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Review manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam / / Linda Wilson, Ruth A. Wittmann-Price
| Review manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam / / Linda Wilson, Ruth A. Wittmann-Price |
| Autore | Wilson Linda <1962-> |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | New York, NY : , : Springer Publishing Company, , [2019] |
| Descrizione fisica | 1 online resource (442 pages) : illustrations |
| Disciplina | 610.76 |
| Soggetto topico |
Medicine - Study and teaching - Simulation methods
Simulated patients Simulated patients - Study and teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-8261-3889-6 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910530818503321 |
Wilson Linda <1962->
|
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| New York, NY : , : Springer Publishing Company, , [2019] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Review manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam / / Linda Wilson, Ruth A. Wittmann-Price, editors ; contributors, Deborah S. Arnold [and thirty others]
| Review manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam / / Linda Wilson, Ruth A. Wittmann-Price, editors ; contributors, Deborah S. Arnold [and thirty others] |
| Pubbl/distr/stampa | New York, New York : , : Springer Publishing Company, , 2015 |
| Descrizione fisica | 1 online resource (442 p.) |
| Disciplina | 610.76 |
| Soggetto topico |
Medicine - Study and teaching - Simulation methods
Simulated patients Simulated patients - Study and teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-8261-2012-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Contributors; Foreword; Preface; Acknowledgments; Share Review Manual for the Certified Healthcare Simulation EducatorTM (CHSETM) Exam; Section I: Introduction; Chapter 1: Overview of the Certification Examination, Advanced Certification, and Recertification; Learning Outcomes; Initial Certification; Recertification/renewal of Certification; Advanced Certification; Summary; References; Chapter 2: The Certification Examination Test Plan; Learning Outcomes; Content Area 1: Professional Values and Capabilities
Content Area 2: Demonstrate Knowledge of Simulation Principles, Practice, and MethodologyContent Area 3: Educate and Assess Learners Using Simulation; Content Area 4: Manage Overall Simulation Resources and Environments; Content Area 5: Engage in Scholarly Activities; Practice Questions; References; Chapter 3: Test-taking Strategies; Learning Outcomes; Why Become Certified in Simulation?; Are You a Qualified Candidate to Take the Examination?; How to Prepare for Success; Know Your Equipment/Technology; Become Familiar with Computerized Testing Incorporate Strategies to Ease the Fear of Test AnxietyUse Strategies to be a Savvy Test Taker; Recertification; Practice Questions; References; Section II: Professional Values and Capabilities; Chapter 4: Leadership in Simulation; Learning Outcomes; Knowledge Acquisition; Faculty Training; Faculty Mentorship; Resources for Faculty Development; Advocating for Simulation; Summary; Practice Questions; References; Chapter 5: Special Learning Considerations in Simulation; Learning Outcomes; Diversity in Learning Styles; Diversity in Teaching Styles of Healthcare Educators Culturally Diverse LearnersEffect of Diversity on Simulation Scenarios; Learner and Learning Disabilities; Belongingness; Simulation Learning as a Social Practice; Socialization During Simulation; Practice Questions; References; Section III: Simulation Principles, Practice, and Methodologies; Chapter 6: Educational Theories, Learning Theories, and Special Concepts; Learning Outcomes; Educational Philosophies and Theories; Learning Theories; Pedagogy Versus Andragogy as Educational Concepts; Simulation Learning Frameworks; Realism in Simulation; Learning Domains; Modes of Thinking Critical Thinking and MetacognitionEvidence-based Simulation Practice; Goffman's Theory of Frame Analysis; Theories of Knowing; Deep, Surface, and Strategic Learning; Motivation to Learn; Learner Socialization in the Virtual, Simulation, and Skills Environment; Teaching Simulation; Instructional Objectives and Learning Outcomes; Evaluating SLOs; Innovative Educational Research; Gagne's Conditions of Learning; Learning Activities Used in Simulation Environments; Summary; Practice Questions; References; Chapter 7: Implementing Simulation in the Curriculum; Learning Outcomes Development of a Curriculum |
| Record Nr. | UNINA-9910463515703321 |
| New York, New York : , : Springer Publishing Company, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Review manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam / / Linda Wilson, Ruth A. Wittmann-Price, editors ; contributors, Deborah S. Arnold [and thirty others]
| Review manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam / / Linda Wilson, Ruth A. Wittmann-Price, editors ; contributors, Deborah S. Arnold [and thirty others] |
| Pubbl/distr/stampa | New York, New York : , : Springer Publishing Company, , 2015 |
| Descrizione fisica | 1 online resource (442 p.) |
| Disciplina | 610.76 |
| Soggetto topico |
Medicine - Study and teaching - Simulation methods
Simulated patients Simulated patients - Study and teaching |
| ISBN | 0-8261-2012-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Contributors; Foreword; Preface; Acknowledgments; Share Review Manual for the Certified Healthcare Simulation EducatorTM (CHSETM) Exam; Section I: Introduction; Chapter 1: Overview of the Certification Examination, Advanced Certification, and Recertification; Learning Outcomes; Initial Certification; Recertification/renewal of Certification; Advanced Certification; Summary; References; Chapter 2: The Certification Examination Test Plan; Learning Outcomes; Content Area 1: Professional Values and Capabilities
Content Area 2: Demonstrate Knowledge of Simulation Principles, Practice, and MethodologyContent Area 3: Educate and Assess Learners Using Simulation; Content Area 4: Manage Overall Simulation Resources and Environments; Content Area 5: Engage in Scholarly Activities; Practice Questions; References; Chapter 3: Test-taking Strategies; Learning Outcomes; Why Become Certified in Simulation?; Are You a Qualified Candidate to Take the Examination?; How to Prepare for Success; Know Your Equipment/Technology; Become Familiar with Computerized Testing Incorporate Strategies to Ease the Fear of Test AnxietyUse Strategies to be a Savvy Test Taker; Recertification; Practice Questions; References; Section II: Professional Values and Capabilities; Chapter 4: Leadership in Simulation; Learning Outcomes; Knowledge Acquisition; Faculty Training; Faculty Mentorship; Resources for Faculty Development; Advocating for Simulation; Summary; Practice Questions; References; Chapter 5: Special Learning Considerations in Simulation; Learning Outcomes; Diversity in Learning Styles; Diversity in Teaching Styles of Healthcare Educators Culturally Diverse LearnersEffect of Diversity on Simulation Scenarios; Learner and Learning Disabilities; Belongingness; Simulation Learning as a Social Practice; Socialization During Simulation; Practice Questions; References; Section III: Simulation Principles, Practice, and Methodologies; Chapter 6: Educational Theories, Learning Theories, and Special Concepts; Learning Outcomes; Educational Philosophies and Theories; Learning Theories; Pedagogy Versus Andragogy as Educational Concepts; Simulation Learning Frameworks; Realism in Simulation; Learning Domains; Modes of Thinking Critical Thinking and MetacognitionEvidence-based Simulation Practice; Goffman's Theory of Frame Analysis; Theories of Knowing; Deep, Surface, and Strategic Learning; Motivation to Learn; Learner Socialization in the Virtual, Simulation, and Skills Environment; Teaching Simulation; Instructional Objectives and Learning Outcomes; Evaluating SLOs; Innovative Educational Research; Gagne's Conditions of Learning; Learning Activities Used in Simulation Environments; Summary; Practice Questions; References; Chapter 7: Implementing Simulation in the Curriculum; Learning Outcomes Development of a Curriculum |
| Record Nr. | UNINA-9910787801503321 |
| New York, New York : , : Springer Publishing Company, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Review manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam / / Linda Wilson, Ruth A. Wittmann-Price, editors ; contributors, Deborah S. Arnold [and thirty others]
| Review manual for the Certified Healthcare Simulation EducatorTM (CHSETM) exam / / Linda Wilson, Ruth A. Wittmann-Price, editors ; contributors, Deborah S. Arnold [and thirty others] |
| Pubbl/distr/stampa | New York, New York : , : Springer Publishing Company, , 2015 |
| Descrizione fisica | 1 online resource (442 p.) |
| Disciplina | 610.76 |
| Soggetto topico |
Medicine - Study and teaching - Simulation methods
Simulated patients Simulated patients - Study and teaching |
| ISBN | 0-8261-2012-1 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Title; Copyright; Contents; Contributors; Foreword; Preface; Acknowledgments; Share Review Manual for the Certified Healthcare Simulation EducatorTM (CHSETM) Exam; Section I: Introduction; Chapter 1: Overview of the Certification Examination, Advanced Certification, and Recertification; Learning Outcomes; Initial Certification; Recertification/renewal of Certification; Advanced Certification; Summary; References; Chapter 2: The Certification Examination Test Plan; Learning Outcomes; Content Area 1: Professional Values and Capabilities
Content Area 2: Demonstrate Knowledge of Simulation Principles, Practice, and MethodologyContent Area 3: Educate and Assess Learners Using Simulation; Content Area 4: Manage Overall Simulation Resources and Environments; Content Area 5: Engage in Scholarly Activities; Practice Questions; References; Chapter 3: Test-taking Strategies; Learning Outcomes; Why Become Certified in Simulation?; Are You a Qualified Candidate to Take the Examination?; How to Prepare for Success; Know Your Equipment/Technology; Become Familiar with Computerized Testing Incorporate Strategies to Ease the Fear of Test AnxietyUse Strategies to be a Savvy Test Taker; Recertification; Practice Questions; References; Section II: Professional Values and Capabilities; Chapter 4: Leadership in Simulation; Learning Outcomes; Knowledge Acquisition; Faculty Training; Faculty Mentorship; Resources for Faculty Development; Advocating for Simulation; Summary; Practice Questions; References; Chapter 5: Special Learning Considerations in Simulation; Learning Outcomes; Diversity in Learning Styles; Diversity in Teaching Styles of Healthcare Educators Culturally Diverse LearnersEffect of Diversity on Simulation Scenarios; Learner and Learning Disabilities; Belongingness; Simulation Learning as a Social Practice; Socialization During Simulation; Practice Questions; References; Section III: Simulation Principles, Practice, and Methodologies; Chapter 6: Educational Theories, Learning Theories, and Special Concepts; Learning Outcomes; Educational Philosophies and Theories; Learning Theories; Pedagogy Versus Andragogy as Educational Concepts; Simulation Learning Frameworks; Realism in Simulation; Learning Domains; Modes of Thinking Critical Thinking and MetacognitionEvidence-based Simulation Practice; Goffman's Theory of Frame Analysis; Theories of Knowing; Deep, Surface, and Strategic Learning; Motivation to Learn; Learner Socialization in the Virtual, Simulation, and Skills Environment; Teaching Simulation; Instructional Objectives and Learning Outcomes; Evaluating SLOs; Innovative Educational Research; Gagne's Conditions of Learning; Learning Activities Used in Simulation Environments; Summary; Practice Questions; References; Chapter 7: Implementing Simulation in the Curriculum; Learning Outcomes Development of a Curriculum |
| Record Nr. | UNINA-9910824505903321 |
| New York, New York : , : Springer Publishing Company, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Simulation in healthcare : the journal of the Society for Simulation in Healthcare
| Simulation in healthcare : the journal of the Society for Simulation in Healthcare |
| Pubbl/distr/stampa | Philadelphia, Pa., : Lippincott Williams & Wilkins, 2006- |
| Descrizione fisica | 1 online resource |
| Disciplina | 610.7 |
| Soggetto topico |
Simulated patients
Patient Simulation Computer Simulation |
| Soggetto genere / forma | Periodicals. |
| ISSN | 1559-713X |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910764000703321 |
| Philadelphia, Pa., : Lippincott Williams & Wilkins, 2006- | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Simulation scenarios for nurse educators [[electronic resource] ] : making it real / / Suzanne Hetzel Campbell, Karen M. Daley, editors
| Simulation scenarios for nurse educators [[electronic resource] ] : making it real / / Suzanne Hetzel Campbell, Karen M. Daley, editors |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | New York, : Springer, c2013 |
| Descrizione fisica | 1 online resource (569 p.) |
| Disciplina | 610.73071/1 |
| Altri autori (Persone) |
CampbellSuzanne Hetzel
DaleyKaren M |
| Soggetto topico |
Nursing - Study and teaching - Simulation methods
Simulated patients |
| Soggetto genere / forma | Electronic books. |
| ISBN | 0-8261-9327-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Formal 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 Conceptual 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 6: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 Reserving 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 D. Introduction of Scenario to Include Setting the Scene, Technology Used, Objectives, and Description of Participants |
| Record Nr. | UNINA-9910462996903321 |
| New York, : Springer, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Simulation scenarios for nurse educators [[electronic resource] ] : making it real / / Suzanne Hetzel Campbell, Karen M. Daley, editors
| Simulation scenarios for nurse educators [[electronic resource] ] : making it real / / Suzanne Hetzel Campbell, Karen M. Daley, editors |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | New York, : Springer, c2013 |
| Descrizione fisica | 1 online resource (569 p.) |
| Disciplina | 610.73071/1 |
| Altri autori (Persone) |
CampbellSuzanne Hetzel
DaleyKaren M |
| Soggetto topico |
Nursing - Study and teaching - Simulation methods
Simulated patients |
| ISBN | 0-8261-9327-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Formal 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 Conceptual 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 6: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 Reserving 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 D. Introduction of Scenario to Include Setting the Scene, Technology Used, Objectives, and Description of Participants |
| Record Nr. | UNINA-9910786147303321 |
| New York, : Springer, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Simulation scenarios for nurse educators : making it real / / Suzanne Hetzel Campbell, Karen M. Daley, editors
| Simulation scenarios for nurse educators : making it real / / Suzanne Hetzel Campbell, Karen M. Daley, editors |
| Edizione | [2nd ed.] |
| Pubbl/distr/stampa | New York, : Springer, c2013 |
| Descrizione fisica | 1 online resource (569 p.) |
| Disciplina |
610.73071/1
610.730711 |
| Altri autori (Persone) |
CampbellSuzanne Hetzel
DaleyKaren M |
| Soggetto topico |
Nursing - Study and teaching - Simulation methods
Simulated patients |
| ISBN | 0-8261-9327-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; 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
Formal 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 Conceptual 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 6: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 Reserving 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 D. Introduction of Scenario to Include Setting the Scene, Technology Used, Objectives, and Description of Participants |
| Record Nr. | UNINA-9910814403103321 |
| New York, : Springer, c2013 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Using simulation in assessment and teaching : OSCE adapted for social work / / Marion Bogo [and three others]
| Using simulation in assessment and teaching : OSCE adapted for social work / / Marion Bogo [and three others] |
| Autore | Bogo Marion |
| Pubbl/distr/stampa | Alexandria, Virginia : , : CSWE Press, , 2014 |
| Descrizione fisica | 1 online resource (224 p.) |
| Disciplina | 361.3/2 |
| Soggetto topico |
Social work education - United States
Social workers - Training of - United States Simulated patients |
| ISBN | 0-87293-184-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Front ""; ""CONTENTS""; ""CHAPTER 1""; ""CHAPTER 2""; ""CHAPTER 3""; ""CHAPTER 4""; ""CHAPTER 5""; ""INDEX"" |
| Record Nr. | UNINA-9910787136803321 |
|
Bogo Marion
|
||
| Alexandria, Virginia : , : CSWE Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Using simulation in assessment and teaching : OSCE adapted for social work / / Marion Bogo [and three others]
| Using simulation in assessment and teaching : OSCE adapted for social work / / Marion Bogo [and three others] |
| Autore | Bogo Marion |
| Pubbl/distr/stampa | Alexandria, Virginia : , : CSWE Press, , 2014 |
| Descrizione fisica | 1 online resource (224 p.) |
| Disciplina | 361.3/2 |
| Soggetto topico |
Social work education - United States
Social workers - Training of - United States Simulated patients |
| ISBN | 0-87293-184-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | ""Front ""; ""CONTENTS""; ""CHAPTER 1""; ""CHAPTER 2""; ""CHAPTER 3""; ""CHAPTER 4""; ""CHAPTER 5""; ""INDEX"" |
| Record Nr. | UNINA-9910812710403321 |
|
Bogo Marion
|
||
| Alexandria, Virginia : , : CSWE Press, , 2014 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
