Nursing program evaluation model; Promoting excellence; Visionary caring leadership
Indexed keywords
ACCREDITATION;
ARTICLE;
CURRICULUM;
EDUCATIONAL MODEL;
EMPATHY;
HEALTH CARE QUALITY;
HUMAN;
LEADERSHIP;
METHODOLOGY;
MODEL;
NURSING EDUCATION;
NURSING EVALUATION RESEARCH;
ORGANIZATION;
ORGANIZATION AND MANAGEMENT;
PRACTICE GUIDELINE;
PROFESSIONAL COMPETENCE;
PROGRAM DEVELOPMENT;
UNITED STATES;
ACCREDITATION;
CURRICULUM;
EDUCATION, NURSING, BACCALAUREATE;
EMPATHY;
FACULTY, NURSING;
GUIDELINES AS TOPIC;
HUMANS;
LEADERSHIP;
MODELS, EDUCATIONAL;
MODELS, NURSING;
NURSING EDUCATION RESEARCH;
NURSING EVALUATION RESEARCH;
ORGANIZATIONAL OBJECTIVES;
PROFESSIONAL COMPETENCE;
PROGRAM DEVELOPMENT;
PROGRAM EVALUATION;
UNITED STATES;
Defining Scholarship for the Discipline of Nursing. Position Statement. (accessed 05.03.08.)
American Association of Colleges of Nursing, 1999. Defining Scholarship for the Discipline of Nursing. Position Statement. (accessed 05.03.08.). http://www.aacn.nche.edu/Publications/postions/scholar.htm.
Hallmarks of Quality and Patient Safety: Recommended Baccalaureate Competencies and Curricular Guidelines to assure High Quality and Safe Patient Care. (accessed 05.03.08.)
American Association of Colleges of Nursing, 2006. Hallmarks of Quality and Patient Safety: Recommended Baccalaureate Competencies and Curricular Guidelines to assure High Quality and Safe Patient Care. (accessed 05.03.08.). http://www.aacn.nche.edu?Education?PSHallmarks.htm.
American Association of Colleges of Nursing, Washington, DC
American Association of Colleges of Nursing The Essentials of Baccalaureate Education for Professional Nursing Practice 2008, American Association of Colleges of Nursing, Washington, DC.
Who enters nursing schools and why do they choose nursing? A comparison with female non-nursing students using longitudinal data. Nurse Education Today, doi:10.1016/j.nedt.2009.07.009
Cho, S.-H., Jung, S., Sunyoung, J., 2009. Who enters nursing schools and why do they choose nursing? A comparison with female non-nursing students using longitudinal data. Nurse Education Today, 1-7. doi:10.1016/j.nedt.2009.07.009.
Program outcome data: what do we measure? What does it mean? How does it lead to improvement?
Dulski L., Kelly M., Carroll S. Program outcome data: what do we measure? What does it mean? How does it lead to improvement?. Quality Management of Health Care 2006, 15(4):296-299.
Involving the stakeholders in the curriculum process: a recipe for success? Nurse Education Today, doi:10.1016/j.nedt.2009.05.017
Keogh, J., Fourie, W., Watson, S., 2009. Involving the stakeholders in the curriculum process: a recipe for success? Nurse Education Today, 1-7. doi:10.1016/j.nedt.2009.05.017.
