Effective use of interpreters by family nurse practitioner students: Is didactic curriculum enough?

Journal of the American Academy of Nurse Practitioners

Volumn 23, Issue 5, 2011, Pages 233-238

  Phillips, Susanne J ^a   Lie, Desiree ^b   Encinas, Jennifer ^b   Ahearn, Carol Sue ^b   Tiso, Susan ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Communication; Education; Nurse practitioners; Students

Indexed keywords

ARTICLE; COMMUNICATION DISORDER; CURRICULUM; EDUCATION; EDUCATIONAL STATUS; FEMALE; GENERAL PRACTICE; HUMAN; INTERPERSONAL COMMUNICATION; MALE; METHODOLOGY; NURSE PRACTITIONER; NURSING EDUCATION; NURSING STUDENT; PSYCHOLOGICAL ASPECT; STATISTICS; TIME; UNITED STATES;

CALIFORNIA; COMMUNICATION; COMMUNICATION BARRIERS; CURRICULUM; EDUCATION, NURSING, GRADUATE; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; FAMILY PRACTICE; FEMALE; HUMANS; MALE; NURSE PRACTITIONERS; STATISTICS AS TOPIC; STUDENTS, NURSING; TIME FACTORS;

EID: 79955136570     PISSN: 10412972     EISSN: 17457599     Source Type: Journal    
DOI: 10.1111/j.1745-7599.2011.00612.x     Document Type: Article

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