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Multimodalité et multisupports pour l’enseignement-apprentissage des langues étrangères
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In: https://hal.archives-ouvertes.fr/hal-03516247 ; Clé International. Clé International, 2021, 978-2-09-034667-1 ; https://www.cle-international.com/les-cahiers-de-l-asdifle-ndeg31-9782090346671.html (2021)
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Arab Undergraduate Students' Perceptions of Their Transition to Learn Mathematics in English in the United States
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In: Graduate Theses and Dissertations (2021)
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Pivoting to Remote Learning: Our Practices for Supporting Non-traditional International Students and Part-time Contract Instructors
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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Nursing Clinical Instructors’ Perceived Supports and Barriers to Reporting Medication Errors, Near Misses, and Discovered Errors
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In: Electronic Theses and Dissertations (2021)
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Abstract:
Introduction: Medication administration errors (MAEs) are common in healthcare, and one of the leading causes of harm and death. Not only do these errors lead to a decrease in overall patient safety, but they are also a large financial burden globally. It is essential that nurses report MAEs so that healthcare systems can identify causative factors and implement preventative measures. Purpose: The purpose of this study was to explore clinical instructors’ perceptions of the supports and barriers experienced when prompting student nurses to report medication incidents during clinical rotations. Methods: This study utilized a descriptive, cross-sectional method and convenience sampling to recruit clinical instructors currently employed in a baccalaureate nursing program in Southwestern Ontario. A Qualtrics survey was emailed to all potential participants. Data was analyzed utilizing SPSS software. Results: A total of 28 surveys were completed out of the potential 96 participants, yielding a 29.1% response rate. The average years of experience was 17 years as a registered nurse and 6.5 years as a clinical instructor. A total of 86% of participants stated that they encourage their students to report all types of MAEs 76% - 100% of the time. The strongest supports identified were: “education at clinical meetings help me to understand the reporting system and importance of reporting” and “thank you for reporting email”. The largest barrier identified was “I don’t have the time to encourage reporting because I am busy with other clinical instructor responsibilities”. Conclusion: Due to the small sample size obtained and skewness of the data, further research is recommended. Clinical instructors are essential to the hands-on learning of nursing students. Decreasing the barriers and increasing the supports to reporting is a crucial strategy to decrease the number of MAEs in the future.
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Keyword:
Barriers; Clinical instructor; Health and Medical Administration; Medical Education; Medication error reporting; Nursing; Nursing students; Supports; Voluntary reporting
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URL: https://www.proquest.com/pqdtglobal/docview/2557465022 https://scholar.uwindsor.ca/etd/8658
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Supporting students’ academic literacies in post-COVID-19 times: Developing digital videos to develop students’ critical academic reading practices
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In: Journal of University Teaching & Learning Practice (2021)
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Visual-Performance Feedback on Acknowledgement Within a Positive Behavior Intervention and Support System
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Embedded Accommodation and Accessibility Support Usage on a Computer-Based Statewide Achievement Test
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In: Practical Assessment, Research, and Evaluation (2021)
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Experimental verification of new features of bearing operation under combined loading conditions
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In: Structural Mechanics of Engineering Constructions and Buildings, Vol 17, Iss 3, Pp 278-287 (2021) (2021)
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Teachers’ Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study
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In: All Antioch University Dissertations & Theses (2020)
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Using of Open-Source Technologies for the Design and Development of a Speech Processing System Based on Stemming Methods
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In: IFIP Advances in Information and Communication Technology (2020)
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Apoyos que favorecen la comprensión del lenguaje en niños con Trastorno del Desarrollo del Lenguaje. Más allá de la literalidad de las palabras
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The Ongoing Disparity Between Early Intervention Services and Those Who Need Them
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In: Honors Theses, University of Nebraska-Lincoln (2020)
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Modeling of a piled foundation in a Femap with NX Nastran
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In: Structural Mechanics of Engineering Constructions and Buildings, Vol 16, Iss 4, Pp 250-260 (2020) (2020)
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Effects of Written Only, Auditory Only, and Combined Written and Auditory Modalities on Comprehension for People with Aphasia
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1554758845197852 (2019)
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Teachers’ Perceptions of the Effects of Positive Behavioral Interventions and Support in an Urban Public School System: A Mixed Methods Study
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Les constructions à verbe support en latin ; : Support verb constructions in Latin
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In: https://hal.archives-ouvertes.fr/hal-01979665 ; Colette Bodelot; Olga Spevak. France. Presses Universitaires Blaise Pascal, 2018, Cahiers du LRL 7, 978-2-84516-823-7 (2018)
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Book Club Experiences, Engagement, and Reading Compensatory Strategy Use for People with Aphasia
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami152516802483 (2018)
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Impact of Responsive Classroom and PBIS on Behavior Choices in the Elementary Classroom
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In: Masters of Arts in Education Action Research Papers (2018)
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Getting in sync: Exploring and supporting peer interaction in an autistic child with inconsistent access to speech
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Un compagnonnage en image : Ségolène Royal et Paris Match
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In: Communication & langages, N 194, 4, 2018-01-09, pp.105-113 (2018)
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