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Learning to be a nurse. The contribution of the hidden curriculum in the clinical setting.

作者信息

Mayson J, Hayward W

机构信息

Canterbury University.

出版信息

Nurs Prax N Z. 1997 Jul;12(2):16-22.

PMID:9348901
Abstract
摘要

相似文献

1
Learning to be a nurse. The contribution of the hidden curriculum in the clinical setting.学习成为一名护士。临床环境中隐性课程的作用。
Nurs Prax N Z. 1997 Jul;12(2):16-22.
2
The effect of problem-based learning on students' approaches to learning in the context of clinical nursing education.基于问题的学习对临床护理教育背景下学生学习方法的影响。
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Int J Nurs Stud. 2008 Aug;45(8):1214-32. doi: 10.1016/j.ijnurstu.2007.07.002. Epub 2007 Aug 13.
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Community-driven nursing transforming nursing curricula and instruction.社区驱动的护理正在改变护理课程与教学。
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Student-client relationships in a community health nursing clinical setting.社区健康护理临床环境中的学生-服务对象关系。
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Fit for practice: Project 2000 student nurses' views on how well the curriculum prepares them for clinical practice.适合实践:2000计划学生护士对课程使其为临床实践做好准备程度的看法。
Nurse Educ Today. 2000 Jul;20(5):350-7. doi: 10.1054/nedt.2000.0479.
7
Putting practice into teaching: an exploratory study of nursing undergraduates' interpersonal skills and the effects of using empirical data as a teaching and learning resource.将实践融入教学:一项关于护理本科生人际技能以及使用实证数据作为教学资源的效果的探索性研究。
J Clin Nurs. 2007 Dec;16(12):2297-307. doi: 10.1111/j.1365-2702.2007.01948.x.
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Effective learning about the concept of pain from a perioperative clinical rotation.通过围手术期临床轮转有效地学习疼痛概念。
Pain Manag Nurs. 2001 Mar;2(1):19-24. doi: 10.1053/jpmn.2001.22037.
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The relationship between student nurse and nurse clinician: impact on student learning.实习护士与临床护士的关系:对学生学习的影响。
Nurs Prax N Z. 2006 Nov;22(3):23-33.
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How do undergraduate nursing students learn in the hospital setting? A scoping review of conceptualisations, operationalisations and learning activities.本科护生在医院环境中如何学习?概念化、操作化和学习活动的范围综述。
BMJ Open. 2019 Dec 8;9(12):e029397. doi: 10.1136/bmjopen-2019-029397.
2
The hidden curriculum in undergraduate medical education: qualitative study of medical students' perceptions of teaching.本科医学教育中的隐性课程:医学生对教学认知的质性研究
BMJ. 2004 Oct 2;329(7469):770-3. doi: 10.1136/bmj.329.7469.770.