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101 results
  • Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue. [Journal Article]
  • MEMed Educ Online 2016; 21:33145
  • Zaidi Z, Verstegen D, … Morahan P
  • CONCLUSIONS: Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.
  • Arts-Based Learning: A New Approach to Nursing Education Using Andragogy. [Journal Article]
  • JNJ Nurs Educ 2016 Jul 01; 55(7):407-10
  • Nguyen M, Miranda J, … Donald F
  • CONCLUSIONS: Findings suggest that arts-based learning approaches enhance learning by supporting deep inquiry and different learning styles. Further exploration of andragogy-informed arts-based learning in nursing and other disciplines is warranted. [J Nurs Educ. 2016;55(7):407-410.].
  • Pedagogical principles underpinning undergraduate Nurse Education in the UK: A review. [Review]
  • NENurse Educ Today 2016; 40:118-22
  • Mackintosh-Franklin C
  • CONCLUSIONS: Although educational literature supports the use of pedagogic principles in curriculum design, this is not explicit in undergraduate nursing programme documentation, and suggests that nurse educators do not view pedagogy as important to their programmes. Instead programmes appear to be developed based on operational and functional requirements with a focus on acquisition of knowledge and skills, and the fitness to practice of graduates entering the nursing workforce.
  • Educational strategies and challenges in peritoneal dialysis: a qualitative study of renal nurses' experiences. [Journal Article]
  • JCJ Clin Nurs 2016; 25(11-12):1729-39
  • Bergjan M, Schaepe C
  • CONCLUSIONS: The results provided useful insights into the best approaches to educating peritoneal dialysis patients and served to raise awareness of challenges experienced by renal nurses. Findings underline the need for nosogogy - an approach of teaching adults (andragogy) with a chronic disease. Flexibility and cooperation are competencies that renal nurses must possess.Still psychomotor skills dominate peritoneal dialysis patient training, there is a need of both a deeper understanding of affective learning objectives and the accurate use of (self-)assessment tools, particularly for health literacy.
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