistic regression and a framework for examining predictors across the life course. For each time-varying predictor, six temporal patterns were tested: full, accumulation of risk, sensitive period, and three critical period models. RESULTS: Predictors measured in early adolescence generated the highest odds ratios, suggesting the importance of adolescence. Full models provided the best fit for the three time-varying social measures. Residence in a low-income neighborhood was a particularly influential predictor of not graduating from high school. The transmission of risk across developmental periods was also highlighted; exposure in one period had significant implications for subsequent life stages. CONCLUSION: This study advances life course epidemiology, using administrative data to clarify the relationships among several measures of social behavior, cognitive development, and health. Analyses of temporal patterns can be useful in studying such other outcomes as educational achievement, teen pregnancy, and workforce participation.
[Mh] Termos MeSH primário: Escolaridade
Modelos Educacionais
[Mh] Termos MeSH secundário: Adolescente
Adulto
Criança
Seres Humanos
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180129
[Lr] Data última revisão:
180129
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171228
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0188976


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[PMID]:29249096
[Au] Autor:Ash K; Yates P
[Ti] Título:THE NATIONAL CANCER NURSING EDUCATION PROJECT -- TEN YEARS ON.
[So] Source:Aust Nurs Midwifery J;24(4):39, 2016 10.
[Is] ISSN:2202-7114
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:The National Cancer Nursing Education Project (EdCaN) suite of resources support integration of a nationally consistent approach to cancer care education and professional development of nurses at all levels of practice in a range of settings.
[Mh] Termos MeSH primário: Modelos Educacionais
Modelos de Enfermagem
Enfermagem Oncológica/educação
[Mh] Termos MeSH secundário: Austrália
Competência Clínica
Credenciamento
Seres Humanos
Avaliação de Programas e Projetos de Saúde
[Pt] Tipo de publicação:RESEARCH SUPPORT, NON-U.S. GOV'T; JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180118
[Lr] Data última revisão:
180118
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171218
[St] Status:MEDLINE



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