05312nam 2200625 450 991078928500332120230807211058.00-8261-1962-X(CKB)3710000000092459(EBL)1647220(SSID)ssj0001130696(PQKBManifestationID)12483420(PQKBTitleCode)TC0001130696(PQKBWorkID)11128574(PQKB)10167878(MiAaPQ)EBC1647220(Au-PeEL)EBL1647220(CaPaEBR)ebr10846049(CaONFJC)MIL579683(OCoLC)873140080(EXLCZ)99371000000009245920140318h20152015 uy 0engur|n|---|||||txtccrClinical teaching strategies in nursing /Kathleen B. Gaberson, Marilyn H. Oermann, Teresa ShellenbargerFourth edition.New York :Springer Publishing Company,2015.©20151 online resource (395 p.)Description based upon print version of record.0-8261-1961-1 Includes bibliographical references at the end of each chapters and index.Cover; Title; Copyright; Contents; Contributors to Previous Editions; Contributor to the Fourth Edition; Preface; Section I: Foundations of Clinical Teaching; Chapter 1. Contextual Factors Affecting Clinical Teaching; The Curriculum Philosophy; A Philosophical Context for Clinical Teaching; Elements of a Philosophical Context for Clinical Teaching; Using a Philosophy of Clinical Teaching to Improve Clinical Education; Summary; References; Chapter 2. Outcomes of Clinical Teaching; Intended Outcomes; Unintended Outcomes; Summary; References; Chapter 3. Developing Clinical Learning SitesRe-Imagining Clinical Learning SettingsExamples of Diverse Clinical Learning Settings; Clinical Learning in Underused Patient Care Sites; Clinical Learning in Community-Based Clinical Sites; Clinical Learning at Distant Sites; Clinical Learning in International Sites; Practical Aspects of Clinical Placements in Diverse Sites; Summary; References; Chapter 4. Preparing for Clinical Learning Activities; Understanding the Context for Clinical Learning Activities; Selecting Clinical Settings; Preparation of Faculty Members; Preparation of Clinical Agency Staff; Preparing the Learners; SummaryReferencesChapter 5. Process of Clinical Teaching; Teaching and Learning; Process of Clinical Teaching: Five Components; Qualities of Effective Clinical Teachers; Stresses of Students in Clinical Practice; Stressful Nature of Clinical Teaching; Models of Clinical Teaching; Summary; References; Chapter 6. Ethical and Legal Issues in Clinical Teaching; Ethical Issues; Legal Issues; Summary; References; Section II: Strategies for Effective Clinical Teaching; Chapter 7. Crafting Clinical Learning Assignments; Patient Care Versus Learning ActivityFactors Affecting Selection of Clinical AssignmentsOptions for Learning Assignments; Summary; References; Chapter 8. Self-Directed Learning Activities; Using Self-Directed Learning Activities; Planning Self-Directed Activities; Types of Self-Directed Learning Activities; Guidelines for Using Multimedia; Faculty Development; Learning Objects; Independent Study; Summary; References; Chapter 9. Clinical Simulation; Background; Types of Simulators; Using Simulation as a Teaching-Learning Strategy; Educational Practices; Preparing for Simulation; Choosing Fidelity; Planning ConsiderationsScenario SelectionOther Considerations; Implementing Simulation; Debriefing and Guided Reflection; Evaluating Simulations; Future Implications; Summary; References; Chapter 10. Pedagogical Technologies for Clinical Teaching; Technology Use in Clinical Teaching; Selecting Technology; Health Information Technology; Web-Based Technologies; Publishers' Supplementary Materials; Learning Objects; Massive Open Online Courses; Best Practice Resources; Virtual Reality and Game-Based Learning; Use of Mobile and Handheld Devices; Technology and Interprofessional Learning; Reflection and EvaluationSummaryThis fourth edition of a highly acclaimed text continues to provide a comprehensive framework for planning, guiding, and evaluating learning activities for graduate and undergraduate nursing students in a wide variety of settings. It is a respected resource for clinical faculty that provides proven strategies to maximize clinical learning. This revised edition features expanded content on approaches to meet the clinical learning needs of graduate students, regulatory issues affecting distance education across state lines, and the use of social media. It covers establishing and using DedicatedNursingStudy and teachingNursingStudy and teaching.610.73071Gaberson Kathleen B.1036656Oermann Marilyn H.Shellenbarger TeresaMiAaPQMiAaPQMiAaPQBOOK9910789285003321Clinical teaching strategies in nursing3795734UNINA01803nam 2200337z- 450 991092094520332120231214141110.0(CKB)5400000000041262(oapen)https://directory.doabooks.org/handle/20.500.12854/72520(EXLCZ)99540000000004126220202111d2021 |y 0gerurmn|---annantxtrdacontentcrdamediacrrdacarrierEinbruchsdelikteStrafzumessung, Rückfälligkeit und kriminelle KarrierenUniversitätsverlag Göttingen20213-86395-485-8 Burglary offenses, especially domestic burglaries, have increasingly been the focus of public interest in recent years. This area of crime is essential for the public's sense of security and thus also for crime policy. The tightening of penalties for domestic burglary enacted by the legislature in 2017 has been the subject of widespread discussion in criminal policy and criminal law dogmatics. This study addresses the offense area of burglary from an empirical perspective, the sanctioning of offenders as well as their criminal history and recidivism by evaluating a nationwide dataset from the Federal Central Register. Using the underlying data material, the criminal careers of burglars are also analyzed prospectively over a nine-year recidivism period and - if no redemptions were made - retrospectively over an indefinite period.Einbruchsdelikte Lawbicsscdomestic burglarypenaltiescrime policyLawGriegel Ramonaauth1296159BOOK9910920945203321Einbruchsdelikte3023830UNINA