Subject Knowledge For Teaching Assignment Nursing

1. Ramsden P. Learning to teach in higher education. London: Routledge; 2003.

2. Wangensteen S, Johansson IS, Björkström ME, Nordström G. Critical thinking dispositions among newly graduated nurses. J Adv Nurs. 2010;66(10):2170–81. doi: 10.1111/j.1365-2648.2010.05282.x.[PMC free article][PubMed][Cross Ref]

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4. Ekebergh M. Lifeworld-based reflection and learning: a contribution to the reflective practice in nursing and nursing education. Reflective Pract. 2007;8(3):331–43. doi: 10.1080/14623940701424835.[Cross Ref]

5. Borglin G. Promoting critical thinking and academic writing skills in nurse education. Nurse Educ Today. 2012;32(5):611–3. doi: 10.1016/j.nedt.2011.06.009.[PubMed][Cross Ref]

6. Rideout E, England-Oxford V, Brown B, Fothergill-Bourbonnais F, Ingram C, Benson G, et al. A comparison of problem-based and conventional curricula in nursing education. Adv Health Sci Educ Theory Pract. 2002;7:3–17. doi: 10.1023/A:1014534712178.[PubMed][Cross Ref]

7. Levett-Jones TL. Self-directed learning: implications and limitations for undergraduate nursing education. Nurse Educ Today. 2005;25:363–8. doi: 10.1016/j.nedt.2005.03.003.[PubMed][Cross Ref]

8. Regan JA. Motivating students towards self-directed learning. Nurse Educ Today. 2003;23(8):593–9. doi: 10.1016/S0260-6917(03)00099-6.[PubMed][Cross Ref]

9. Ekebergh M, Lepp M, Dahlberg K. Reflective learning with drama in nursing education – a Swedish attempt to overcome the theory praxtice gap. Nurse Educ Today. 2004;23(8):622–8. doi: 10.1016/j.nedt.2004.07.011.[PubMed][Cross Ref]

10. Landers MG. The theory-practice gap in nursing: the role of the nurse teacher. J Adv Nurs. 2010;32(6):1550–6. doi: 10.1046/j.1365-2648.2000.01605.x.[PubMed][Cross Ref]

11. Andersson PL, Edberg AK. Swedish nursing students’experience of aspects for their learning process and their ability to handle the complexity of nursing degree program. Nurse Educ Today. 2012;32(4):453–7. doi: 10.1016/j.nedt.2011.05.011.[PubMed][Cross Ref]

12. Holmström I, Larsson J. A tension between genuine care and other duties: Swedish nursing students’views of their future work. Nurse Educ Today. 2005;25(2):148–55. doi: 10.1016/j.nedt.2004.11.005.[PubMed][Cross Ref]

13. Seacomb J. A systematic review of peer teaching and learning in clinical education. J Clin Nurs. 2008;17(6):703–16. doi: 10.1111/j.1365-2702.2007.01954.x.[PubMed][Cross Ref]

14. Avis M, Freshwater D. Evidence for practice, epistemology, and critical reflection. Nurs Philos. 2006;7(4):216–24. doi: 10.1111/j.1466-769X.2006.00267.x.[PubMed][Cross Ref]

15. Binding L, Morck A, Moules N. Learning to see the other: a vehicle of reflection. Nurse Educ Today. 2010;30(6):591–4. doi: 10.1016/j.nedt.2009.12.014.[PubMed][Cross Ref]

16. Tveiten S, Severinsson E. Communication – a core concept in client supervision by public health nurses. J Nurs Manag. 2006;14(3):235–43. doi: 10.1111/j.1365-2934.2006.00536.x.[PubMed][Cross Ref]

17. Welch L, Jeffries PR, Lyon BL, Boland DL, Backer JH. Experiential learning – Integrating theory and research in practice. Nurse Educ. 2001;26(5):240–3. doi: 10.1097/00006223-200109000-00014.[PubMed][Cross Ref]

18. Husserl E. Cartesian meditations: an introduction to phenomenology. The Hague: Nijhoff. Dordrecht: Kluwer; 1973.

19. Merleau-Ponty M. Phenomenology of perception. London: Routledge; 2002.

20. Berglund M, Sjögren R, Ekebergh M. Reflect and learn together – when two supervisors interact in the learning support process of nurse education. J Nur Manag. 2012;29:152–8. doi: 10.1111/j.1365-2834.2011.01368.x.[PubMed][Cross Ref]

21. Dahlberg K, Todres L, Galvin K. Lifeworld-led healthcare is more than patient-led care: an existential view of well-bing. Med Health Care Philos. 2009;12(3):265–71. doi: 10.1007/s11019-008-9174-7.[PubMed][Cross Ref]

22. Dahlberg K, Segesten K. Hälsa och vårdande i teori och praxis (Health and caring in theory and practice) Natur och kultur: Stockholm; 2010.

23. Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today. 2004;24(2):105–12. doi: 10.1016/j.nedt.2003.10.001.[PubMed][Cross Ref]

24. Elo S, Kyngäs H. The qualitative content analysis process. J Adv Nurs. 2007;62(1):1007–115.[PubMed]

25. Hsieh HF, Shannon SE, S.E Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–88. doi: 10.1177/1049732305276687.[PubMed][Cross Ref]

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27. Gagnon LL, Roberge GD. Dissecting the journey: nursing student experiences with collaboration during the group work process. Nurse Educ Today. 2012;32(8):945–50. doi: 10.1016/j.nedt.2011.10.019.[PubMed][Cross Ref]

28. Sundler AJ, Björk M, Bisholt B, Ohlsson U, Engström A, Gustafsson M. Student nurses’ experiences of the clinical learning environment in relation to the organization of supervision: a questionnaire survey. Nurse Educ Today. 2014;34(3):661–6. doi: 10.1016/j.nedt.2013.06.023.[PubMed][Cross Ref]

29. Johansson UB, Kaila P, Ahlner-Elmqvist M, Leksell J, Isoaho H, Saarikoski M. Clinical learning environment, supervision and nurse teacher evaluation scale: psychometric evaluation of the Swedish version. J Adv Nurs. 2010;66(9):2085–93.[PubMed]

30. Warne T, Johansson UB, Papastavrou E, Tichelaar E, Tornietto M, Van den Bossche K, et al. An exploration of the clinical learning experience of nursing students in nine European countries. Nurse Educ Today. 2010;30:809–15. doi: 10.1016/j.nedt.2010.03.003.[PubMed][Cross Ref]

31. Berglund M, Westin L, Svanström R, Sundler AJ. Suffering caused by care – patients’ experiences from hospital settings. Int J Qual Stud Health Well-Being. 2012;7:1–9. doi: 10.3402/qhw.v7i0.18688.[PMC free article][PubMed][Cross Ref]

32. Svanström R, Johansson Sundler A, Berglund M, Westin L. Suffering caused by care - elderly patients’ experiences in community care. Int J Qual Stud Health Well-being. 2013;8:20603. doi: 10.3402/qhw.v8i0.20603.[PMC free article][PubMed][Cross Ref]

33. Fredholm-Nilsson A, Silén C. “You have to know why” the influence of different curricula on nursing students perceptions of nursing. Scandinavian J Educ Res. 2010;54(6):631–42. doi: 10.1080/00313831.2010.522974.[Cross Ref]

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1. Mahler C, Ammenwerth E, Wagner A, Tautz A, Happek T, Hoppe B, et al. Effects of a computer-based nursing documentation system on the quality of nursing documentation. J Med Syst. 2007;31(4):274–82.[PubMed]

2. Dehghan M, Dehghan D, Sheikhrabori A, Sadeghi M, Jalalian M. Quality improvement in clinical documentation: does clinical governance work? J Multidiscip Healthc. 2013;6:441–50. doi: 10.2147/JMDH.S53252.[PMC free article][PubMed][Cross Ref]

3. Clancy TR, Delaney CW. The benefits of standardized nursing languages in complex adaptive systems such as hospitals. J Nurs Adm. 2006;36(9):426–34.[PubMed]

4. Wang N, Hailey D, Yu P. Quality of nursing documentation and approaches to its evaluation: a mixed-method systematic review. J Adv Nurs. 2011;67(9):1858–75. doi: 10.1111/j.1365-2648.2011.05634.x.[PubMed][Cross Ref]

5. Abbaszadeh A, Sabeghi H, Borhani F, Heydari A. A comparative study on effect of E-learning and instructor-led methods on nurses documentation competency. Iran J Nurs Midwifery Res. 2011;16(3):235–43.[PMC free article][PubMed]

6. Jasemi M, Zamanzadeh V, Rahmani A, Mohajjel A, Alsadathoseini F. Knowledge and practice of Tabriz teaching hospitals nurses regarding nursing documentation. Thrita J Med Sci. 2013;1(4):133–8. doi: 10.5812/thita.8023.[Cross Ref]

7. Instefjord MH, Aasekjær K, Espehaug B, Graverholt B. Assessment of quality in psychiatric nursing documentation - A clinical audit. BMC Nurs. 2014;13(32) doi: 10.1186/1472-6955-13-32.[PMC free article][PubMed][Cross Ref]

8. Nasiriani Kh, Dehghani H, Akbari Roknabadi M. Nursing documentation requirements in coronary care unit. Iran J Crit Care Nurs. 2014;6(s):132–41.

9. Hanifi N, Mohamadi E. Survey of causes of faculty nursing documentation. hayat. 2014;10(2):39–46.

10. Ghazanfari Z, Sheykhpour-khani M, Haghdoost A. Nurse’s knowledge and practice of the principles of nursing documentation at hospitals of Kerman University of Medical Sciences. IJN. 2009;22(59):15–22.

11. Okaisu EM, Kalikwani F, Wanyana G, Coetzee M. Improving the quality of nursing documentation: An action research project. Curationis. 2014;38(1) doi: 10.4102/curationis.v37i1.125..[PubMed][Cross Ref]

12. Pourghaznein T, Sabeghi H, Shariatinejad K. Effects of E-learning, lectures, and role playing on nursing students knowledge acquisition, retention and satisfaction. Med J Islam Repub Iran. 2015;29(162)[PMC free article][PubMed]

13. Nasiri Oskouei N, Saemian F. Analyzing and comparing the effects of two teaching methods, studentcentered versus teacher-centered, on the learning of biostatistics at SBMU. JPS. 2012;3(4):17–24.

14. Khoshnevisasl P, Sadeghzadeh M, Mazloomzadeh S, Hashemi Feshareki R, Ahmadiafshar A. Comparison of Problem-Based Learning with lecture-based learning. Iran Red Crescent Med J. 2014;16(5):e5186. doi: 10.5812/ircmj.5186.[PMC free article][PubMed][Cross Ref]

15. Beatty SJ, Kelley KA, Metzger AH, Bellebaum KL, McAuley JM. Instructional design and assessment Team-Based Learning in therapeutics workshop tessions. AJPE. 2009;73(6) doi: 10.5688/aj7306100.[PMC free article][PubMed][Cross Ref]

16. Persky AM, Henry T, Campbell A. An exploratory analysis of personality, attitudes, and study skills on the learning curve within a Team-Based Learning environment. Am J Pharm Educ. 2015;79(2) doi: 10.5688/ajpe79220.[PMC free article][PubMed][Cross Ref]

17. Miller CJ, Falcone JC, Metz MJ. A comparison of Team-Based Learning formats: can we minimize stress while maximizing results? World J of Educ. 2015;5(4) doi: 10.5430/wje.v5n4p1..[Cross Ref]

18. Jafari Z. Comparison of rehabilitation students learning in neurology through lecture with Team-Based Learning (TBL) IJME. 2013;13(5):448–56.

19. Keshani F, Alikhasi M, Azmoodeh F. Comparison of the effects of lecture and Team Based Learning (TBL) on oral and maxillofacial pathology learning in dental students. JQUMS. 2015;19(3):60–3.

20. Vasan NS, DeFouw DO, Holland BK. Modified use of Team-Based Learning for effective delivery of medical gross anatomy and embryology. Anat Sci Educ. 2008;1(1):3–9.[PubMed]

21. Zgheib NK, Simaan JA, Sabra R. Using Team-Based Learning to teach pharmacology to secondyear medical students improves student performance. Med Teach. 2010;32(2):130–5. doi: 10.3109/01421590903548521.[PubMed][Cross Ref]

22. Mennenga HA, Smyer T. A model for easily incorporating Team-Based Learning into nursing education. Int J Nurs Educ Scholarsh. 2010;7(1) doi: 10.2202/1548-923X.1924.[PubMed][Cross Ref]

23. Taylor C, lillis C, lynn P. Fundamental of nursing: The art and science of person-centered nursing care. 8 th ed. Wolters Kluwer; 2015.

24. lynn P. Taylor’s clinical nursing skills. 4 th ed. Wolters Kluwer; 2015.

25. Sisk RJ. Team-Based Bearning: systematic research review. J Nurs Educ. 2011;50(12):665–9.[PubMed]

26. Shellenberger S, Seale JP, Harris DL, Johnson JD, Dodrill CL, Velasquez MM. Applying Team-Based Learning in primary care residency programs to increase patient alcoholscreenings and brief interventions. Acad Med. 2009;84(3):340–6. doi: 10.1097/ACM.0b013e3181972855.[PubMed][Cross Ref]

27. Thomasa PA, Bowena CW. A Controlled trial of Team-Based Learning in an ambulatory medicine clerkship for medical students. Teach Learn Med. 2011;23(1):31–6. doi: 10.1080/10401334.2011.536888.[PubMed][Cross Ref]

28. Chenga CY, Lioua SR, Tsaib HM, Changa CH. The effects of Team-Based Learning on learning behaviors in the maternal-child nursing course. Nurse Educ Today. 2014;34(1):25–30. doi: 10.1016/j.nedt.2013.03.013.[PubMed][Cross Ref]

29. Cheng CY, Liou SR, Hsu TH, Pan MY, HCL, Chang CH. Preparing nursing students to be competent for future professional practice: applying the Team-Based Learning–Teaching Strategy. J Prof Nurs. 2013;30(4):347–56. doi: 10.1016/j.profnurs.2013.11.005.[PubMed][Cross Ref]

30. Considine J, Currey J, Payne R, Williamson S. Participant evaluation of Team-Based Learning using one-off teams in a hospital setting. Australas Emerg Nurs J. 2014;17(2):68–76. doi: 10.1016/j.aenj.2014.03.002.[PubMed][Cross Ref]

31. Currey J, Eustace P, Oldland E, Glanville D, Story I. Developing professional attributes in critical care nurses using Team-Based Learning. Nurse Educ Pract. 2015;15(3):232–8. doi: 10.1016/j.nepr.2015.01.011.[PubMed][Cross Ref]

32. Roh YS, Lee SJ, Mennenga H. Factors influencing learner satisfaction with team-based learning among nursing students. Nurs Health Sci. 2014;16(4):490–7. doi: 10.1111/nhs.12118.[PubMed][Cross Ref]

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