Base de dados : MEDLINE
Pesquisa : I02.399.890 [Categoria DeCS]
Referências encontradas : 208 [refinar]
Mostrando: 1 .. 10   no formato [Detalhado]

página 1 de 21 ir para página                         

  1 / 208 MEDLINE  
              next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28876983
[Au] Autor:Zamor E; Chigerwe M; Boudreaux KA; Ilkiw JE
[Ti] Título:Approaches and Study Skills of Veterinary Medical Students: Effects of a Curricular Revision.
[So] Source:J Vet Med Educ;44(3):490-501, 2017.
[Is] ISSN:0748-321X
[Cp] País de publicação:Canada
[La] Idioma:eng
[Ab] Resumo:The objective of this study was to determine if a revised, recently implemented curriculum, embracing an integrated block design with a focus on student-centered, inquiry-based learning, had a different effect on veterinary medical students' approaches to studying than the previous curriculum. A total of 577 students completed a questionnaire consisting of the short version of the Approaches and Study Skills Inventory for Students (ASSIST). It included questions relating to conceptions about learning, approaches to studying, and preferences for different types of courses and teaching. In addition, students were asked to respond to general questions regarding the design of the revised curriculum. The scores for the deep and strategic learning approaches were higher for students studying under the previous curriculum compared to the revised curriculum, despite the fact that the revised curriculum was specifically designed to foster deep learning. The scores for the surface learning approach were lower in the students studying the revised curriculum compared to students studying under the previous curriculum. We identified the following factors affecting student learning: alteration of learning activities, such as problem-based learning, from the recommended models; a lack of instructor support for the revised curriculum; assessments that were not aligned to encourage critical thinking; and directed self-learning activities that were too comprehensive to complete in the allotted time. The results of this study can be used to improve the implementation of student-centered and inquiry-based curricula by identifying potential problems that could prevent a deep learning approach in veterinary medical students.
[Mh] Termos MeSH primário: Estágio Clínico
Currículo/tendências
Educação em Veterinária/organização & administração
Faculdades de Medicina Veterinária/organização & administração
Estudantes de Medicina
Habilidades para Realização de Testes
[Mh] Termos MeSH secundário: California
Educação em Veterinária/normas
Seres Humanos
Faculdades de Medicina Veterinária/normas
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171207
[Lr] Data última revisão:
171207
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170907
[St] Status:MEDLINE
[do] DOI:10.3138/jvme.1015-176R1


  2 / 208 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:29065026
[Au] Autor:Burk-Rafel J; Santen SA; Purkiss J
[Ad] Endereço:J. Burk-Rafel is an intern, Department of Medicine, New York University School of Medicine, New York, New York. He was previously a medical student, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0003-3785-2154. S.A. Santen is assistant dean, Educational Research and Quality Improvement, and clinical professor of emergency medicine and learning health sciences, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: http://orcid.org/0000-0002-8327-8002. J. Purkiss is assistant dean, Evaluation, Assessment, and Education Research, and assistant professor of internal medicine, Baylor College of Medicine, Houston, Texas. He was previously director, Evaluation and Assessment, University of Michigan Medical School, Ann Arbor, Michigan.
[Ti] Título:Study Behaviors and USMLE Step 1 Performance: Implications of a Student Self-Directed Parallel Curriculum.
[So] Source:Acad Med;92(11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 56th Annual Research in Medical Education Sessions):S67-S74, 2017 Nov.
[Is] ISSN:1938-808X
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:PURPOSE: To determine medical students' study behaviors when preparing for the United States Medical Licensing Examination (USMLE) Step 1, and how these behaviors are associated with Step 1 scores when controlling for likely covariates. METHOD: The authors distributed a study-behaviors survey in 2014 and 2015 at their institution to two cohorts of medical students who had recently taken Step 1. Demographic and academic data were linked to responses. Descriptive statistics, bivariate correlations, and multiple linear regression analyses were performed. RESULTS: Of 332 medical students, 274 (82.5%) participated. Most students (n = 211; 77.0%) began studying for Step 1 during their preclinical curriculum, increasing their intensity during a protected study period during which they averaged 11.0 hours studying per day (standard deviation [SD] 2.1) over a period of 35.3 days (SD 6.2). Students used numerous third-party resources, including reading an exam-specific 700-page review book on average 2.1 times (SD 0.8) and completing an average of 3,597 practice multiple-choice questions (SD 1,611). Initiating study prior to the designated study period, increased review book usage, and attempting more practice questions were all associated with higher Step 1 scores, even when controlling for Medical College Admission Test scores, preclinical exam performance, and self-identified score goal (adjusted R = 0.56, P < .001). CONCLUSIONS: Medical students at one public institution engaged in a self-directed, "parallel" Step 1 curriculum using third-party study resources. Several study behaviors were associated with improved USMLE Step 1 performance, informing both institutional- and student-directed preparation for this high-stakes exam.
[Mh] Termos MeSH primário: Competência Clínica
Currículo
Educação de Graduação em Medicina
Licenciamento em Medicina
Estudantes de Medicina
Habilidades para Realização de Testes
[Mh] Termos MeSH secundário: Avaliação Educacional
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171030
[Lr] Data última revisão:
171030
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171025
[St] Status:MEDLINE
[do] DOI:10.1097/ACM.0000000000001916


  3 / 208 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
[PMID]:28686163
[Au] Autor:Gerhát R; Balázs K; Szemán-Nagy A
[Ad] Endereço:Debreceni Egyetem, Pszichologiai Intezet, Szemelyiseg es Klinikai Pszichologiai Tanszek, Debrecen, Hungary, E-mail: gerhatreka@gmail.com.
[Ti] Título:["Better late than never". Studying procrastination among students].
[So] Source:Psychiatr Hung;32(2):158-167, 2017.
[Is] ISSN:0237-7896
[Cp] País de publicação:Hungary
[La] Idioma:hun
[Ab] Resumo:INTRODUCTION: The purpose of the study is to investigate dispositional procrastination, procrastination types, and an operative measurement of this behavior in academic environment. Procrastination is a common and problematic phenomenon that explains the need for a comprehensive and complex approach of this behavior. The main focus of the study was to investigate the incidence and incidence of the different types of procrastination. Furthermore, we aimed to test the correspondence between dispositional procrastination and the operative measurement. METHODS: The sample consisted of 131 participants. Lay's Procrastination Scale was used to measure dispositional procrastination and the Types of procrastination questionnaire was applied to assess the frequency of its different types. Furthermore an operative measurement was gained by assigning a deadline for returning the paper and pensil form of the questionnaire. Participants received a message informing them that the deadline had been extended by three more days on the last night before the deadline. RESULTS: Based on the empirical results 63% of the participants can be classified as procrastinator. In regards of the different types of procrastination, "perfectionist" and "crisis-maker" types were the most frequent. A positive correlation was found between dispositional procrastination and the operative measurement of procrastination. CONCLUSIONS: The results proved the common presence of procrastination, as well as the close connection between its dispositional and operative measure. Besides, they raise attention to the perfectionist and crisis-maker types of procrastination.
[Mh] Termos MeSH primário: Comportamento
Perfeccionismo
Personalidade
Estudantes/psicologia
Habilidades para Realização de Testes/psicologia
[Mh] Termos MeSH secundário: Seres Humanos
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171102
[Lr] Data última revisão:
171102
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170708
[St] Status:MEDLINE


  4 / 208 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28595817
[Au] Autor:Smeds MR; Thrush CR; McDaniel FK; Gill R; Kimbrough MK; Shames BD; Sussman JJ; Galante JM; Wittgen CM; Ansari P; Allen SR; Nussbaum MS; Hess DT; Knight DC; Bentley FR
[Ad] Endereço:Department of Surgery, University of Arkansas for Medical Sciences, Little Rock, Arkansas. Electronic address: MattSmeds@gmail.com.
[Ti] Título:Relationships between study habits, burnout, and general surgery resident performance on the American Board of Surgery In-Training Examination.
[So] Source:J Surg Res;217:217-225, 2017 Sep.
[Is] ISSN:1095-8673
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: The American Board of Surgery In-Training Examination (ABSITE) is used by programs to evaluate the knowledge and readiness of trainees to sit for the general surgery qualifying examination. It is often used as a tool for resident promotion and may be used by fellowship programs to evaluate candidates. Burnout has been associated with job performance and satisfaction; however, its presence and effects on surgical trainees' performance are not well studied. We sought to understand factors including burnout and study habits that may contribute to performance on the ABSITE examination. METHODS: Anonymous electronic surveys were distributed to all residents at 10 surgical residency programs (n = 326). Questions included demographics as well as study habits, career interests, residency characteristics, and burnout scores using the Oldenburg Burnout Inventory, which assesses burnout because of both exhaustion and disengagement. These surveys were then linked to the individual's 2016 ABSITE and United States Medical Licensing Examination (USMLE) step 1 and 2 scores provided by the programs to determine factors associated with successful ABSITE performance. RESULTS: In total, 48% (n = 157) of the residents completed the survey. Of those completing the survey, 48 (31%) scored in the highest ABSITE quartile (≥75th percentile) and 109 (69%) scored less than the 75th percentile. In univariate analyses, those in the highest ABSITE quartile had significantly higher USMLE step 1 and step 2 scores (P < 0.001), significantly lower burnout scores (disengagement, P < 0.01; exhaustion, P < 0.04), and held opinions that the ABSITE was important for improving their surgical knowledge (P < 0.01). They also read more frequently to prepare for the ABSITE (P < 0.001), had more disciplined study habits (P < 0.001), were more likely to study at the hospital or other public settings (e.g., library, coffee shop compared with at home; P < 0.04), and used active rather than passive study strategies (P < 0.04). Gender, marital status, having children, and debt burden had no correlation with examination success. Backward stepwise multiple regression analysis identified the following independent predictors of ABSITE scores: study location (P < 0.0001), frequency of reading (P = 0.0001), Oldenburg Burnout Inventory exhaustion (P = 0.02), and USMLE step 1 and 2 scores (P = 0.007 and 0.0001, respectively). CONCLUSIONS: Residents who perform higher on the ABSITE have a regular study schedule throughout the year, report less burnout because of exhaustion, study away from home, and have shown success in prior standardized tests. Further study is needed to determine the effects of burnout on clinical duties, career advancement, and satisfaction.
[Mh] Termos MeSH primário: Esgotamento Profissional/psicologia
Avaliação Educacional
Cirurgia Geral/educação
Internato e Residência/estatística & dados numéricos
Habilidades para Realização de Testes/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adulto
Feminino
Seres Humanos
Masculino
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:171003
[Lr] Data última revisão:
171003
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170610
[St] Status:MEDLINE


  5 / 208 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28427977
[Au] Autor:Lo YT; See AAQ; King NKK
[Ad] Endereço:Department of Neurosurgery, National Neuroscience Institute, Singapore.
[Ti] Título:Decompressive Craniectomy in Spontaneous Intracerebral Hemorrhage: A Case-Control Study.
[So] Source:World Neurosurg;103:815-820.e2, 2017 Jul.
[Is] ISSN:1878-8769
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Decompressive craniectomy is performed to relieve intracranial pressure as an emergency procedure. There is no large study to systematically evaluate the benefit of decompressive craniectomy versus best medical therapy. This study evaluates the survival and long-term functional outcomes of decompressive craniectomy for spontaneous intracranial hemorrhage. METHODS: A total of 54 eligible patients with spontaneous supratentorial hemorrhage (median age, 55 years; interquartile range, 47-64 years) who underwent decompressive craniectomy were retrospectively matched to 72 patients managed with best medical treatment (median age, 58 years; interquartile range, 32-74 years). Glasgow Outcome Scale (GOS) scores were dichotomized into favorable and unfavorable outcomes. Survival and functional outcomes were analyzed at discharge, 3, 6, and 12 months. RESULTS: Survival in the craniectomy group was significantly higher compared with the medical treatment group at 30 days, 6, and 12 months (76%, 70%, and 70% vs. 60%, 57%, and 52% respectively; all P ≤ 0.05). There was no difference in functional outcomes at discharge, 3, 6, or 12 months after hemorrhage (all P > 0.05). Decompressive craniectomy was associated with longer hospital stay (median of 30 days vs. 7 days in the control group; P < 0.001). Hospital adverse events were more frequent in the craniectomy group than in the control group (76% vs. 33%; P < 0.001), the commonest adverse events being pneumonia and urinary tract infections. CONCLUSIONS: We showed that decompressive craniectomy significantly improved survival compared with medical treatment with lasting benefits. This improvement came at a cost of increased length of hospital stay and related adverse events. There was no improvement in functional outcome.
[Mh] Termos MeSH primário: Hemorragia Cerebral/cirurgia
Craniectomia Descompressiva/métodos
Hipertensão Intracraniana/cirurgia
[Mh] Termos MeSH secundário: Adulto
Idoso
Estudos de Casos e Controles
Hemorragia Cerebral/complicações
Hemorragia Cerebral/mortalidade
Feminino
Escala de Resultado de Glasgow
Seres Humanos
Hipertensão Intracraniana/etiologia
Tempo de Internação
Modelos Logísticos
Masculino
Meia-Idade
Análise Multivariada
Complicações Pós-Operatórias/epidemiologia
Modelos de Riscos Proporcionais
Taxa de Sobrevida
Habilidades para Realização de Testes
Resultado do Tratamento
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1709
[Cu] Atualização por classe:170925
[Lr] Data última revisão:
170925
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170422
[St] Status:MEDLINE


  6 / 208 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28267130
[Au] Autor:Ellefson L; Wilson F; Hoffman K; Wells B
[Ad] Endereço:Laurie Ellefson, BSN, RN, CWOCN, CFCN, Wound, Ostomy, and Continence Certification Board. Francis Wilson, CNS, MSN, CWOCN, CFCN, Wound, Ostomy, and Continence Certification Board. Kathleen Hoffman, MSN, RN, CWOCN, CFCN, Wound, Ostomy, and Continence Certification Board. Belinda Wells, BSN, RN, CWOCN, CFCN, Wound, Ostomy, and Continence Certification Board.
[Ti] Título:Wound Versus Foot Care: Is There a Difference?
[So] Source:J Wound Ostomy Continence Nurs;44(2):E2-E4, 2017 Mar/Apr.
[Is] ISSN:1528-3976
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Certificação/métodos
Pé Diabético/terapia
Especialidades de Enfermagem/métodos
Habilidades para Realização de Testes/métodos
Cicatrização
[Mh] Termos MeSH secundário: Seres Humanos
Sistema de Registros
Habilidades para Realização de Testes/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171102
[Lr] Data última revisão:
171102
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:170308
[St] Status:MEDLINE
[do] DOI:10.1097/WON.0000000000000315


  7 / 208 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:27955983
[Au] Autor:Wagner JG; Schneberk T; Zobrist M; Hern HG; Jordan J; Boysen-Osborn M; Menchine M
[Ad] Endereço:Department of Emergency Medicine, Los Angeles County + University of Southern California Medical Center, Keck School of Medicine of USC, Los Angeles, California.
[Ti] Título:What Predicts Performance? A Multicenter Study Examining the Association Between Resident Performance, Rank List Position, and United States Medical Licensing Examination Step 1 Scores.
[So] Source:J Emerg Med;52(3):332-340, 2017 Mar.
[Is] ISSN:0736-4679
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Each application cycle, emergency medicine (EM) residency programs attempt to predict which applicants will be most successful in residency and rank them accordingly on their program's Rank Order List (ROL). OBJECTIVE: Determine if ROL position, participation in a medical student rotation at their respective program, or United States Medical Licensing Examination (USMLE) Step 1 rank within a class is predictive of residency performance. METHODS: All full-time EM faculty at Los Angeles County + University of Southern California (LAC + USC), Harbor-UCLA (Harbor), Alameda Health System-Highland (Highland), and the University of California-Irvine (UCI) ranked each resident in the classes of 2013 and 2014 at time of graduation. From these anonymous surveys, a graduation ROL was created, and using Spearman's rho, was compared with the program's adjusted ROL, USMLE Step 1 rank, and whether the resident participated in a medical student rotation. RESULTS: A total of 93 residents were evaluated. Graduation ROL position did not correlate with adjusted ROL position (Rho = 0.14, p = 0.19) or USMLE Step 1 rank (Rho = 0.15, p = 0.14). Interestingly, among the subgroup of residents who rotated as medical students, adjusted ROL position demonstrated significant correlation with final ranking on graduation ROL (Rho = 0.31, p = 0.03). CONCLUSIONS: USMLE Step 1 score rank and adjusted ROL position did not predict resident performance at time of graduation. However, adjusted ROL position was predictive of future residency success in the subgroup of residents who had completed a sub-internship at their respective programs. These findings should guide the future selection of EM residents.
[Mh] Termos MeSH primário: Avaliação Educacional/estatística & dados numéricos
Medicina de Emergência/educação
Licenciamento/classificação
Desempenho Profissional/normas
[Mh] Termos MeSH secundário: California
Estudos Transversais
Medicina de Emergência/estatística & dados numéricos
Seres Humanos
Internato e Residência/recursos humanos
Internato e Residência/métodos
Internato e Residência/estatística & dados numéricos
Licenciamento/estatística & dados numéricos
Modelos Lineares
Habilidades para Realização de Testes/normas
Desempenho Profissional/estatística & dados numéricos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1711
[Cu] Atualização por classe:171102
[Lr] Data última revisão:
171102
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161214
[St] Status:MEDLINE


  8 / 208 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:28005925
[Au] Autor:Hart SA; Ganley CM; Purpura DJ
[Ad] Endereço:Department of Psychology, Florida State University, Tallahassee, Florida, United States of America.
[Ti] Título:Understanding the Home Math Environment and Its Role in Predicting Parent Report of Children's Math Skills.
[So] Source:PLoS One;11(12):e0168227, 2016.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:There is a growing literature concerning the role of the home math environment in children's math development. In this study, we examined the relation between these constructs by specifically addressing three goals. The first goal was to identify the measurement structure of the home math environment through a series of confirmatory factor analyses. The second goal was to examine the role of the home math environment in predicting parent report of children's math skills. The third goal was to test a series of potential alternative explanations for the relation between the home math environment and parent report of children's skills, specifically the direct and indirect role of household income, parent math anxiety, and parent math ability as measured by their approximate number system performance. A final sample of 339 parents of children aged 3 through 8 drawn from Mechanical Turk answered a questionnaire online. The best fitting model of the home math environment was a bifactor model with a general factor representing the general home math environment, and three specific factors representing the direct numeracy environment, the indirect numeracy environment, and the spatial environment. When examining the association of the home math environment factors to parent report of child skills, the general home math environment factor and the spatial environment were the only significant predictors. Parents who reported doing more general math activities in the home reported having children with higher math skills, whereas parents who reported doing more spatial activities reported having children with lower math skills.
[Mh] Termos MeSH primário: Desenvolvimento Infantil
Matemática/educação
Relações Pais-Filho
Pais
Ensino
Habilidades para Realização de Testes
[Mh] Termos MeSH secundário: Adolescente
Criança
Pré-Escolar
Escolaridade
Feminino
Seres Humanos
Masculino
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1707
[Cu] Atualização por classe:170728
[Lr] Data última revisão:
170728
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161223
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0168227


  9 / 208 MEDLINE  
              first record previous record next record last record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:27614276
[Au] Autor:García-Gómez A; Rodríguez-Jiménez M; Guerrero-Barona E; Rubio-Jiménez JC; García-Peña I; Moreno-Manso JM
[Ad] Endereço:Department of Educational Sciences, Faculty of Teacher Training, University of Extremadura, Campus Universitario, Av. de la Universidad, s/n, 10071, Cáceres, Spain. Electronic address: agarcil9@unex.es.
[Ti] Título:Benefits of an experimental program of equestrian therapy for children with ADHD.
[So] Source:Res Dev Disabil;59:176-185, 2016 Dec.
[Is] ISSN:1873-3379
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Equestrian therapy has been shown to be a useful instrument in the sphere of the emotional wellbeing and mental health of different population groups. AIMS: To empirically determine the effects of a program of equestrian therapy on quality of life and various psychosocial variables of a group of 14 pupils diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), aged from 7 to 14 years. METHODS AND PROCEDURES: A quasi-experimental design, with a pre-test and a post-test, was implemented with an experimental group and a control group. The program consisted of 24 biweekly sessions, therefore lasting some 3 months. The data acquisition instruments used were: the "Behavior Assessment System for Children" (BASC) and an ad-hoc quality of life questionnaire. OUTCOMES AND RESULTS: The results deriving from the teachers' responses and the different scales of the BASC showed no significant group differences, but for the experimental group there was an improvement in the indicator corresponding to interpersonal relationships in the quality-of-life questionnaire. CONCLUSIONS AND IMPLICATIONS: It would seem that it is currently possible to recommend this activity, for this target population, as a sporting activity that provides similar benefits to other physical activities, but which is still far from being able to be recognized as a therapeutic activity.
[Mh] Termos MeSH primário: Transtorno do Deficit de Atenção com Hiperatividade/reabilitação
Terapia Assistida por Cavalos/métodos
Qualidade de Vida
[Mh] Termos MeSH secundário: Adaptação Psicológica
Adolescente
Agressão/psicologia
Ansiedade/psicologia
Atenção
Transtorno do Deficit de Atenção com Hiperatividade/psicologia
Criança
Depressão/psicologia
Feminino
Seres Humanos
Liderança
Masculino
Habilidades Sociais
Habilidades para Realização de Testes
Resultado do Tratamento
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1704
[Cu] Atualização por classe:170924
[Lr] Data última revisão:
170924
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:160911
[St] Status:MEDLINE


  10 / 208 MEDLINE  
              first record previous record
seleciona
para imprimir
Fotocópia
Texto completo
[PMID]:27607751
[Au] Autor:Giles RJ
[Ad] Endereço:Reba J. Giles, MSN, FNP-BC, CWOCN-AP, Durham Veterans Administration Medical Center, Durham, North Carolina.
[Ti] Título:Preparing for Success on the APRN WOC Examination.
[So] Source:J Wound Ostomy Continence Nurs;43(5):545-6, 2016 Sep-Oct.
[Is] ISSN:1528-3976
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Prática Avançada de Enfermagem/normas
Certificação/métodos
Habilidades para Realização de Testes/métodos
Cicatrização
[Mh] Termos MeSH secundário: Prática Avançada de Enfermagem/recursos humanos
Competência Clínica/normas
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1708
[Cu] Atualização por classe:170822
[Lr] Data última revisão:
170822
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:160909
[St] Status:MEDLINE
[do] DOI:10.1097/WON.0000000000000268



página 1 de 21 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