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THE ACADEMIC LANDSCAPE
GOTTFREÐSDÓTTIR, H. and NIEUWENHUIJZE, M.J., 2018. Midwifery education: Challenges for the future in a dynamic environment. Midwifery, 59, pp. 78-80.
O'LYNN, C., 2018. Where is the ''radical transformation'' in nursing education? JBI Database of Systematic Reviews & Implementation Reports, 16(4), pp. 802-804.
TAI, S., et al, 2018. Competing agendas and other tensions in developing patient-centred communication in audiology education: a qualitative study of educator perspectives. International Journal of Audiology, 57(4), pp. 274-282.
THEOBALD, K.A., et al, 2018. Engaging students in a community of learning: Renegotiating the learning environment. Nurse Education in Practice, 29, pp. 137-142.
TUFFOUR, I., 2018. From bursaries to loans: are nursing students being turned into consumers? British Journal of Nursing, 27(8), pp. 460-461.
WARD, M., et al, 2018. The flip side of traditional nursing education: A literature review. Nurse Education in Practice, 29, pp. 163-171.
YAMBO, T.W., 2018. Academic Progression in Nursing Education: Advancing Seamless Educational Mobility. Nurse educator, 43(2), pp. 60-62.
ATTITUDES & PERCEPTIONS
ARRUE, M., et al, 2018. Nursing students’ alternative beliefs regarding care for patients suffering from depression. Nurse Education in Practice, 29, pp. 185-190.
DURKIN, M., et al, 2018. Qualities, teaching, and measurement of compassion in nursing: A systematic review. Nurse education today, 63, pp. 50-58.
GARDNER, J. and EMORY, J., 2018. Changing students’ perceptions of the homeless: A community service learning experience. Nurse Education in Practice, 29, pp. 133-136.
KRONING, M., 2018. Student Perceptions of Spirituality and Spiritual Care. Journal of Christian Nursing, 33(2), pp. E17-E20.
PEARSON, M., 2018. Educating student midwives about compassion: A critical reflection. British Journal of Midwifery, 26(4), pp. 261-263.
PERCY, M. and RICHARDSON, C., 2018. Introducing nursing practice to student nurses: How can we promote care compassion and empathy. Nurse Education in Practice, 29, pp. 200-205.
DAVISON, C., et al, 2018. Midwifery students’ understanding and knowledge of normal birth before ‘delivery’ of curriculum. Midwifery, 58, pp. 77-82.
KIELO, E., et al, 2018. Graduating student nurses' and student podiatrists' wound care competence – An integrative literature review. Nurse Education in Practice, 29, pp. 1-7.
STEC, M.A. and ARBOUR, M.W., 2018. Labor and Delivery Nursing Experience: A Prerequisite for Midwifery Education? Journal of midwifery & women's health, 63(2), pp. 157-160.
STOMSKI, N., et al, 2018. The influence of situation awareness training on nurses' confidence about patient safety skills: A prospective cohort study. Nurse education today, 63, pp. 24-28.
WANGENSTEEN, S., et al, 2018. Postgraduate nurses' self-assessment of clinical competence and need for further training. A European cross-sectional survey. Nurse education today, 62, pp. 101-106.
ZIEBER, M. and SEDGEWICK, M., 2018. Competence, confidence and knowledge retention in undergraduate nursing students — A mixed method study. Nurse education today, 62, pp. 16-21.
GREENSHIELDS, S., 2018. Exploring the impact training and resources have on school nurses' knowledge and confidence. British Journal of School Nursing, 13(3), pp. 122-127.
OXTOBY, K., 2018. CPD funding for practice nurses -- why is it so variable? Nursing in Practice: The Journal for Today's Primary Care Nurse, (101), pp. 12-16.
RYDER, M., et al, 2018. Fit for purpose? Evaluation of CPD courses for nurses in an Irish university teaching hospital. British Journal of Nursing, 27(8), pp. 434-441.
EQUALITY & DIVERSITY
CHOI, J. and KIM, J., 2018. Effects of cultural education and cultural experiences on the cultural competence among undergraduate nursing students. Nurse Education in Practice, 29, pp. 159-162.
EMAMI, A., et al, 2018. In support of diversity in doctoral nursing education. Journal of advanced nursing, 74(4), pp. 758-759.
GREENWOOD, S. and FYERS, K., 2018. Epistemological Development in First-Year Nursing Students Undertaking Cultural Safety Education. Journal of Nursing Education, 57(4), pp. 229-232.
HICKERSON, K., et al, 2018. Sexual Orientation/Gender Identity Cultural Competence: A Simulation Pilot Study. Clinical Simulation in Nursing, 16, pp. 2-5.
YOUNG-BRICE, A., et al, 2018. Being Invisible: Stereotype Threat in an Undergraduate Nursing Program. Journal of Nursing Education, 57(3), pp. 159-162.
BOOZARIPOUR, M., et al, 2018. Ethical values in nurse education perceived by students and educators. Nursing ethics, 25(2), pp. 253-263.
MONTEVERDE, S. and DEFILIPPIS, T.S., 2018. Framing tomorrow’s ethics education: Two steps back and three steps forward. Nursing ethics, 25(2), pp. 131-132.
MOORE, H.A. and GAVIOLA, M.S., 2018. Engaging Nursing Students in a Culture of Integrity. Journal of Nursing Education, 57(4), pp. 237-239.
ALHAJ ALI, A. and MUSALLAM, E., 2018. Debriefing Quality Evaluation in Nursing Simulation-Based Education: An Integrative Review. Clinical Simulation in Nursing, 16, pp. 15-24.
BAGLEY, K.A., et al, 2018. Nonspecialty Nurse Education: Evaluation of the Oncology Intensives Initiative, an oncology curriculum to improve patient care. Clinical journal of oncology nursing, 22(2), pp. E44-E51.
BUSH, M.A., et al, 2018. Considerations for Developing a Student Evaluation of Teaching Form. Teaching & Learning in Nursing, 13(2), pp. 125-128.
CEVIK, A.A., et al, 2018. The role of emergency medicine clerkship e-Portfolio to monitor the learning experience of students in different settings: a prospective cohort study. International Journal of Emergency Medicine, 11(1), pp. 1-1.
CHO, J.I.L., et al, 2018. Influential Factors of Student Evaluations of Teaching in a Nursing Program. Teaching & Learning in Nursing, 13(2), pp. 86-94.
EXAMS & ASSESSMENTS
CRAWFORD, D., 2018. LEARNING CURVE. Team testing teaches collaboration. Nursing, 48(4), pp. 18-20.
DAY, C., et al, 2018. Flipping the Objective Structured Clinical Examination: A Teaching Innovation in Graduate Nursing Education. Nurse educator, 43(2), pp. 83-86.
SPENDLOVE, Z. and BEST, R., 2018. Innovation in assessment: Building student confidence in preparation for unfamiliar assessment methods. British Journal of Midwifery, 26(3), pp. 180-184.
TURJAMAA, R., et al, 2018. Dialogic oral exam in nursing education: A qualitative study of nursing students' perceptions. Nurse Education in Practice, 29, pp. 53-58.
GRANHEIM, B.M., et al, 2018. The use of interprofessional learning and simulation in undergraduate nursing programs to address interprofessional communication and collaboration: An integrative review of the literature. Nurse education today, 62, pp. 118-127.
KIRKPATRICK, A., et al, 2018. Intraprofessional Simulation's Impact on Advanced Practice and Baccalaureate Student Self-Efficacy. Clinical Simulation in Nursing, 16, pp. 33-39.
MORGAN, S., 2018. High fidelity simulation to improve multidisciplinary team working with pre-registrants. Nursing Management - UK, 24(10), pp. 35-39.
PHILLIPS, J., 2018. An Interprofessional Learning Experience for Health Professions Students. AORN Journal, 107(3), pp. 373-376.
BYRNE, A., et al, 2018. Impact of Enquiry Based Learning (EBL) on student midwife praxis. Midwifery, 58, pp. 83-85.
NANAVATY, J., 2018. Using visual thinking strategies with nursing students to enhance nursing assessment skills: A qualitative design. Nurse education today, 62, pp. 39-42.
KOIVISTO, J., et al, 2018. Design-based research in designing the model for educating simulation facilitators. Nurse Education in Practice, 29, pp. 206-211.
CHARANIA, N.A.M.A., et al, 2018. Designing Assignments to Establish a Foundation for Evidence‐Based Practice in an Undergraduate Clinical Nursing Course. Worldviews on Evidence-Based Nursing, 15(2), pp. 149-151.
HAWKINS, J.E., et al, 2018. The Experiences of Nurse Educators in Developing and Implementing Concurrent Enrollment Associate Degree in Nursing–Bachelor of Science in Nursing Programs. Teaching & Learning in Nursing, 13(2), pp. 78-83.
HUDSON, A., et al, 2018. The value of a learning needs analysis to establish educational priorities in a new clinical workforce. Nurse Education in Practice, 29, pp. 82-88.
JAYASEKARA, R., et al, 2018. The effectiveness of clinical education models for undergraduate nursing programs: A systematic review. Nurse Education in Practice, 29, pp. 116-126.
MUIR‐COCHRANE, E., et al, 2018. Reshaping curricula: Culture and mental health in undergraduate health degrees. International Journal of Mental Health Nursing, 27(2), pp. 652-661.
NAUGHTON, C., et al, 2018. A dementia communication training intervention based on the VERA framework for pre-registration nurses: Part I developing and testing an implementation strategy. Nurse education today, 63, pp. 94-100.
NAUGHTON, C., et al, 2018. A feasibility study of dementia communication training based on the VERA framework for pre-registration nurses: Part II impact on student experience. Nurse education today, 63, pp. 87-93.
TURKEL, M.C., et al, 2018. Thoughts About Nursing Curricula: Dark Clouds and Bright Lights. Nursing science quarterly, 31(2), pp. 185-189.
WIGGINS, L.L., 2018. Using Evidence-Based Best Practices of Simulation, Checklists, Deliberate Practice, and Debriefing to Develop and Improve a Regional Anesthesia Training Course. AANA Journal, 86(2), pp. 119-126.
MENTORSHIP & GUIDANCE
ANDERSEN, T. and WATKINS, K., 2018. The Value of Peer Mentorship as an Educational Strategy in Nursing. Journal of Nursing Education, 57(4), pp. 217-224.
HANSON, S.E., et al, 2018. ‘It's complicated’: Staff nurse perceptions of their influence on nursing students' learning. A qualitative descriptive study. Nurse education today, 63, pp. 76-80.
SPENCER, R. and YUILL, O., 2018. Support for pre-registration midwifery students and mentors in clinical practice: a small scale evaluation of the duty teacher role. MIDIRS Midwifery Digest, 28(1), pp. 11-16.
NOVEL LEARNING TECHNIQUES
ARVEKLEV, S.H., et al, 2018. Learning About Conflict and Conflict Management Through Drama in Nursing Education. Journal of Nursing Education, 57(4), pp. 209-216.
JOHNSEN, H.M., et al, 2018. Nursing students' perceptions of a video-based serious game's educational value: A pilot study. Nurse education today, 62, pp. 62-68.
LAMBERT, A.W., et al, 2018. Enhancing Community Education Through Innovative Teaching Strategies in a Baccalaureate Nursing Program. Journal of Nursing Education, 57(4), pp. 240-244.
LAWRENCE, J. and WIER, J., 2018. The use of drama within midwifery education to facilitate the understanding of professional behaviour and values. Midwifery, 59, pp. 59-61.
PIERCE, L.L. and REUILLE, K.M., 2018. Instructor-Created Activities to Engage Undergraduate Nursing Research Students. Journal of Nursing Education, 57(3), pp. 174-177.
SAYUMI, M.D., et al, 2018. Conversation wheel as education strategy in health for nursing. Revista de Pesquisa: Cuidado e Fundamental, 10(2), pp. 379-384.
URCOLA-PARDO, F., et al, 2018. Perceptions of nursing students after performing an individual activity designed to develop their critical thinking: The “critical card” tool. Nurse Education in Practice, 29, pp. 35-40.
XIAOFEI, L.I. and JIE, L.E.I., 2018. Discussion of the Application of Micro-lecture in the Clinical Training of Thoracic Surgery. Chinese Journal of Lung Cancer, 21(4), pp. 251-255.
PLACEMENTS & WORK-BASED LEARNING
BRADSHAW, C., et al, 2018. Preparing midwifery students for practice: The value of elective placements in enhancing midwifery practice. Midwifery, 59, pp. 112-114.
HOGAN, R., et al, 2018. Developing nursing and midwifery students' capacity for coping with bullying and aggression in clinical settings: Students' evaluation of a learning resource. Nurse Education in Practice, 29, pp. 89-94.
JACK, K., et al, 2018. “My mentor didn't speak to me for the first four weeks”: Perceived Unfairness experienced by nursing students in clinical practice settings. Journal of Clinical Nursing, 27(5), pp. 929-938.
LORI, J.R., et al, 2018. Achieving universal coverage: Understanding barriers to rural placement for final year midwifery students. Midwifery, 58, pp. 44-49.
NEVALAINEN, M., et al, 2018. Work-based learning in health care organisations experienced by nursing staff: A systematic review of qualitative studies. Nurse Education in Practice, 29, pp. 21-29.
SMITH, S. and HUNT, J., 2018. Acute burns management: placement reflections of a children's nursing student. Nursing Children & Young People, 30(2), pp. 21-24.
THEW, M.M. and HARKNESS, D., 2018. Predictors of practice placement and academic outcomes in master’s-level pre-registration occupational therapy students. British Journal of Occupational Therapy, 81(4), pp. 234-242.
ANDERSEN, P., et al, 2018. Snapshots of Simulation: Innovative Strategies Used by International Educators to Enhance Simulation Learning Experiences for Health Care Students. Clinical Simulation in Nursing, 16, pp. 8-14.
BLEICH, M.R., et al, 2018. Beyond High-Fidelity Simulation: Emerging Technologies in Leadership Development. Journal of continuing education in nursing, 49(3), pp. 105-108.
BORG SAPIANO, A., et al, 2018. The effectiveness of virtual simulation in improving student nurses' knowledge and performance during patient deterioration: A pre and post test design. Nurse education today, 62, pp. 128-133.
CAROLAN-OLAH, M., et al, 2018. Communicating out loud: Midwifery students' experiences of a simulation exercise for neonatal resuscitation. Nurse Education in Practice, 29, pp. 8-14.
COCKROFT, M. and OPPEWAL, S., 2018. Beyond the Front Door: A Complex Home Visit Simulation. Nurse educator, 43(2), pp. 57-59.
CROWE, S., et al, 2018. The impact of simulation based education on nursing confidence, knowledge and patient outcomes on general medicine units. Nurse Education in Practice, 29, pp. 70-75.
EDWARDS, T., et al, 2018. Using an Unfolding Simulation With Maternity and Pediatric Nursing Students. Teaching & Learning in Nursing, 13(2), pp. 122-124.
KELLY, S.H., et al, 2018. An Advanced Medication Administration Experience to Promote Students' Knowledge Acquisition in the Skill of Administering Medications. Teaching & Learning in Nursing, 13(2), pp. 104-107.
LIAW, S.Y., et al, 2018. Development and psychometric testing of a Clinical Reasoning Evaluation Simulation Tool (CREST) for assessing nursing students' abilities to recognize and respond to clinical deterioration. Nurse education today, 62, pp. 74-79.
ORIQUE, S.B. and PHILLIPS, L.J., 2018. The Effectiveness of Simulation on Recognizing and Managing Clinical Deterioration: Meta-Analyses. Western journal of nursing research, 40(4), pp. 582-609.
REYNOLDS, S., et al, 2018. Real-time simulation: first-hand experience of the challenges of community nursing for students. British journal of community nursing, 23(4), pp. 180-183.
RUYAK, S.L., et al, 2018. Role development in midwifery education: A place for simulation. Midwifery, 59, pp. 141-143.
VANDYK, A.D., et al, 2018. The use of psychiatry‐focused simulation in undergraduate nursing education: A systematic search and review. International Journal of Mental Health Nursing, 27(2), pp. 514-535.
WEILER, D.T., et al, 2018. The effect of role assignment in high fidelity patient simulation on nursing students: An experimental research study. Nurse education today, 63, pp. 29-34.
THE STUDENT EXPERIENCE
AGNEW, T., 2018. New standards will prepare students for the rigours of modern nursing. Nursing Standard, 33(1), pp. 14-17.
AHMADI, G., et al, 2018. Fear, an unpleasant experience among undergraduate midwifery students: A qualitative study. Nurse Education in Practice, 29, pp. 110-115.
ARKAN, B., et al, 2018. Undergraduate nursing students' experience related to their clinical learning environment and factors affecting to their clinical learning process. Nurse Education in Practice, 29, pp. 127-132.
ARUNDELL, F., et al, 2018. Workplace culture and the practice experience of midwifery students: A meta‐synthesis. Journal of nursing management, 26(3), pp. 302-313.
JÄRVINEN, T., et al, 2018. Factors related to nursing students’ readiness to enter working life – A scoping literature review. Nurse Education in Practice, 29, pp. 191-199.
LEE, J.J., et al, 2018. Nursing students’ learning dynamics and influencing factors in clinical contexts. Nurse Education in Practice, 29, pp. 103-109.
MELIN-JOHANSSON, C., et al, 2018. Undergraduate nursing students' transformational learning during clinical training. International journal of palliative nursing, 24(4), pp. 184-192.
MESTDAGH, E., et al, 2018. A cross-sectional pilot study of student's proactive behavior in midwifery education: Validation of a developed questionnaire. Nurse education today, 62, pp. 22-29.
POWER, A., et al, 2018. Changemaker: Preparing student midwives for employability, qualification and beyond. British Journal of Midwifery, 26(4), pp. 264-266.
REINKE, N.B., 2018. The impact of timetable changes on student achievement and learning experiences. Nurse education today, 62, pp. 137-142.
THOMAS, C.A., 2018. Stifled Learning: Nursing Students' Experience of Incivility in Clinical Education. Journal of Christian Nursing, 33(2), pp. 106-111.
WANG, J., et al, 2018. Career Decision-Making Self-Efficacy and Professional Commitment Among Master Nursing Students. Western journal of nursing research, 40(3), pp. 327-345.
ABERDEEN, S.M. and BYRNE, G., 2018. Concept mapping to improve team work, team learning and care of the person with dementia and behavioural and psychological symptoms. Dementia (14713012), 17(3), pp. 279-296.
HASTIE, C.R., 2018. ‘TeamUP’: An approach to developing teamwork skills in undergraduate midwifery students. Midwifery, 58, pp. 93-95.
HELLIER, S. and DAVIDSON, L., 2018. Team Teaching in Nursing Education. Journal of continuing education in nursing, 49(4), pp. 186-192.
KYUNG, E.L., 2018. Effects of Team-Based Learning on the Core Competencies of Nursing Students: A Quasi-Experimental Study. Journal of Nursing Research (Lippincott Williams & Wilkins), 26(2), pp. 88-96.
DE SOUSA, V.,EMILLE CARVALHO, et al, 2018. Developing and Testing of a Software Prototype to Support Diagnostic Reasoning of Nursing Students. International Journal of Nursing Knowledge, 29(2), pp. 124-132.
GALLEGOS, C. and NAKASHIMA, H., 2018. Mobile Devices: A Distraction, or a Useful Tool to Engage Nursing Students? Journal of Nursing Education, 57(3), pp. 170-173.
GDANETZ, L.M., et al, 2018. Technology, Educator Intention, and Relationships in Virtual Learning Spaces: A Qualitative Metasynthesis. Journal of Nursing Education, 57(4), pp. 197-202.
KIM, H. and SUH, E.E., 2018. The Effects of an Interactive Nursing Skills Mobile Application on Nursing Students' Knowledge, Self-efficacy, and Skills Performance: A Randomized Controlled Trial. Asian Nursing Research, 12(1), pp. 17-25.
SCAMELL, M. and HANLEY, T., 2018. Midwifery education and technology enhanced learning: Evaluating online story telling in preregistration midwifery education. Nurse education today, 62, pp. 112-117.
STANLEY, M.J., et al, 2018. Integrating Video Simulation Scenarios Into Online Nursing Instruction. Journal of Nursing Education, 57(4), pp. 245-249.
TOOTHAKER, R., 2018. Millennial's perspective of clicker technology in a nursing classroom: A Mixed methods research study. Nurse education today, 62, pp. 80-84.
TSAI, P., et al, 2018. Using an Interactive Video Simulator to Improve Certified Nursing Assistants' Dressing Assistance and Nursing Home Residents' Dressing Performance: A Pilot Study. CIN: Computers, Informatics, Nursing, 36(4), pp. 183-192.
WESTERGREN, A., et al, 2018. Computer-Based Training in Eating and Nutrition Facilitates Person-Centered Hospital Care: A Group Concept Mapping Study. CIN: Computers, Informatics, Nursing, 36(4), pp. 199-207.
WHITE, M. and SHELLENBARGER, T., 2018. Gamification of Nursing Education With Digital Badges. Nurse educator, 43(2), pp. 78-82.