01381nam2-2200421li-450 99000018707020331620180312154819.00-12-051051-00018707USA010018707(ALEPH)000018707USA0100187072001998021990-------y0itay0103----baengUSProbability, statistics and queueing theorywith computer science applicationsArnold O. Allen2nd edBoston [etc.]Academic Presscopyr. 1990XXI, 740 p.ill.23 cmComputer science and scientific computing000100187082001Computer science and scientific computingprobabilita'statistica matematicateoria delle code519.2ProbabilitàAllen,Arnold O.59338Sistema bibliotecario di Ateneo dell' Università di SalernoRICA990000187070203316519.2 ALL (A)13718/CBS519.200219510BKSCI1998022220001110USA01171320020403USA011626PATRY9020040406USA011613RSIAV69020090525USA011227Probability, statistics, and queueing theory1413179UNISA00805nam0-2200265 --450 991091638970332120241219100527.020241219d1964----kmuy0itay5050 baengILb 001yy<<The >>North-Kazakhstan regionYu. V. Fedorintranslated from Russian \by A. Gourevitch!JerusalemIsrael Program sci. transl.1964IV, 156 p.24 cm2 c. di tav.Soil of Kazakh SSR1PedologiaKazakistan631.423itaFedorin,Yu. V.1778870ITUNINAREICATUNIMARCBK9910916389703321A CHI 61614693/2024FAGBCFAGBCNorth-Kazakhstan region4301858UNINA05246nam 2200637Ia 450 991097237980332120200520144314.00-8261-4813-1(CKB)2670000000276896(EBL)1069791(OCoLC)818848187(SSID)ssj0000757063(PQKBManifestationID)12351514(PQKBTitleCode)TC0000757063(PQKBWorkID)10754513(PQKB)11083682(Au-PeEL)EBL1069791(CaPaEBR)ebr10627451(CaONFJC)MIL539647(MiAaPQ)EBC1069791(EXLCZ)99267000000027689620120710d2013 uy 0engur|n|---|||||txtccrTeaching evidence-based practice in nursing /Rona F. Levin, Harriet R. Feldman, editors2nd ed.New York Springer Pub.c20131 online resource (433 p.)Description based upon print version of record.0-8261-4812-3 Includes bibliographical references and index.Cover; Title; Copyright; Dedication; Contents; Contributors; Foreword; Preface; REFERENCE; Acknowledgments; Part I: Mentorship: An Essential Component of Creating Evidence-Based Practice Champions; 1. Defining Mentorship for EBP; MENTORING; ARCC MODEL; REFERENCES; 2. Mentoring Clinical Champions; A MENTOR IS A GARDENER; REFERENCES; 3. Mentoring Faculty for Evidence-Based Practice: Let Us Work Together; STRATEGY 1: FIND OUT WHERE FACULTY ARE; STRATEGY 2: INCLUDE STUDENT LEARNING ACTIVITIES IN FACULTY DEVELOPMENT WORKSHOPSSTRATEGY 3: WORK WITH INDIVIDUAL FACULTY MEMBERS TO DEVELOP EBP LEARNING ACTIVITIESSTRATEGY 4: CO-TEACH A COURSE WITH YOUR MENTEE(S); STRATEGY 5: INCLUDE YOUR FACULTY MENTEE(S) IN PRESENTATIONS AND PUBLICATIONS; STRATEGY 6: DEVISE A SERIES OF ADMINISTRATIVE SUPPORTED WORKSHOPS; REFERENCES; 4. Mentoring Preceptors in Evidence-Based Practice; NEED FOR ROLE DEVELOPMENT; MENTORING; STRATEGIES FOR MENTORING PRECEPTORS IN EBP; SUMMARY; REFERENCES; Part II: Evidence-Based Teaching Practices: Let Us Practice What We Preach; 5. Describing the Practice Area for Improvement; INTERNAL DATAEXTERNAL DATA OR SUPPORTING LITERATURETEACHING STRATEGIES; REFERENCES; ADDITIONAL READINGS; 6. Involving Stakeholders in Determining the Clinical Problem: A Learning Activity; THE IMPORTANCE OF OBTAINING STAKEHOLDER INVOLVEMENT; APPROACHES TO INTERVIEWING STAKEHOLDERS; THE LEARNING ACTIVITY; STUDENT FEEDBACK; REFERENCES; 7. Formulating Clinical Questions: Follow My Lips; PROBLEM IDENTIFICATION; PROBLEM CLARIFICATION; PROBLEM FOCUS; REFERENCES; 8. Integration of Critical Thinking and EBP Into "Routine" Practice; A CASE STUDY IN CRITICAL THINKING; CRITICAL THINKINGA SECOND CASE STUDY IN CRITICAL THINKINGEVIDENCE-BASED PRACTICE; MARRYING THE CONCEPTS; TEACHING STRATEGIES THAT FOSTER CRITICAL THINKING; CASE SCENARIO/CASE STUDY; SOCRATIC METHOD; BEYOND THE SOCRATIC METHOD; COLLABORATIVE LEARNING; COLLABORATIVE LEARNING APPROACH; SUMMARY AND CONCLUSION; NOTE; REFERENCES; 9. Searching the Sea of Evidence: It Takes a Library; PART I; PART II; PART III; PART IV; RESOURCES; 10. Synthesizing Evidence and Separating Apples From Oranges; LEARNING ACTIVITY 1: APPLES, OR APPLES AND ORANGES?; LEARNING ACTIVITY 2: ANSWERING A CLINICAL QUESTION; CLINICAL QUESTIONSEARCH FOR THE EVIDENCETHE EVIDENCE; CRITIQUE OF THE EVIDENCE; IMPLICATIONS FOR PRACTICE; GLOSSARY OF TERMS; REFERENCES; 11. Evaluating Clinical Practice Guidelines; PRACTICAL HINTS; REFERENCES; 12. Teaching Evidence-Based Practice Statistics; A BRIEF BACKGROUND: LITERATURE ON TEACHING STATISTICS; STRATEGY #1: BE POSITIVE; STRATEGY #2: BE LEARNER-FOCUSED; STRATEGY #3: BE RELEVANT; STRATEGY #4: STRESS ACCURACY IN MEASUREMENT AND STATISTICS; STRATEGY #5: BE PERSISTENT AND PATIENT; SUMMARY; REFERENCES; RESOURCES; 13. Teaching Treatment Effectiveness FormulasWHAT DO CLINICAL EFFECTIVENESS FORMULAS MEAN? PART IThis AJN award-winning text is the only book to teach evidence-based practice (EBP) content grounded in a tested philosophy of teaching and learning. It provides the tools, perspective and context for health educators and practitioners to implement evidence-based care practices and evaluate their efficacy. Reflecting four years of successful experiences in helping academic agencies understand and implement EBP, this new edition has been reorganized to include updated information and five new chapters. It stresses the importance of mentorship in creating EBP and illustrates how mentorship can bEvidence-based nursingNursingDecision makingEvidence-based nursing.NursingDecision making.610.730711610.730711Feldman Harriet R896022Levin Rona F1007777MiAaPQMiAaPQMiAaPQBOOK9910972379803321Teaching evidence-based practice in nursing2322494UNINA