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KRIVANEK, M.J., et al, 2019. Perspectives From Academic and Practice Leaders on Nursing Student's Education and Role in Medication Reconciliation. Journal of Professional Nursing, 35(2), pp. 75-80.
LI, Y., et al, 2019. Current State of Trauma-Informed Education in the Health Sciences: Lessons for Nursing. Journal of Nursing Education, 58(2), pp. 93-101.
RONEY, L.N. and ACRI, M.C., 2019. Prepared to Care: An Exploration of Continuing Education Trends of Nurses Caring for Injured Children. Journal of Trauma Nursing, 26(2), pp. 76-83.
SOARES, L.D.S., et al, 2019. Active Methodologies in Higher Education: Opinions, Knowledge and Teaching Attitudes. Journal of Nursing UFPE / Revista de Enfermagem UFPE, 13(3), pp. 783-795.
BANI-ISSA, W., et al, 2019. Experiences of nursing students and examiners with the Objective Structured Clinical Examination method in physical assessment education: A mixed methods study. Nurse Education in Practice, 35, pp. 83-89.
JOHNSON, C.E., 2019. Effect of Inhaled Lemon Essential Oil on Cognitive Test Anxiety Among Nursing Students. Holistic nursing practice, 33(2), pp. 95-100.
LYNGÅ, P., et al, 2019. Experiences of using an OSCE protocol in clinical examinations of nursing students - A comparison of student and faculty assessments. Nurse Education in Practice, 35, pp. 130-134.
SAUNDERS, A., et al, 2019. Evaluation of a collaborative testing approach to objective structured clinical examination (OSCE) in undergraduate nurse education: A survey study. Nurse Education in Practice, 35, pp. 111-116.
STUPANS, I., et al, 2019. Photo-essay as an assessment strategy for learning about the determinants of health: Students' experiences. Collegian, 26(1), pp. 146-150.
ATTITUDES & PERCEPTIONS
DARLING, R. and ATAV, A.S., 2019. Attitudes Toward Obese People: A Comparative Study of Nursing, Education, and Social Work Students. Journal of Professional Nursing, 35(2), pp. 138-146.
DIMOULA, M., et al, 2019. Undergraduate nursing students' knowledge about palliative care and attitudes towards end-of-life care: A three-cohort, cross-sectional survey. Nurse education today, 74, pp. 7-14.
LEWIS, L.F. and JARVIS, L., 2019. Undergraduate nursing students' experiences and attitudes towards working with patients with opioid use disorder in the clinical setting: A qualitative content analysis. Nurse education today, 73, pp. 17-22.
MICHALIK, A., et al, 2019. Multicenter study on midwifery students' attitudes towards abortion and it's place in their future practice – Comparison of respondents at early and late stages of the university education. Nurse Education in Practice, 35, pp. 42-47.
MULLEN, R.F., et al, 2019. Dignity in nursing care: What does it mean to nursing students? Nursing ethics, 26(2), pp. 390-404.
PRESTON, P., et al, 2019. Nursing student perceptions of pharmacology education and safe medication administration: A qualitative research study. Nurse education today, 74, pp. 76-81.
TERZİ, B., et al, 2019. Factors affecting nursing and midwifery students' attitudes toward social media. Nurse Education in Practice, 35, pp. 141-149.
WINGO, N.P., et al, 2019. "Playing for Bragging Rights": A Qualitative Study of Students' Perceptions of Gamification. Journal of Nursing Education, 58(2), pp. 79-85.
DANKO, C.L., 2019. The Effect of an Undergraduate Perioperative Nursing Course on Safety Knowledge. AORN Journal, 109(3), pp. 346-354.
KIELO, E., et al, 2019. Graduating student nurses' and student podiatrists' wound care competence: a cross-sectional study. Journal of wound care, 28(3), pp. 136-145.
KURAOKA, Y., 2019. The Relationship Between Experiential Learning and Nursing Management Competency. Journal of Nursing Administration, 49(2), pp. 99-104.
MÁRQUEZ-HERNÁNDEZ, V.V., et al, 2019. Development of a web-based tool to evaluate competences of nursing students through the assessment of their clinical skills. Nurse education today, 73, pp. 1-6.
OH, J., 2019. Effects of Nursing Students' Empathy and Interpersonal Competence on Ideal Nurse Attributes. Journal of Nursing Education, 58(3), pp. 130-135.
PURFARZAD, Z., et al, 2019. Effective Factors for Development of Gerontological Nursing Competence: A Qualitative Study. Journal of continuing education in nursing, 50(3), pp. 127-133.
WYATT, T., et al, 2019. Readiness of newly licensed associated degree registered nurses to screen for domestic violence. Nurse Education in Practice, 35, pp. 75-82.
YEH, V.J.-., et al, 2019. Designing and implementing asynchronous online deliberate practice to develop interprofessional communication competency. Nurse Education in Practice, 35, pp. 21-26.
ALEXANDER-RUFF, J. and KINION, E.S., 2019. Developing a Cultural Immersion Service-Learning Experience for Undergraduate Nursing Students. Journal of Nursing Education, 58(2), pp. 117-120.
FARBER, J.E., 2019. Cultural Competence of Baccalaureate Nurse Faculty: Relationship to Cultural Experiences. Journal of Professional Nursing, 35(2), pp. 81-88.
GALLAGHER, P., et al, 2019. Student perceptions of cultural immersion during an Interprofessional programme. Journal of Interprofessional Care, 33(2), pp. 264-266.
HOFFART, N., et al, 2019. Differences in Gender-related Profile Characteristics, Perceptions, and Outcomes of Accelerated Second Degree Nursing Students. Journal of Professional Nursing, 35(2), pp. 93-100.
O'BRIEN, B., et al, 2019. Home students' experiences of intercultural learning: A qualitative descriptive design. Nurse education today, 74, pp. 25-30.
CABRAL, A. and BAPTISTA, A., 2019. Faculty as Active Learners About Their Practice: Toward Innovation and Change in Nursing Education. Journal of continuing education in nursing, 50(3), pp. 134-140.
CLARK, Z., et al, 2019. Creating Meaningful Learning for Children's Nursing Students: Can Museum Field Trips Offer Added Value? Comprehensive Child & Adolescent Nursing, 42(1), pp. 71-84.
GEIST, M.J., et al, 2019. Clinical Immersion: An Approach for Fostering Cross-disciplinary Communication and Innovation in Nursing and Engineering Students. Nurse educator, 44(2), pp. 69-73.
ANDERSON, E.S., et al, 2019. Perspectives on patients and carers in leading teaching roles in interprofessional education. Journal of Interprofessional Care, 33(2), pp. 216-225.
IACHINI, A.L., et al, 2019. Examining collaborative leadership through interprofessional education: findings from a mixed methods study. Journal of Interprofessional Care, 33(2), pp. 235-242.
LINDQVIST, S., et al, 2019. University teachers' views of interprofessional learning and their role in achieving outcomes - a qualitative study. Journal of Interprofessional Care, 33(2), pp. 190-199.
SCHWINDT, R., et al, 2019. Training future clinicians: An interprofessional approach to treating tobacco use and dependence. Journal of Interprofessional Care, 33(2), pp. 200-208.
SINGH, S., et al, 2019. Challenges and innovations in interprofessional education: Promoting a public health perspective. Journal of Interprofessional Care, 33(2), pp. 270-272.
BOARDMAN, G., et al, 2019. Undergraduate student nurses' perspectives of an integrated clinical learning model in the mental health environment. International Journal of Mental Health Nursing, 28(1), pp. 96-104.
GILL, M., et al, 2019. Best practices for teaching pharmacology to undergraduate nursing students: A systematic review of the literature. Nurse education today, 74, pp. 15-24.
KESTEN, K., et al, 2019. Perceived Evidence-Based Practice Competency Acquisition in Graduate Nursing Students: Impact of Intentional Course Design. Journal of continuing education in nursing, 50(2), pp. 79-86.
STANYER, R. and HOPPER, H., 2019. Is the incorporation of the newborn examination in the pre-registration curriculum acceptable in clinical practice? A qualitative study. Nurse Education in Practice, 35, pp. 117-123.
PLACEMENTS & WORK-BASED LEARNING
AHN, Y. and CHOI, J., 2019. Incivility experiences in clinical practicum education among nursing students. Nurse education today, 73, pp. 48-53.
DE JONG, M.J., 2019. Gap Analysis to Identify Clinical Education Needs of Aeromedical Evacuation Clinicians. Dimensions of Critical Care Nursing, 38(2), pp. 83-89.
GRANT-SMITH, D. and DE ZWAAN, L., 2019. Don't spend, eat less, save more: Responses to the financial stress experienced by nursing students during unpaid clinical placements. Nurse Education in Practice, 35, pp. 1-6.
HARDY, A. and CALLEJA, P., 2019. Triage education in rural remote settings: A scoping review. International Emergency Nursing, 43, pp. 119-125.
TWEEDLIE, J. and VINCENT, S., 2019. Adult student nurses' experiences of encountering perceived child abuse or neglect during their community placement: Implications for nurse education. Nurse education today, 73, pp. 60-64.
PREPARING FOR PRACTICE
CAPPIELLO, J., et al, 2019. A Survey of Characteristics of Transition to Practice Nurse Practitioner Programs. Journal for Nurse Practitioners, 15(3), pp. 241-241.
HART, E., 2019. The experience of preparing for and transitioning to registered practice. British Journal of Nursing, 28(6), pp. 362-368.
POWERS, S., et al, 2019. Improving Transition to Practice: Integration of Advanced Cardiac Life Support Into a Baccalaureate Nursing Program. Journal of Nursing Education, 58(3), pp. 182-184.
STERNER, A., et al, 2019. Factors developing nursing students and novice nurses' ability to provide care in acute situations. Nurse Education in Practice, 35, pp. 135-140.
BARKER-BEGLEY, G., 2019. Exploring the educational and support needs of nurse non-medical prescribers working within HIV care. HIV Nursing, 19(1), pp. 7-10.
GOMARVERDI, S., et al, 2019. Effects of a multi-component educational intervention on nurses' knowledge and adherence to standard precautions in intensive care units. Journal of Infection Prevention, 20(2), pp. 83-90.
DOERNER, M.E. and SWENTY, C.F., 2019. The Effect of a Perioperative Clinical Immersion on Senior Nursing Students' Perception of Readiness to Practice: A Quality Improvement Project. AORN Journal, 109(2), pp. 193-200.
HENRY, M., 2019. Nursing Education Program for Hospital-Acquired Pressure Injury Prevention in Adult Acute Care Setting: A Quality Improvement Project. Journal of Wound, Ostomy & Continence Nursing, 46(2), pp. 161-164.
JEFFREY, P., et al, 2019. Quality improvement: A practical nursing program's admission test. Nurse education today, 73, pp. 65-70.
CHILTON, J., et al, 2019. A Process for Teaching Research Methods in a Virtual Environment. Journal of Professional Nursing, 35(2), pp. 101-104.
LYMAN, B. and MOORE, C., 2019. The learning history: A research method to advance the science and practice of organizational learning in healthcare. Journal of advanced nursing, 75(2), pp. 472-481.
ALEXANDER, S. and ALEXANDER, E., 2019. Sudden Patient Death Simulation: Nursing Students' Anxiety. CIN: Computers, Informatics, Nursing, 37(3), pp. 119-122.
GATEWOOD, E., 2019. Use of Simulation to Increase Self-Directed Learning for Nurse Practitioner Students. Journal of Nursing Education, 58(2), pp. 102-106.
HARDENBERG, J., et al, 2019. Simulation Exposure Improves Clinical Skills for Postgraduate Critical Care Nurses. Clinical Simulation in Nursing, 28, pp. 39-45.
KANG, S.J. and MIN, H.Y., 2019. Psychological Safety in Nursing Simulation. Nurse educator, 44(2), pp. E6-E9.
KOSANAM, P., et al, 2019. Exploring the learning experiences of neonatal nurses with in-situ and off-site simulation-based education: A qualitative study. Journal of Neonatal Nursing, 25(1), pp. 41-45.
MACLEAN, S., et al, 2019. Video Reflection in Discharge Communication Skills Training With Simulated Patients: A Qualitative Study of Nursing Students' Perceptions. Clinical Simulation in Nursing, 28, pp. 15-24.
ROSSLER, K.L., 2019. Peer-Assisted Learning With Simulation for Examination and Transition Success. Journal of continuing education in nursing, 50(3), pp. 115-121.
WODA, A., et al, 2019. The Impact of Supplemental Simulation on Newly Licensed Registered Nurses. Clinical Simulation in Nursing, 28, pp. 1-5.
SKILLS, KNOWLEDGE AND SPECIALITIES
BJERKVIK, L.K. and HILLI, Y., 2019. Reflective writing in undergraduate clinical nursing education: A literature review. Nurse Education in Practice, 35, pp. 32-41.
CYPHERS, N.A., et al, 2019. Effect of Psychoacoustic Learning on Cardiac Auscultation Proficiency in Nurse Practitioner Students. Nurse educator, 44(2), pp. 79-83.
HEINEY, S.P., et al, 2019. Using a Continuing Multimedia Case Study to Develop Critical Thinking and Empathy. Journal of Nursing Education, 58(3), pp. 169-172.
HIRSCHEY, R., et al, 2019. A Program to Enhance Writing Skills for Advanced Practice Nurses. Journal of continuing education in nursing, 50(3), pp. 109-114.
KORHONEN, A., et al, 2019. Increasing nursing students' knowledge of evidence-based hand-hygiene: A quasi-experimental study. Nurse Education in Practice, 35, pp. 104-110.
LYNCH, C. and VALIMOHAMED, Z., 2019. Descriptive study describing student midwives' observations on obesity management in the antenatal phase of care. MIDIRS Midwifery Digest, 29(1), pp. 47-50.
MASTEL-SMITH, B., et al, 2019. Dementia Care Education for Nursing Students. Journal of Nursing Education, 58(3), pp. 136-143.
PATTON, S.K. and HENRY, L.J., 2019. Nursing students' experience with fall risk assessment in older adults. Nursing & health sciences, 21(1), pp. 21-27.
CROUCH, A.T., 2019. Perceptions of the possible impact of dyslexia on nursing and midwifery students and of the coping strategies they develop and/or use to help them cope in clinical practice. Nurse Education in Practice, 35, pp. 90-97.
GRAY, S., et al, 2019. Snaps+: Peer-to-peer and academic support in developing clinical skills excellence in under-graduate nursing students: An exploratory study. Nurse education today, 73, pp. 7-12.
HALLAM, E. and CHOUCRI, L., 2019. A literature review exploring student midwives' experiences of continuity of mentorship on the labour ward. British Journal of Midwifery, 27(2), pp. 115-119.
KIM, J.H. and PARK, H., 2019. Effects of Smartphone-Based Mobile Learning in Nursing Education: A Systematic Review and Meta-analysis. Asian Nursing Research, 13(1), pp. 20-29.
LEE, J.J., et al, 2019. Nursing students' learning dynamics with clinical information and communication technology: A constructive grounded theory approach. Nurse education today, 73, pp. 41-47.
ZHAO, X. and CONG, L., 2019. Effect of problem and scripting-based learning combining wearable technology on orthopedic operating room nurses' learning outcomes. Nurse education today, 73, pp. 13-16.