183 research outputs found
Dr Fouad M Al-Akl (1903-71): the life and achievement of a 1924 graduate of the American University of Beirut Medical School.
No full textThis paper is a summary of a book entitled Until Summer Comes, written by F M Al-Akl and published in 1945 by the Pond-Ekberg Company. Only two copies of this book are known, one in the Library of the American University of Beirut and the other belongs to the author. This paper brings knowledge of the subject's life to a wider audience
RETRACTED: Global Governance V/S COVID-19 Pandemic: A Human Security Approach
No full textA Retraction Notification of the paper Akl, A. (2021). Global Governance V/S COVID-19 Pandemic: A Human Security Approach. European Scientific Journal, ESJ, 17(31), 17. https://doi.org/10.19044/esj.2021.v17n31p17.
This paper was submitted on 19.04.2021 to the ESJ special edition PUBLIC POLICIES IN TIMES OF PANDEMICS, edited by Georgios Farantos and Nikitas- Spiros Koutsoukis. After thorough peer review, review by the Special Edition Editors, and corrections from the author, the paper was accepted on 23.06.2021. Subsequently, the author requested a reduction in the publication fee, and the publisher proposed a delay in its payment. The author agreed, and the paper was scheduled for publication.
Nonetheless, several days later, the author requested cancellation of the publication. Due to a miscommunication within the ESJ Editorial Office, the paper was published in error. Subsequently, the Editorial Office learned that the paper had been simultaneously submitted to another journal and published. Upon submitting his paper to ESJ, the author signed a statement agreeing not to submit his paper elsewhere while under peer review at ESJ and had not informed the Editorial Office of any other simultaneous submissions. Despite this violation of our submission rules, The Editorial Office takes full responsibility for this retraction and apologizes to the author for the mistaken publication of his paper, which is now retracted.
ESJ Editorial Office
September 27, 202
ACP Journal Club. Review: Routine venous thromboembolism prophylaxis in hospitalized frail older patients has uncertain benefit.
No full text[No abstract available]Kahn SR, 2012, CHEST, V141, pe195S; Qaseem A, 2011, ANN INTERN MED, V155, P625, DOI 10.7326-0003-4819-155-9-201111010-000110
AUTHOR CONTRIBUTION
No full textConception or design of the study: Silva AC, Silva LG, Souza ARS, Martins, AKL, Gomes EB. Data collection: Silva AC, Silva LG, Souza ARS. Analysis and interpretation of the data: Silva AC, Silva LG, Souza ARS. Writing of the article or critical review: Silva AC, Gomes EB. Final approval of the version to be published: Silva AC, Martins, AKL, Oliveira CJ, Alencar AMPG, Gomes EB
AUTHOR CONTRIBUTION
No full textConception or design of the study: Silva AC, Silva LG, Souza ARS, Martins, AKL, Gomes EB. Data collection: Silva AC, Silva LG, Souza ARS. Analysis and interpretation of the data: Silva AC, Silva LG, Souza ARS. Writing of the article or critical review: Silva AC, Gomes EB. Final approval of the version to be published: Silva AC, Martins, AKL, Oliveira CJ, Alencar AMPG, Gomes EB
AUTHOR CONTRIBUTION
No full textConception or design of the study: Silva AC, Silva LG, Souza ARS, Martins, AKL, Gomes EB. Data collection: Silva AC, Silva LG, Souza ARS. Analysis and interpretation of the data: Silva AC, Silva LG, Souza ARS. Writing of the article or critical review: Silva AC, Gomes EB. Final approval of the version to be published: Silva AC, Martins, AKL, Oliveira CJ, Alencar AMPG, Gomes EB
Waterpipe industry products and marketing strategies: analysis of an industry trade exhibition
No full textIntroductionUnderstanding product development and marketing strategies of transnational tobacco companies (TTCs) has been of vital importance in developing effective tobacco control policy. However, comparatively little is known of the waterpipe tobacco industry, which TTCs have recently entered. This study aimed to gain an understanding of waterpipe tobacco products and marketing strategies by visiting a waterpipe trade exhibition.MethodsIn April 2014 the first author attended an international waterpipe trade exhibition, recording descriptions of products and collecting all available marketing items. We described the purpose and function of all products, and performed a thematic analysis of messages in marketing material.ResultsWe classified waterpipe products into four categories and noted product variation within categories. Electronic waterpipe products (which mimic electronic cigarettes) rarely appeared on waterpipe tobacco marketing material, but were displayed just as widely. Claims of reduced harm, safety and quality were paramount on marketing materials, regardless of whether they were promoting consumption products (tobacco, tobacco-substitutes), electronic waterpipes or accessories.ConclusionsWaterpipe products are diverse in nature and are marketed as healthy and safe products. Furthermore, the development of electronic waterpipe products appear to be closely connected with the electronic cigarette industry, rather than the waterpipe tobacco manufacturers. Tobacco control policy must evolve to take account of the vast and expanding array of waterpipe products, and potentially also charcoal products developed for waterpipe smokers. We recommend tobacco-substitutes be classified as tobacco products. Continued surveillance of the waterpipe industry is warranted
The mechanical response of materials at the nanoscale via simulations
No full textAugust 2023School of ScienceWe use both molecular dynamics (MD) simulations and density functional theory (DFT) calculations to investigate various nanomechanical properties of nanoparticles under compression, exfoliation of perovskite heterogeneous systems and epitaxial methods. The compression of nanoparticles is of fundamental importance both scientifically and to various other applications such as tribology, targeted drug delivery, and biosensors. We embark on an extensive investigation of the response of a nanoparticle to external compression as this field is still short on answering some lingering doubts and details. We find a size-dependent brittle to ductile transition. We formulate a Griffith based fracture model that calculates r_critical to the same order of magnitude. We report a tradeoff: On one hand compression strengthens the surface but on the other it accumulates more and earlier shear. That is critical as the advantages of material strength can then be weighed in design against change in mechanical properties and based on what a specific application is aimed for. We also apply this to more experimentally relevant systems as in exfoliation. We design build and run DFT calculations on heterogenous perovskite systems to investigate exfoliation. It is an invaluable means of detaching epitaxial layers from substrates to produce membranes that are essential in various applications such as optoelectronics and high-speed computing. We devise an exfoliation regime that matches experimental results in every case. We back that up further using MD simulations. This can open the door to experiment with and confirm many other systems that can now be more easily tested. Which makes the process more general, efficient, and cost effective. We demonstrate that the presence of a stressor is a necessary but not sufficient condition for exfoliation. As successful peeling is contingent on defect free film-interface-substrate, we use MD to simulate and confirm that graphene nanopatterning allows for great reduction of defects in freestanding single-crystalline membranes using deposition simulations of Germanium on Silicon. We show that as graphene coverage increases the dislocation density is greatly reduced. We successfully generalize epitaxy to include multiple layers. We simulate and show the effectiveness of growing and harvesting multilayered epitaxial systems through multiple graphene layers. This results in layer-by layer peeling culminating in multiple free-standing membranes. This offers a high throughput and low-cost production of single crystal membranes needed in many applications such as high-power electronics.Ph
Educational games for health professionals.
No full textThe use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We searched the following databases in January 2012: MEDLINE, AMED, CINAHL, Cochrane Central Database of Controlled Trials, EMBASE, EPOC Register, ERIC, Proquest Dissertations and Theses Database, and PsycINFO. Related reviews were sought in DARE and the above named databases. Database searches identified 1546 citations. We also screened the reference lists of included studies in relevant reviews, contacted authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review. These search methods identified an additional 62 unique citations for a total of 1608 for this update. We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with a form of competitive activity or sport played according to rules. Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behavior (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified a total of 2079 unique citations. Out of 84 potentially eligible citations, we included two RCTs. The game evaluated in the first study used as a reinforcement technique, was based on the television game show Family Feud and focused on infection control. The study did not assess any patient or process of care outcomes. The group that was randomized to the game had statistically higher scores on the knowledge test (P = 0.02). The second study compared game-based learning (Snakes and Ladders board game) with traditional case-based learning of stroke prevention and management. The effect on knowledge was not statistically different between the two groups immediately and 3 months after the intervention. The level of reported enjoyment was higher in the game-based group. The findings of this systematic review neither confirm nor refute the utility of games as a teaching strategy for health professionals. There is a need for additional high-quality research to explore the impact of educational games on patient and performance outcomes.Akl EA, 2008, BMC MED EDUC, V8, DOI 10.1186-1472-6920-8-50; Akl EA, 2010, BMC MED EDUC, V10, DOI 10.1186-1472-6920-10-26; Akl EA, 2008, COCHRANE DB SYST REV, DOI 10.1002-14651858.CD006411.pub2; Akl EA, 2010, MED TEACH, V32, P16, DOI 10.3109-01421590903473969; Allery LA, 2004, MED TEACH, V26, P504, DOI 10.1080-01421590412331285423; Amos A, 1994, CANNT J J CANADIAN A, V4, P21; Andrade RD, 2008, ACTA PAUL ENFERM, V21, P444, DOI 10.1590-S0103-21002008000300010; Backstein D, 2010, JOURNAL OF CYBER THE, V3, P285; Barber-Madden R, 1989, J Contin Educ Nurs, V20, P128; Bauman E, 2010, CLIN SIMULATION NURS, V6, pe108; Beach MC, 2004, AHRQ PUB, V90; Begg M, 2008, MED TEACH, V30, P155, DOI 10.1080-01421590701874041; Berdemeier ME, 1982, SIMULATION GAMES, V13, P413; Bergeron BP, 2008, ST HEAL T, V132, P26; Bhoopathi P. S., 2006, COCHRANE DB SYST REV, DOI DOI 10.1002-14651858.CD001471.PUB2; Bhoopathi P S, 2007, Int J Psychiatr Nurs Res, V12, P1497; Blenner J L, 1991, Nurse Educ, V16, P32, DOI 10.1097-00006223-199103000-00013; Bonwell C., 1991, ACTIVE LEARNING CREA; Boocock SS, 1968, SIMULATION GAMES IN; BOREHAM NC, 1989, SIMULAT GAMING, V20, P292, DOI 10.1177-104687818902000304; Boulet LP, 2007, CAN RESPIR J, V14, P480; Brinson SATB, 1988, THESIS; Burke CT, 2001, THESIS; Burns K A, 1984, J Contin Educ Nurs, V15, P213; Byrum C D, 1996, J Nurs Staff Dev, V12, P198; Calliari D, 1991, Rehabil Nurs, V16, P154; Carlson D S, 1992, Nurse Educ, V17, P27, DOI 10.1097-00006223-199207000-00013; Carroll P, 1991, Focus Crit Care, V18, P502; Cessario L, 1987, THE JOURNAL OF NURSI, V26, P167; Christmas C, 2007, TEACH LEARN MED, V19, P200; Clark C C, 1976, Nurse Educ, V1, P4, DOI 10.1097-00006223-197611000-00005; Corbett N A, 1982, Top Clin Nurs, V4, P58; Cowen KJ, 2002, J NURS EDUC, V41, P507; Crancer J, 1980, J Nurs Educ, V19, P45; D'Alessandro DM, 2002, AMBUL PEDIATR, V2, P1, DOI 10.1367-1539-4409(2002)0020001:PJMIRM2.0.CO;2; Dowd Steven B, 2003, Health Care Manag (Frederick), V22, P305; Dowd Steven B, 2004, Health Care Manag (Frederick), V23, P156; Draper N.R., 1981, APPL REGRESSION ANAL; Durman S, 2002, REV ELECT ENFERMAGEM, V4, P10; Espinosa C, 2006, INT J NURS TERMIN CL, V17, P69; Feldman H R, 1985, Nurs Manage, V16, P47; Finn D, 2011, AM SURGEON, V77, P370; Fitzgerald K, 1997, NURSE ED PRINCIPLES, P261; Ford D A, 1996, AORN J, V63, P583, DOI 10.1016-S0001-2092(06)63395-4; Ford DA, 1996, AORN J, V63, P9; FRENCH P, 1980, J ADV NURS, V5, P601, DOI 10.1111-j.1365-2648.1980.tb03191.x; Gage M, 2011, JOURNAL OF HOSPITAL, V11, P94, DOI 10.1080-15323269.2011.538633; Geyer K A, 1990, J Nurs Staff Dev, V6, P112; Girardi FM, 2006, TEACH LEARN MED, V18, P251, DOI 10.1207-s15328015tlm1803_11; Gordon AK, 1970, GAMES FOR GROWTH EDU; Gordon D W, 1995, Neonatal Netw, V14, P45; Gruending D L, 1991, J Contin Educ Nurs, V22, P259; Guidry JJ, 2000, TEXAS J RURAL HLTH, V18, P16; Haak SW, 1990, NURS EDUC, V15, P20; Haak SW, 1990, NURS EDUC, V15, P28; Haak S W, 1990, Nurse Educ, V15, P28; Hankinson Jr H, THESIS; Hansen MM, 2008, J MED INTERNET RES, V10, DOI 10.2196-jmir.1051; Harding SR, 2001, TEACH LEARN MED, V13, P130, DOI 10.1207-S15328015TLM1302_8; Hayes S K, 2000, J Nurses Staff Dev, V16, P168, DOI 10.1097-00124645-200007000-00005; Hays J C, 1989, Nurse Educ, V14, P12, DOI 10.1097-00006223-198905000-00015; Hodges P, 2007, COMMUNICATING NURSIN, V40, P524; Howell Kay, 2005, Cyberpsychol Behav, V8, P103, DOI 10.1089-cpb.2005.8.103; Ingram C, 1998, J NURS EDUC, V37, P240; Jirasevijinda T, 2010, PATIENT EDUC COUNS, V80, P333, DOI 10.1016-j.pec.2010.06.002; Jones A G, 2000, J Contin Educ Nurs, V31, P152; Joyce BR, 1986, MODELS OF TEACHING; Kenny Lesley J, 2003, Int J Palliat Nurs, V9, P105; Knowles MS, 1970, THE MODERN PRACTICE; Kolb D., 1984, EXPERIENTIAL LEARNIN; Kurenov SN, 2009, ST HEAL T, V142, P142, DOI 10.3233-978-1-58603-964-6-142; Laird N M, 1990, Int J Technol Assess Health Care, V6, P5; LeCroy Cheryl, 2006, Urol Nurs, V26, P381; Leidy K, 1992, J Contin Educ Nurs, V23, P206; Leonard T, 2008, CRITICAL CARE NURSE, V28, pe31; Lewis D J, 1989, J Contin Educ Nurs, V20, P80; Lim ECH, 2008, MED EDUC, V42, P1117, DOI 10.1111-j.1365-2923.2008.03188.x; Lopes MVO, 2003, REVISTA PAULISTA DE, V22, P166; McDougal J E, 1992, Nurse Educ, V17, P8, DOI 10.1097-00006223-199211000-00009; Meidani M, 2006, EUROPEAN J CARDIOVAS, V5, pS31; Meterissian S, 2007, MED TEACH, V29, pE258, DOI 10.1080-01421590701663295; Montpas MM, 2004, THESIS; Morton P G, 2001, J Contin Educ Nurs, V32, P223; New Media Consortium, 2006, EDUCAUSE; O'Kane C S, 1988, AD Nurse, V3, P13; Ogershok PR, 2004, MED TEACH, V26, P514, DOI 10.1080-01421590410001711553; Olbrich E, 1997, HOME CARE MANAGER, V1, P26; Olbrich E, 1997, HOME CARE MANAGER, V1, P18; Ormiston M, 2001, JEOPARDY TEMPLATES A; Parker CL, 2005, PUBLIC HEALTH REP, V120, P504; Pearce-Smith Nicola, 2007, Evid Based Nurs, V10, P72, DOI 10.1136-ebn.10.3.72; Petersen M, 2010, J EMERG NURS, V36, P589, DOI 10.1016-j.jen.2010.07.016; Pfeiffer JW, 1980, STRUCTURED EXPERIENC; Pittiglio LI, 2011, CIN-COMPUT INFORM NU, V29, P267, DOI 10.1097-NCN.0b013e318222ef46; Pocock P, 1987, SENIOR NURSE, V6, P26; Reed D, 2005, ANN INTERN MED, V142, P1080; Reeve K, 2008, MED EDUC, V42, P1125, DOI 10.1111-j.1365-2923.2008.03215.x; Regan R, 2000, THESIS; Reiner B, 2008, AMERICAN COLLEGE OF, V5, P110; Roubidoux MA, 2002, ACAD RADIOL, V9, P1169, DOI 10.1016-S1076-6332(03)80518-4; Rowles CJ, 1998, TEACHING NURSING GUI, P247; Saethang T, 1998, J CONTIN EDUC NURS, V29, P144; Saethang T, 1998, J Contin Educ Nurs, V29, P61; Schmitz B D, 1991, J Contin Educ Nurs, V22, P152; SHUBIK M, 1989, SIMULAT GAMING, V20, P184, DOI 10.1177-104687818902000205; Silva J R, 1989, J Pediatr Nurs, V4, P59; Sisson P M, 1988, J Nurs Staff Dev, V4, P146; Skinner K D, 2000, J Contin Educ Nurs, V31, P185; Speers A T, 1993, J Nurs Staff Dev, V9, P274; Sprengel AD, 1992, THESIS; Stefanelli M C, 1992, Rev Esc Enferm USP, V26, P219; Stephenson N L, 1998, J Contin Educ Nurs, V29, P32; Stern S B, 1989, J Contin Educ Nurs, V20, P95; Stewart S, 2006, J WOUND OSTOMY CONT, V33, pS34; Sturgis G, 2006, CRITICAL CARE NURSE, V26, pS29; Taekman Jeffrey M, 2010, Int Anesthesiol Clin, V48, P101, DOI 10.1097-AIA.0b013e3181eace73; Taylor JL, 1972, SIMULATION IN THE CL; Telner D, 2010, CAN FAM PHYSICIAN, V56, pE345; THATCHER DC, 1990, SIMULAT GAMING, V21, P262, DOI 10.1177-1046878190213005; Thornburg N, 1998, HOME HEALTHCARE NURS, V2, P13; Thornburg N, 1998, Home Healthc Nurse Manag, V2, P7; Tumosa Nina, 2006, Gerontol Geriatr Educ, V26, P37, DOI 10.1300-J021v26n04_04; Turley CB, 2007, TEACH LEARN MED, V19, P128; Udin R D, 1985, J Dent Educ, V49, P111; Ukoumunne OC, 1999, HLTH TECHNOLOGY ASSE, V3, P3; Verdaasdonk EGG, 2009, MINIM INVASIV THER, V18, P232, DOI 10.1080-13645700903054046; Waddell D L, 1994, Nurse Educ, V19, P5, DOI 10.1097-00006223-199409000-00002; Walljasper D, 1982, Nurse Educ, V7, P15, DOI 10.1097-00006223-198201000-00014; Wargo C A, 2000, J Contin Educ Nurs, V31, P149; WARIHAY PD, 1986, AM J NURS, V86, P276, DOI 10.2307-3425460; White M J, 1985, Nurs Success Today, V2, P11; Wilson SM, 1995, THESIS; WOLFE J, 1993, SIMULAT GAMING, V24, P446, DOI 10.1177-10468781932440031
Educational games for health professionals.
No full textThe use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We searched the following databases in January 2012: MEDLINE, AMED, CINAHL, Cochrane Central Database of Controlled Trials, EMBASE, EPOC Register, ERIC, Proquest Dissertations and Theses Database, and PsycINFO. Related reviews were sought in DARE and the above named databases. Database searches identified 1546 citations. We also screened the reference lists of included studies in relevant reviews, contacted authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review. These search methods identified an additional 62 unique citations for a total of 1608 for this update. We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with a form of competitive activity or sport played according to rules. Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behavior (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified a total of 2079 unique citations. Out of 84 potentially eligible citations, we included two RCTs. The game evaluated in the first study used as a reinforcement technique, was based on the television game show Family Feud and focused on infection control. The study did not assess any patient or process of care outcomes. The group that was randomized to the game had statistically higher scores on the knowledge test (P = 0.02). The second study compared game-based learning (Snakes and Ladders board game) with traditional case-based learning of stroke prevention and management. The effect on knowledge was not statistically different between the two groups immediately and 3 months after the intervention. The level of reported enjoyment was higher in the game-based group. The findings of this systematic review neither confirm nor refute the utility of games as a teaching strategy for health professionals. There is a need for additional high-quality research to explore the impact of educational games on patient and performance outcomes.Akl EA, 2008, BMC MED EDUC, V8, DOI 10.1186-1472-6920-8-50; Akl EA, 2010, BMC MED EDUC, V10, DOI 10.1186-1472-6920-10-26; Akl EA, 2008, COCHRANE DB SYST REV, DOI 10.1002-14651858.CD006411.pub2; Akl EA, 2010, MED TEACH, V32, P16, DOI 10.3109-01421590903473969; Allery LA, 2004, MED TEACH, V26, P504, DOI 10.1080-01421590412331285423; Amos A, 1994, CANNT J J CANADIAN A, V4, P21; Andrade RD, 2008, ACTA PAUL ENFERM, V21, P444, DOI 10.1590-S0103-21002008000300010; Backstein D, 2010, JOURNAL OF CYBER THE, V3, P285; Barber-Madden R, 1989, J Contin Educ Nurs, V20, P128; Bauman E., 2010, CLIN SIMULATION NURS, V6, pe108; Beach MC, 2004, AHRQ PUB, V90; Begg M, 2008, MED TEACH, V30, P155, DOI 10.1080-01421590701874041; Berdemeier ME, 1982, SIMULATION GAMES, V13, P413; Bergeron BP, 2008, ST HEAL T, V132, P26; Bhoopathi P. S., 2006, COCHRANE DB SYST REV, DOI DOI 10.1002-14651858.CD001471.PUB2; Bhoopathi P S, 2007, Int J Psychiatr Nurs Res, V12, P1497; Blenner J L, 1991, Nurse Educ, V16, P32, DOI 10.1097-00006223-199103000-00013; Bonwell C., 1991, ACTIVE LEARNING CREA; Boocock SS, 1968, SIMULATION GAMES LEA; BOREHAM NC, 1989, SIMULAT GAMING, V20, P292, DOI 10.1177-104687818902000304; Boulet LP, 2007, CAN RESPIR J, V14, P480; Brinson SATB, 1988, THESIS US INT U SAN; Burke CT, 2001, THESIS U SO MISSISSI; Burns K A, 1984, J Contin Educ Nurs, V15, P213; Byrum C D, 1996, J Nurs Staff Dev, V12, P198; Calliari D, 1991, Rehabil Nurs, V16, P154; Carlson D S, 1992, Nurse Educ, V17, P27, DOI 10.1097-00006223-199207000-00013; Carroll P, 1991, Focus Crit Care, V18, P502; Cessario L, 1987, THE JOURNAL OF NURSI, V26, P167; Christmas C, 2007, TEACH LEARN MED, V19, P200; Clark C C, 1976, Nurse Educ, V1, P4, DOI 10.1097-00006223-197611000-00005; Corbett N A, 1982, Top Clin Nurs, V4, P58; Cowen KJ, 2002, J NURS EDUC, V41, P507; Crancer J, 1980, J Nurs Educ, V19, P45; D'Alessandro DM, 2002, AMBUL PEDIATR, V2, P1, DOI 10.1367-1539-4409(2002)0020001:PJMIRM2.0.CO;2; Dowd Steven B, 2003, Health Care Manag (Frederick), V22, P305; Dowd Steven B, 2004, Health Care Manag (Frederick), V23, P156; Draper N.R., 1981, APPL REGRESSION ANAL; Durman S, 2002, REV ELECT ENFERMAGEM, V4, P10; Espinosa C, 2006, INT J NURS TERMIN CL, V17, P69; Feldman H R, 1985, Nurs Manage, V16, P47; Finn D, 2011, AM SURGEON, V77, P370; Fitzgerald K, 1997, NURSE ED PRINCIPLES, P261; Ford D A, 1996, AORN J, V63, P583, DOI 10.1016-S0001-2092(06)63395-4; FRENCH P, 1980, J ADV NURS, V5, P601, DOI 10.1111-j.1365-2648.1980.tb03191.x; Gage M, 2011, JOURNAL OF HOSPITAL, V11, P94, DOI 10.1080-15323269.2011.538633; Geyer K A, 1990, J Nurs Staff Dev, V6, P112; Girardi FM, 2006, TEACH LEARN MED, V18, P251, DOI 10.1207-s15328015tlm1803_11; Gordon AK, 1970, GAMES GROWTH ED GAME; Gordon D W, 1995, Neonatal Netw, V14, P45; Gruending D L, 1991, J Contin Educ Nurs, V22, P259; Guidry JJ, 2000, TEXAS J RURAL HLTH, V18, P16; Haak SW, 1990, NURS EDUC, V15, P20; Haak SW, 1990, NURS EDUC, V15, P28; Haak S W, 1990, Nurse Educ, V15, P28; Hankinson Jr H, 1987, THESIS INDIANA U BLO; Hansen MM, 2008, J MED INTERNET RES, V10, DOI 10.2196-jmir.1051; Harding SR, 2001, TEACH LEARN MED, V13, P130, DOI 10.1207-S15328015TLM1302_8; Hayes S K, 2000, J Nurses Staff Dev, V16, P168, DOI 10.1097-00124645-200007000-00005; Hays J C, 1989, Nurse Educ, V14, P12, DOI 10.1097-00006223-198905000-00015; Hodges P, 2007, COMMUNICATING NURSIN, V40, P524; Howell Kay, 2005, Cyberpsychol Behav, V8, P103, DOI 10.1089-cpb.2005.8.103; Ingram C, 1998, J NURS EDUC, V37, P240; Jirasevijinda T, 2010, PATIENT EDUC COUNS, V80, P333, DOI 10.1016-j.pec.2010.06.002; Jones A G, 2000, J Contin Educ Nurs, V31, P152; Joyce B., 1986, MODELS TEACHING; Kenny Lesley J, 2003, Int J Palliat Nurs, V9, P105; Knowles M.S., 1970, MODERN PRACTICE ADUL; Kolb D., 1984, EXPERIENTIAL LEARNIN; Kurenov SN, 2009, ST HEAL T, V142, P142, DOI 10.3233-978-1-58603-964-6-142; Laird N M, 1990, Int J Technol Assess Health Care, V6, P5; LeCroy Cheryl, 2006, Urol Nurs, V26, P381; Leidy K, 1992, J Contin Educ Nurs, V23, P206; Leonard T, 2008, CRITICAL CARE NURSE, V28, pe31; Lewis D J, 1989, J Contin Educ Nurs, V20, P80; Lim ECH, 2008, MED EDUC, V42, P1117, DOI 10.1111-j.1365-2923.2008.03188.x; Lopes MVO, 2003, REVISTA PAULISTA DE, V22, P166; McDougal J E, 1992, Nurse Educ, V17, P8, DOI 10.1097-00006223-199211000-00009; Meidani M, 2006, EUROPEAN J CARDIOVAS, V5, pS31; Meterissian S, 2007, MED TEACH, V29, pE258, DOI 10.1080-01421590701663295; Montpas M., 2004, THESIS WAYNE STATE U; Morton P G, 2001, J Contin Educ Nurs, V32, P223; O'Kane C S, 1988, AD Nurse, V3, P13; Ogershok PR, 2004, MED TEACH, V26, P514, DOI 10.1080-01421590410001711553; Olbrich E, 1997, HOME CARE MANAGER, V1, P18; Ormiston M., 2001, JEOPARDY TEMPLATES O; Parker CL, 2005, PUBLIC HEALTH REP, V120, P504; Pearce-Smith Nicola, 2007, Evid Based Nurs, V10, P72, DOI 10.1136-ebn.10.3.72; Petersen M, 2010, J EMERG NURS, V36, P589, DOI 10.1016-j.jen.2010.07.016; Pfeiffer JW, 1980, STRUCTURED EXPERIENC; Pittiglio LI, 2011, CIN-COMPUT INFORM NU, V29, P267, DOI 10.1097-NCN.0b013e318222ef46; Pocock P, 1987, SENIOR NURSE, V6, P26; Reed D, 2005, ANN INTERN MED, V142, P1080; Reeve K, 2008, MED EDUC, V42, P1125, DOI 10.1111-j.1365-2923.2008.03215.x; Regan R., 2000, THESIS WIDENER U SCH; Reiner B, 2008, AMERICAN COLLEGE OF, V5, P110; Roubidoux MA, 2002, ACAD RADIOL, V9, P1169, DOI 10.1016-S1076-6332(03)80518-4; Rowles CJ, 1998, TEACHING NURSING GUI, P247; Saethang T, 1998, J Contin Educ Nurs, V29, P61; Schmitz B D, 1991, J Contin Educ Nurs, V22, P152; SHUBIK M, 1989, SIMULAT GAMING, V20, P184, DOI 10.1177-104687818902000205; Silva J R, 1989, J Pediatr Nurs, V4, P59; Sisson P M, 1988, J Nurs Staff Dev, V4, P146; Skinner K D, 2000, J Contin Educ Nurs, V31, P185; Speers A T, 1993, J Nurs Staff Dev, V9, P274; Sprengel AD, 1992, THESIS MEMPHIS STATE; Stefanelli M C, 1992, Rev Esc Enferm USP, V26, P219; Stephenson N L, 1998, J Contin Educ Nurs, V29, P32; Stern S B, 1989, J Contin Educ Nurs, V20, P95; Stewart S, 2006, J WOUND OSTOMY CONT, V33, pS34; Sturgis G, 2006, CRITICAL CARE NURSE, V26, pS29; Taekman Jeffrey M, 2010, Int Anesthesiol Clin, V48, P101, DOI 10.1097-AIA.0b013e3181eace73; Taylor J. L., 1972, SIMULATION CLASSROOM; Telner D, 2010, CAN FAM PHYSICIAN, V56, pE345; THATCHER DC, 1990, SIMULAT GAMING, V21, P262, DOI 10.1177-1046878190213005; Thornburg N, 1998, Home Healthc Nurse Manag, V2, P7; Tumosa Nina, 2006, Gerontol Geriatr Educ, V26, P37, DOI 10.1300-J021v26n04_04; Turley CB, 2007, TEACH LEARN MED, V19, P128; Udin R D, 1985, J Dent Educ, V49, P111; Ukoumunne OC, 1999, HLTH TECHNOLOGY ASSE, V3, P3; Verdaasdonk EGG, 2009, MINIM INVASIV THER, V18, P232, DOI 10.1080-13645700903054046; Waddell D L, 1994, Nurse Educ, V19, P5, DOI 10.1097-00006223-199409000-00002; Walljasper D, 1982, Nurse Educ, V7, P15, DOI 10.1097-00006223-198201000-00014; Wargo C A, 2000, J Contin Educ Nurs, V31, P149; WARIHAY PD, 1986, AM J NURS, V86, P276, DOI 10.2307-3425460; White M J, 1985, Nurs Success Today, V2, P11; Wilson SM, 1995, THESIS DUQUESNE U SC; WOLFE J, 1993, SIMULAT GAMING, V24, P446, DOI 10.1177-104687819324400332
- …
