Base de dados : MEDLINE
Pesquisa : F02.463.425.720 [Categoria DeCS]
Referências encontradas : 6880 [refinar]
Mostrando: 1 .. 10   no formato [Detalhado]

página 1 de 688 ir para página                         

  1 / 6880 MEDLINE  
              next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:29194308
[Au] Autor:Morales KA
[Ad] Endereço:About the Author Kathleen A. Morales, MSN, RN, CNE, is an assistant professor of nursing, Berry College Nursing Program, Mount Berry, Georgia. The author thanks Dr. Laura Kimble, professor at Georgia Baptist College of Nursing of Mercer University, for her support in developing this article. For more information, write to the author at kmorales@berry.edu.
[Ti] Título:Active Learning Strategies to Enhance Nursing Students' Knowledge of Pharmacology.
[So] Source:Nurs Educ Perspect;38(2):100-102, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:This article presents the author's experience using gaming and social media to enhance undergraduate nursing students' pharmacology knowledge. Although gaming may help with rote learning, active participation in gaming was not associated with higher exam or final course grades. Active participation in social media, on the other hand, was associated with higher exam and final course grades.
[Mh] Termos MeSH primário: Educação Técnica em Enfermagem/métodos
Farmacologia/educação
Aprendizagem Baseada em Problemas
Mídias Sociais
Jogos de Vídeo
[Mh] Termos MeSH secundário: Currículo
Seres Humanos
[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.0000000000000085


  2 / 6880 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[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


  3 / 6880 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:29194239
[Au] Autor:Durkin AE; Feinn RS
[Ad] Endereço:About the Authors Anne E. Durkin, PhD, RN, is a professor of nursing, Quinnipiac University School of Nursing, Hamden, Connecticut. Richard S. Feinn, PhD, MS, MA, is an associate professor of medical sciences, Quinnipiac University Frank H. Netter MD School of Medicine, North Haven, Connecticut. For more information, contact Dr. Durkin at anne.durkin@quinnipiac.edu.
[Ti] Título:Traditional and Accelerated Baccalaureate Nursing Students' Self-Efficacy for Interprofessional Learning.
[So] Source:Nurs Educ Perspect;38(1):23-28, 2017 Jan/Feb.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: The aim of the study was to examine self-efficacy among traditional and accelerated nursing students with regard to interprofessional learning. BACKGROUND: The World Health Organization and other organizations recognize the need for interprofessional education to prepare health care providers for collaborative practice. Graduates of baccalaureate nursing programs require competence in interprofessional collaboration and communication. METHOD: Traditional (n = 239) and accelerated (n = 114) nursing students' self-efficacy was measured utilizing Mann et al.'s Self-Efficacy for Interprofessional Experiential Learning Scale. RESULTS: Accelerated students averaged significantly higher than traditional students on the interprofessional team evaluation and feedback subscale (p = .006) and overall self-efficacy (p = .041). CONCLUSION: Awareness of possible differences between traditional and accelerated nursing students with regard to self-efficacy may help faculty develop effective interprofessional learning experiences for students in each cohort. Although results cannot be generalized, findings from this study provide evidence to guide the selection of learning strategies.
[Mh] Termos MeSH primário: Bacharelado em Enfermagem/métodos
Relações Interprofissionais
Aprendizagem Baseada em Problemas
Autoeficácia
[Mh] Termos MeSH secundário: Adulto
Competência Clínica
Comportamento Cooperativo
Currículo
Feminino
Seres Humanos
Masculino
Pesquisa em Educação de Enfermagem
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE; MULTICENTER STUDY
[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.0000000000000101


  4 / 6880 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:29437847
[Au] Autor:Montero J; Dib A; Guadilla Y; Flores J; Santos JA; Aguilar RA; Gómez-Polo C
[Ad] Endereço:Dr. Montero is Lecturer in Prosthodontics, Department of Surgery, Faculty of Medicine, University of Salamanca, Salamanca, Spain; Dr. Dib is Associate Professor in Prosthodontics, Department of Surgery, Faculty of Medicine, University of Salamanca, Salamanca, Spain; Dr. Guadilla is Associate Profess
[Ti] Título:Dental Students' Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem-Based Learning Methodologies.
[So] Source:J Dent Educ;82(2):152-162, 2018 Feb.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The aim of this study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth-year dental students: those educated using traditional methodologies and those educated using problem-based learning (PBL). Two cohorts of fourth-year dental students at a dental school in Spain were surveyed: the traditional methods cohort (n=46) was comprised of all students in academic years 2012 and 2013, and the PBL cohort (n=57) was comprised of all students in academic years 2014 and 2015. Students in both cohorts reported the number of prosthodontic treatments they carried out per year and their perceived level of competence in performing such treatments. The results showed that the average number of treatments performed was similar for the two cohorts, except the number of metal-based removable partial dentures was significantly higher for students in the traditional (0.8±1.0) than the PBL (0.4±0.6) cohort. The level of perceived competence to treat complete denture patients for the combined cohorts was significantly higher (7.3±1.1) than that for partial acrylic dentures (6.7±1.5) and combined dentures (5.7±1.3). Students' clinical competence in prosthodontics mainly depended on number of treatments performed as the operator as well as the assistant. Students in the traditional methods cohort considered themselves to be significantly more competent at treating patients for removable partial and fixed prostheses (7.8±1.1 and 7.6±1.1, respectively) than did students in the PBL cohort (6.4±1.5 and 6.6±1.5, respectively). Overall, however, the study found that practical experiences were more important than the teaching method used to achieve students' perceived competence.
[Mh] Termos MeSH primário: Competência Clínica
Aprendizagem Baseada em Problemas
Prostodontia/educação
Estudantes de Odontologia
Ensino
[Mh] Termos MeSH secundário: Feminino
Seres Humanos
Masculino
Inquéritos e Questionários
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:D; IM
[Da] Data de entrada para processamento:180214
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.018


  5 / 6880 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:29437846
[Au] Autor:Abdelkarim A; Schween D; Ford T
[Ad] Endereço:Dr. Abdelkarim is Associate Professor and Chair, Department of Orthodontics, University of Mississippi School of Dentistry; Dr. Schween is Professor and Associate Dean, College of Arts, Education, and Sciences, University of Louisiana at Monroe; and Dr. Ford is Assistant Professor and Research Scientist, Oklahoma Center for Education Policy, Department of Educational Leadership and Policy Studies, Jeannine Rainbolt College of Education, University of Oklahoma. aabdelkarim@umc.edu.
[Ti] Título:Attitudes Towards Problem-Based Learning of Faculty Members at 12 U.S. Medical and Dental Schools: A Comparative Study.
[So] Source:J Dent Educ;82(2):144-151, 2018 Feb.
[Is] ISSN:1930-7837
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Problem-based learning (PBL) is a teaching method used in medical and dental education to promote students' problem-solving skills. It may also be a viable tool for interprofessional education in which medical and dental students learn together, collaborate, and learn about, from, and with each other. The aim of this study was to compare medical and dental faculty members' attitudes about and perceptions of PBL at 12 U.S. medical and dental schools known to use PBL. In 2015, 111 medical and 132 dental faculty members (combined n=243) from six medical and six dental schools completed a survey containing ten statements and an open comment section. The response rate was 42% of those who received the survey. In the results, the medical faculty participants showed significantly higher enthusiasm for and agreement with PBL benefits than did the dental faculty participants (p˂0.05). The two groups agreed that PBL should be used to supplement conventional teaching (p>0.05). There were no opposite attitudes or contrasts found between the two groups with regards to PBL. The strongest themes expressed by both groups were that PBL should not be used as the sole method of instruction and that students needed a solid foundation in the subject prior to engaging in PBL.
[Mh] Termos MeSH primário: Atitude do Pessoal de Saúde
Docentes de Odontologia
Docentes de Medicina
Aprendizagem Baseada em Problemas
[Mh] Termos MeSH secundário: Seres Humanos
Faculdades de Odontologia
Faculdades de Medicina
Inquéritos e Questionários
Estados Unidos
[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:D; IM
[Da] Data de entrada para processamento:180214
[St] Status:MEDLINE
[do] DOI:10.21815/JDE.018.019


  6 / 6880 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:29194138
[Au] Autor:Roh YS; Lee SJ; Choi D
[Ti] Título:Learner Perception, Expected Competence, and Satisfaction of Team-Based Learning in Korean Nursing Students.
[So] Source:Nurs Educ Perspect;36(2):118-120, 2015 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:: The purpose of this study was to describe learner perception, expected competence, and factors influencing satisfaction with team-based learning in a nursing course. Four-hour TBL sessions were given in a structured three-phase sequence for a cohort of 139 second-year nursing students. TBL was found to be an effective instructional strategy inducing team learning and self-directed learning. Nursing educators should improve TBL quality by focusing on the student team learning process.
[Mh] Termos MeSH primário: Competência Clínica
Currículo
Bacharelado em Enfermagem/métodos
Avaliação Educacional/métodos
Processos Grupais
Satisfação Pessoal
Aprendizagem Baseada em Problemas
Estudantes de Enfermagem/psicologia
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
República da Coreia
Adulto Jovem
[Pt] Tipo de publicação: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:10.5480/13-1200


  7 / 6880 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[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


  8 / 6880 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:29194134
[Au] Autor:Hansen J; Bratt M
[Ti] Título:Competence Acquisition Using Simulated Learning Experiences: A Concept Analysis.
[So] Source:Nurs Educ Perspect;36(2):102-107, 2015 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:AIM: To report the findings of an analysis of the concept of competence acquisition when determined using simulated learning experiences. BACKGROUND: Competence of nursing students prior to entry into practice has been stressed by the Institute of Medicine. Competence can be evaluated via simulation; however, evaluation practices vary among schools of nursing. The link between competence acquisition in simulation and clinical competence has not been determined. METHOD: Employing the methodology of , articles included in this analysis were published in english in peer-reviewed journals from 2002 to 2012 and contained information on simulation outcomes related to competence. Thirty-five articles and one text were included in the final analysis. RESULTS: Essential elements of competence acquisition identified included authentic environment, demonstration, and evaluation. CONCLUSION: Use of a consistent language and framework to evaluate competence acquisition in simulation is recommended, as is future research to test the constructs.
[Mh] Termos MeSH primário: Competência Clínica
Bacharelado em Enfermagem/métodos
Avaliação Educacional/métodos
Aprendizagem Baseada em Problemas/métodos
Treinamento por Simulação/métodos
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
Pesquisa em Educação de Enfermagem
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE; REVIEW
[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:10.5480/13-1198


  9 / 6880 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:29233282
[Au] Autor:Peasah SK; Marshall LL
[Ad] Endereço:Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States. Electronic address: Peasah_sk@mercer.edu.
[Ti] Título:The use of debates as an active learning tool in a college of pharmacy healthcare delivery course.
[So] Source:Curr Pharm Teach Learn;9(3):433-440, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: To describe the use of debates, and to evaluate student performance and perceptions, when student debates are incorporated as an active learning tool in a required pharmacy healthcare delivery course. EDUCATIONAL ACTIVITY AND SETTING: Student live debates replaced 15% of a traditional lecture-based course. Twelve healthcare controversies were debated by student teams each year. Student perception of debate utility and opinion on topics, pre- and post-debate, were measured via a voluntary survey. Both peer and instructor's assessments of team performances, as well as individual student performance on the debate-based questions on course exams, contributed to course grade. FINDINGS: The average survey response rates were 76% (2014) and 86% (2015). Fifteen-54% of student respondents changed their opinion on individual debate topics due to the debates. Although exam performance on debate-based questions was no better than on lecture-based questions, respondents who found the debates useful or very useful in mastering course material increased by 19% post versus pre-debate surveys. SUMMARY: Debates are an effective active learning tool for engaging students in controversial subjects. Assessment of student performance should include student and instructor evaluations, and can be incorporated into the course grade.
[Mh] Termos MeSH primário: Educação em Farmácia/métodos
Aprendizagem Baseada em Problemas
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Desempenho Acadêmico
Adulto
Atitude
Assistência à Saúde
Feminino
Seres Humanos
Masculino
Percepção
Faculdades de Farmácia
Inquéritos e Questionários
Adulto Jovem
[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


  10 / 6880 MEDLINE  
              first record previous record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:29233281
[Au] Autor:Toor R; Samai K; Wargo R
[Ad] Endereço:Orlando Regional Medical Center, Orlando, FL. Electronic address: Rebecca.Toor@rx.lecom.edu.
[Ti] Título:Debate as an alternative method for medical literature evaluation.
[So] Source:Curr Pharm Teach Learn;9(3):427-432, 2017 May.
[Is] ISSN:1877-1300
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND AND PURPOSE: To determine the student impression of utilizing a debate style journal club as an alternative approach for preceptors to teach medical literature evaluation skills to pharmacy students undergoing Advance Pharmacy Practice Experiences (APPE) in both acute care and ambulatory care. EDUCATIONAL ACTIVITY AND SETTING: Students were asked to debate on a controversial topic or two drugs with similar indications. Each side had to research supporting evidence based medicine and use literature appraisal skills to incorporate the information logically into an oral debate style format. Approximately fifteen minutes were allotted for each debate, allowing five minutes for each opening argument, three minutes for each rebuttal, and two minutes for each closing argument. Students were then asked to complete a post-debate survey using a Likert Scale to evaluate their perception of the debate style journal club. FINDINGS: Following implementation of the debate style journal club, students reported being more confident with their ability to find, compare, and retain information from primary literature with a mean of 4.1, 4.2, and 4.4 respectively on a Likert Scale. Students also reported overall enjoyment and satisfaction with a mean of 4.0. SUMMARY: Debate style journal clubs have the capability to teach pharmacy students vital literature appraisal skills, and are a well-liked alternative to the traditional style journal club. Incorporating this method improved student interest as well as increased their ability to find, compare, and retain the information gathered from primary literature.
[Mh] Termos MeSH primário: Educação em Farmácia/métodos
Medicina Baseada em Evidências/normas
Preceptoria
Projetos de Pesquisa/normas
Estudantes de Farmácia
[Mh] Termos MeSH secundário: Atitude do Pessoal de Saúde
Medicina Baseada em Evidências/educação
Seres Humanos
Publicações Periódicas como Assunto
Aprendizagem Baseada em Problemas
[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



página 1 de 688 ir para página                         
   


Refinar a pesquisa
  Base de dados : MEDLINE Formulário avançado   

    Pesquisar no campo  
1  
2
3
 
           



Search engine: iAH v2.6 powered by WWWISIS

BIREME/OPAS/OMS - Centro Latino-Americano e do Caribe de Informação em Ciências da Saúde