LEADER 05498nam 2200637Ia 450 001 9910462996903321 005 20211103003224.0 010 $a0-8261-9327-7 035 $a(CKB)2670000000331150 035 $a(EBL)1123486 035 $a(OCoLC)828793701 035 $a(SSID)ssj0000834139 035 $a(PQKBManifestationID)12446797 035 $a(PQKBTitleCode)TC0000834139 035 $a(PQKBWorkID)10936511 035 $a(PQKB)10855181 035 $a(MiAaPQ)EBC1123486 035 $a(Au-PeEL)EBL1123486 035 $a(CaPaEBR)ebr10657467 035 $a(CaONFJC)MIL539646 035 $a(EXLCZ)992670000000331150 100 $a20120918d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSimulation scenarios for nurse educators$b[electronic resource] $emaking it real /$fSuzanne Hetzel Campbell, Karen M. Daley, editors 205 $a2nd ed. 210 $aNew York $cSpringer$dc2013 215 $a1 online resource (569 p.) 300 $aDescription based upon print version of record. 311 $a0-8261-9326-9 320 $aIncludes bibliographical references and index. 327 $aCover; Title; Copyright; Dedication; Contents; Contributors; Foreword; Preface; Acknowledgments; Part I: Setting the Foundation for Simulation; 1:Simulation-Focused Pedagogy for Nursing Education; The Challenge of Teaching in the 21st Century; Role of Simulation in Nursing Education; Theoretical and Conceptual Issues in Nursing Education; Learning in the Digital Culture; Conclusion; References; 2:Integrating Simulation-Focused Pedagogy Into Curriculum; Simulation: The Missing Piece; Essential Tool Kit for Success: Persistence, Vision, and Patience; Faculty Factor; Clinical Versus Simulation 327 $aFormal Curricular Change Versus Integration into the Existing CurriculumEstablishing the Fit Across the Curriculum; Evidence-Based Practice; Benefits Across the Curriculum; References; 3:Enhancing Communication Skills Through Simulations; Intrapersonal, Interpersonal, and Small-Group Communication; Health Communication in Scenarios Checklist; References; 4:Faculty Learning Communities: An Innovative Approachto Faculty Development; One School's Story; Relationship to University Initiatives; Overview of Faculty Learning Communities; How the Nursing Faculty Learning Community Functioned 327 $aConceptual and Practical IssuesOutcomes of the School of Nursing Faculty Learning Community; Future Directions; References; 5:Building a Learning Resource Center; Envisioning a Center; Learning Resource Room Operating Room Center Essentials for Simulation Learning; Karen's First Story: Western Connecticut State University Experience; Dollars, Donations, and Finances; Karen's Davenport University Simulation Experience; Diana and Suzanne's Story: Fairfield University School of Nursing's Experience; Maintenance and Updating/Upgrading: Challenge of Continuous Funding; Conclusion; References 327 $a6:Lights, Camera, Action! The Process of Evaluating, Acquiring, and Implementing an Audio/Visual Capturing Solution to Enhance LearningProcess for Determining an Audio/Visual Capturing Solution; Vendor Selection; Camera, Microphone, and Control Room Placement; Learner-Centered Simulation Center; Guidelines, Policies, and Procedures to Effectively Manage a Simulation Suite; Conclusion; Villanova University College of Nursing Learning Resource Center Consent Form; Drexel University Center for Interdisciplinary Clinical Simulation and Practice General Policies and Procedures 327 $aReserving the Simulation CenterPolicy for Human Patient Simulation (HPS); Policy for Standardized Patient Lab; References; Part II: Innovative Simulation Scenarios in Diverse Settings for Diverse Students; 7:Tune Into Simulation Through Physical Examination; A. Discussion of Implementation of Simulation-Based Pedagogy in Each Contributor's Individualized Teaching; B. Description of Educational Materials Available in Your Teaching Area and Relative to Your Specialty; C. Specific Objectives for Simulation Utilization Within a Specific Course and the Overall Program 327 $aD. Introduction of Scenario to Include Setting the Scene, Technology Used, Objectives, and Description of Participants 330 $a""The passion, caring, and inspiration of the authors are reflected and demonstrated in each and every chapter Compiling all of the authors' lessons learned, teaching-learning strategies, and in-depth research and exploration of their topics, this book is an excellent guide for nursing faculty just getting started with simulations or is validation for faculty who are already using this pedagogy."". From the Foreword by Pamela R. Jeffries , PhD, RN, FAAN, ANEF. Professor, Associate Dean for Academic Affairs. Johns Hopkins University School of Nursing. This second edition of an acclaimed book fo 606 $aNursing$xStudy and teaching$xSimulation methods 606 $aSimulated patients 608 $aElectronic books. 615 0$aNursing$xStudy and teaching$xSimulation methods. 615 0$aSimulated patients. 676 $a610.73071/1 701 $aCampbell$b Suzanne Hetzel$01042338 701 $aDaley$b Karen M$01042339 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462996903321 996 $aSimulation scenarios for nurse educators$92466509 997 $aUNINA LEADER 01762nam 2200349Ia 450 001 996386112103316 005 20200824132705.0 035 $a(CKB)4940000000080226 035 $a(EEBO)2240903714 035 $a(OCoLC)ocm13144680e 035 $a(OCoLC)13144680 035 $a(EXLCZ)994940000000080226 100 $a19860212d1685 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 14$aThe laws and acts made in the first Parliament of our most high and dread soveraign James VII by the grace of God, King of Scotland, England, France and Ireland, defender of the faith$b[electronic resource] $eholden at Edinburgh the twenty third day of April 1685, by His Grace William Duke of Queensberry ..., His Majesties High Commissioner for holding this Parliament, by vertue of a commission under His Majesties great seal of this kingdom : with the special advice and consent of the Estates of Parliament /$fcollected and extracted from the registers and records of Parliament, by George Viscount of Tarbet, Lord McLeod, and Castle-haven, &c. .. 210 $aEdinburgh $cPrinted by the heir of Andrew Anderson ...$d1685 215 $a[2], 39, [3] p 300 $aReproduction of original in Huntington Library. 330 $aeebo-0113 606 $aLaw$zScotland 615 0$aLaw 701 $aCromarty$b George Mackenzie$cEarl of,$f1630-1714.$0713885 712 02$aScotland.$bParliament. 801 0$bEAA 801 1$bEAA 801 2$bm/c 801 2$bWaOLN 906 $aBOOK 912 $a996386112103316 996 $aThe laws and acts made in the first Parliament of our most high and dread soveraign James VII by the grace of God, King of Scotland, England, France and Ireland, defender of the faith$92333530 997 $aUNISA LEADER 03568nam 2200673z- 450 001 9910619477903321 005 20241007120038.0 010 $a1-928424-13-9 035 $a(CKB)4100000011658259 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/93337 035 $a(Perlego)3511871 035 $a(EXLCZ)994100000011658259 100 $a20220518d2017 uy | 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aIn pursuit of societal harmony $eReviewing the experiences and approaches in officially monolingual and officially multilingual countries 210 $aBloemfontein$cUJ Press$d2017 215 $a1 electronic resource (205 p.) 311 08$a1-928424-12-0 330 $aIn pursuit of societal harmony: Reviewing the experiences and approaches in officially monolingual and officially multilingual countries contains a selection of papers on language legislation that were presented at the International Conference on Language Policy in Multicultural and Multilingual Settings, Mandalay, Myanmar, 8-11 February 2016. The editors, both members of the International Academy of Language Law / Académie internationale de droit linguistique, brought together presentations that deal with language legislation and practices in Europe, Asia, Africa and North America. The contributions show that the post-communist trend in language policy has been vastly represented by attempts to eliminate the language, and even the cultural legacy, of the formerly hegemonic nation/s in countries emerging after the collapse of the system. In doing so officials in these countries tend to link the harmonisation of a diverse society with the idea of homogenising its population, and prioritising the cultural legacy of the titular nation. In contrast, some post-colonial countries are more tolerant of the language of their colonisers but consequently do not sufficiently promote the institutionalisation of their indigenous languages. Furthermore, the absence of visible efforts to follow any legal pattern in this regard often result in a communication gap between government and the various communities. 606 $aHistorical & comparative linguistics$2bicssc 606 $aEducation & the law$2bicssc 610 $aLanguage 610 $aLanguage Rights 610 $aMulticultural society 610 $aPolicy 610 $aPost-colonial and comparative perspectives 610 $alanguage legislation 610 $aUkraine 610 $aSouth Africa 610 $aLanguage policies 610 $aaccess to information services 610 $aOntario 610 $aBurkina Faso 610 $aMacau 610 $amultilingual language policy 610 $aMalaysia 610 $aPost-Soviet and Post-Communist studies 610 $aLinguistic landscape in Azerbaijan 610 $aNation building and bilingualism in Latvia 610 $aideologies of language 610 $aCroatia 610 $aLithuania 610 $aconference proceedings 610 $anational cultural heritage 610 $aethnic composition 615 7$aHistorical & comparative linguistics 615 7$aEducation & the law 700 $aA'Beckett$b Ludmilla$4edt$01325528 702 $aDu Plessis$b Theo$4edt 702 $aA'Beckett$b Ludmilla$4oth 702 $aDu Plessis$b Theo$4oth 906 $aBOOK 912 $a9910619477903321 996 $aIn pursuit of societal harmony$94367049 997 $aUNINA