LEADER 05280nam 2200637Ia 450 001 9910462327403321 005 20200520144314.0 010 $a0-8261-4813-1 035 $a(CKB)2670000000276896 035 $a(EBL)1069791 035 $a(OCoLC)818848187 035 $a(SSID)ssj0000757063 035 $a(PQKBManifestationID)12351514 035 $a(PQKBTitleCode)TC0000757063 035 $a(PQKBWorkID)10754513 035 $a(PQKB)11083682 035 $a(MiAaPQ)EBC1069791 035 $a(Au-PeEL)EBL1069791 035 $a(CaPaEBR)ebr10627451 035 $a(CaONFJC)MIL539647 035 $a(EXLCZ)992670000000276896 100 $a20120710d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTeaching evidence-based practice in nursing$b[electronic resource] /$fRona F. Levin, Harriet R. Feldman, editors 205 $a2nd ed. 210 $aNew York $cSpringer Pub.$dc2013 215 $a1 online resource (433 p.) 300 $aDescription based upon print version of record. 311 $a0-8261-4812-3 320 $aIncludes bibliographical references and index. 327 $aCover; 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 WORKSHOPS 327 $aSTRATEGY 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 DATA 327 $aEXTERNAL 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 THINKING 327 $aA 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 QUESTION 327 $aSEARCH 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 Formulas 327 $aWHAT DO CLINICAL EFFECTIVENESS FORMULAS MEAN? PART I 330 $aThis 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 b 606 $aEvidence-based nursing 606 $aNursing$xDecision making 608 $aElectronic books. 615 0$aEvidence-based nursing. 615 0$aNursing$xDecision making. 676 $a610.730711 701 $aFeldman$b Harriet R$0896022 701 $aLevin$b Rona F$01007777 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462327403321 996 $aTeaching evidence-based practice in nursing$92322494 997 $aUNINA LEADER 01801nam 2200529 450 001 9910464790403321 005 20200520144314.0 010 $a0-85728-428-2 035 $a(CKB)3710000000083211 035 $a(EBL)3001968 035 $a(SSID)ssj0001336324 035 $a(PQKBManifestationID)11747958 035 $a(PQKBTitleCode)TC0001336324 035 $a(PQKBWorkID)11297035 035 $a(PQKB)10848983 035 $a(MiAaPQ)EBC3001968 035 $a(Au-PeEL)EBL3001968 035 $a(CaPaEBR)ebr10828259 035 $a(CaONFJC)MIL876033 035 $a(OCoLC)872671165 035 $a(EXLCZ)993710000000083211 100 $a20110420d2011 uy| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEdward FitzGerald's Ruba?iya?t of Omar Khayya?m $ea famous poem and its influence /$fedited by William H. Martin and Sandra Mason 210 1$aLondon ;$aNew York :$cAnthem Press,$d2011. 215 $a1 online resource (182 p.) 225 1 $aAnthem Nineteenth-Century 300 $aDescription based upon print version of record. 311 $a0-85728-770-2 320 $aIncludes bibliographical references and index. 327 $apart 1. Edward FitzGerald's Ruba?iya?t of Omar Khayya?m -- part 2. The Ruba?iya?t, its story and its influence -- part 3. Further notes and references. 410 0$aAnthem Nineteenth-Century 608 $aElectronic books. 676 $a891/.5511 701 $aMartin$b W. H$g(William Henry),$f1927-$0949609 701 $aMason$b Sandra$0949610 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910464790403321 996 $aEdward FitzGerald's Ruba?iya?t of Omar Khayya?m$92146401 997 $aUNINA LEADER 02930nam 2200673 a 450 001 996204971103316 005 20230721030329.0 010 $a0-19-969498-2 010 $a1-281-85236-8 010 $a9786611852368 010 $a0-19-153753-5 035 $a(CKB)1000000000393467 035 $a(EBL)728846 035 $a(OCoLC)226969103 035 $a(SSID)ssj0000088144 035 $a(PQKBManifestationID)11110605 035 $a(PQKBTitleCode)TC0000088144 035 $a(PQKBWorkID)10071285 035 $a(PQKB)10657385 035 $a(StDuBDS)EDZ0000073591 035 $a(MiAaPQ)EBC728846 035 $a(MiAaPQ)EBC7034734 035 $a(Au-PeEL)EBL7034734 035 $a(EXLCZ)991000000000393467 100 $a20070823d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aMaking time for the past$b[electronic resource] $elocal history and the polis /$fKatherine Clarke 210 $aOxford $cOxford University Press$d2008 215 $a1 online resource (423 p.) 300 $aDescription based upon print version of record. 311 $a0-19-171058-X 311 $a0-19-929108-X 320 $aIncludes bibliographical references (p. [372]-389) and indexes. 327 $aContents; List of Abbreviations; I: Introduction; II: Making a business of time; III: The world outside the polis; IV: 'City is history incarnate': writing the past of the polis; V: Persuasion and plausibility: history and rhetoric in the polis; VI: Time for the polis: audiences and contexts; Epilogue; References; Subject Index; Index of Passages Discussed 330 $aThis book has two main and connected themes - the conception and articulation of time in the Greek world and the creation of history, especially in the context of the Greek city. Both how time is expressed and how the past is presented have often been seen as reflections of society. 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