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1
The use of humor and role-playing in reinforcing key concepts.
Nurse Educ. 2003 Mar-Apr;28(2):61-2. doi: 10.1097/00006223-200303000-00005.
2
The podium as a stage: a one-woman act.
Nurse Educ. 2007 Jan-Feb;32(1):8-10. doi: 10.1097/00006223-200701000-00004.
3
Learning with laughter: using humor in the nursing classroom.
Nurs Educ Perspect. 2010 Jan-Feb;31(1):48-9.
4
Compelling teaching with the four Cs: caring, comedy, creativity, and challenging.
J Nurs Educ. 2010 May;49(5):291-4. doi: 10.3928/01484834-20100115-08.
5
Humor in the classroom using faculty skits.
Nurse Educ. 2012 Sep-Oct;37(5):198-201. doi: 10.1097/NNE.0b013e318262eabf.
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FIRE UP: tips for engaging student learning.
J Nurs Educ. 2008 Jul;47(7):331-2. doi: 10.3928/01484834-20080701-08.
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Humor in clinical nursing education.
J Nurs Educ. 2002 Sep;41(9):420-4. doi: 10.3928/0148-4834-20020901-11.
8
Dialogue: a process of structuring meaning.
Nurs Sci Q. 2000 Jul;13(3):210-3. doi: 10.1177/08943180022107799.
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Concern with each student's development as a person and a nurse.
Nurs Educ Perspect. 2005 May-Jun;26(3):144-5.
10
Enjoyable learning: the role of humour, games, and fun activities in nursing and midwifery education.
Nurse Educ Today. 2010 Aug;30(6):548-52. doi: 10.1016/j.nedt.2009.11.007. Epub 2009 Dec 30.

引用本文的文献

1
Humor in library instruction: a narrative review with implications for the health sciences.
J Med Libr Assoc. 2019 Jul;107(3):304-313. doi: 10.5195/jmla.2019.608. Epub 2019 Jul 1.

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