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The practical nurse;Hill, Marion Elizabeth Hanley, January 1963 (has links)
Thesis--Michigan State University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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The practical nurse;Hill, Marion Elizabeth Hanley, January 1963 (has links)
Thesis--Michigan State University. / Includes bibliographical references.
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A follow-up study of the graduates of the Upper Bucks County Area Vocational-Technical School Practical Nursing ProgramShegina, Margaret H, January 1972 (has links)
Thesis--Lehigh University. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 123-129).
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A follow-up study of the graduates of the Upper Bucks County Area Vocational-Technical School Practical Nursing ProgramShegina, Margaret H, January 1972 (has links)
Thesis--Lehigh University. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 123-129).
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A study of the relationship of performance ratings to the licensing scores and other selected variables of the graduate practical nurses,Bennett, F. Edward. January 1974 (has links)
Thesis--Southern Illinois University, Dept. of Secondary Education. / Vita. Bibliography: leaves 110-114.
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Vocational choice and satisfactions of licensed practical nursesTreece, Eleanor Mae Walters. January 1967 (has links)
Thesis (Ph. D.)--University of Minnesota. / Bibliography: leaves 162-171.
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Problems and perceptions of practical nursing instructors in relation to their trade and industrial teacher education program /Karr, Donald Lee January 1969 (has links)
No description available.
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"Caracterização da disciplina noções de administração de enfermagem dos cursos de técnico de enfermagem" / Basics of Nursing Administration for Practical Nursing Programs [master´s degree thesis] São Paulo (SP) School of Nursing at University of São PauloKobayashi, Rika Miyahara 13 September 2002 (has links)
Kobayashi RM. Caracterização da disciplina noções de administração de enfermagem dos cursos de técnico de enfermagem. [dissertação] São Paulo (SP): Escola de Enfermagem da USP; 2002 Este estudo, do tipo exploratório e documental, teve como propósitos identificar as competências e os enfoques temáticos descritos nos Planos de Ensino da disciplina Noções de Administração em Enfermagem dos cursos Técnico de Enfermagem. A população foi composta por 26 Planos de Ensino das escolas/cursos, em sua maioria, entidades particulares, que formam Técnicos de Enfermagem já há entre 1 a 5 anos, com turmas de 21 a 30 alunos, nos três turnos. A disciplina em questão era trabalhada em diferentes momentos do curso, com carga horária entre 25 e 50h, ministrada por 1(um) a 2 (dois) docentes nas aulas teóricas e no estágio supervisionado, sendo este último realizado em unidades de internação. Com relação às competências gerais e específicas descritas nos Planos de Ensino, obtivemos que a competência do saber fazer (59%, 54%) e do aprender a conhecer (34%, 45%) prevaleceram sobre a competência do saber ser (7%, 1%) mostrando que o saber fazer ainda é prevalente, mas também aponta que o aprender a conhecer é necessário à instrumentalização para o desenvolvimento do saber fazer. Dentre os resultados, relativos aos enfoques temáticos, foram encontrados os processos de trabalho voltados para a assistência de enfermagem e a estrutura organizacional. Assim, acreditamos que este estudo possa contribuir àqueles que trabalham com a educação profissional em enfermagem, permitindo o repensar as competências profissionais desejadas ao TE, conforme o perfil estabelecido bem como, estimulando a reflexão de como este pode atuar nos processos administrativos, sob supervisão do enfermeiro. Descritores: Educação em enfermagem. Técnicos de enfermagem. Pesquisa em administração de enfermagem / Kobayashi RM. Caracteristics of the Course Basics of Nursing Administration" for Practical Nursing Programs [master´s degree thesis] São Paulo (SP) School of Nursing at University of São Paulo; 2002 This exploratory study was based on course descriptions and aimed at identifying the competences and the topics addressed, as reported in the course description of Basics of Nursing Administration" for Practical Nursing programs. Twenty-six practical nursing programs were studied. Most programs have been offered by private schools/institutions for 1 to 5 years. Twenty-one to thirty students attended these courses, offered in the mornings, afternoons, and evenings. Basics of nursing administration was offered in the beginning, middle or end of the program, depending on the institution, and lasted 25-50 hours. One or two teachers were in charge of both theory and clinical practice, which took place in hospitals, mainly in inpatient units. When both general and specific competences described in the programs were analyzed, the know to do" competence (59%, 54%) and the learn to know" competence (34%, 45%) prevailed against the know to be" competence (7%, 1%). This shows that the know to do" competence prevails in practical nursing programs. It also shows that the learn to know" competence is necessary as a tool for developing the know to do" competence. Findings for topics addressed in the programs, as reported in the course description, show that working processes are aimed at nursing assistance and at organizational structure. Thus, we believe that this study can contribute to those working in the field of professional nursing education as a tool to rethink professional competences required for practical nurses, according to the profile established, The study also encourages us to consider how practical nurses can effectly participate in the administrative processes, under the supervision of a registered nurse. Keywords: Nursing education, practical nursing, nursing management research
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Congruence Among Mathematics Skills Used On The Job By Practical Nurses vs. The Prerequisite Skills Required For Admission Into The Practical Nursing ProgramClary, G H 27 October 2003 (has links)
The standard for evaluating a student's mathematic ability (grade level) for admission to many vocational-technical programs is through the administration of the Tests of Adult Basic Education (TABE). There has come forth a concern from vocational educators, that students entering programs may not be prepared for the mathematics required by the curriculum, even though the student has met the criteria for entry as established by the state curriculum frameworks as evidenced by their scores on a TABE which had recently been administered. Furthermore, questions raised among instructional, administrative and guidance personnel about the congruence of math skills required on the TABE vs. those used by practical nurses on the job supported the need for a study to determine the congruence of these sets of mathematics skills. Using the OMRA inventory developed by David Pucel, the mathematic operations required for job related math applications are indicated by samples collected from active nursing practitioners. Three analysis teams consisting of practical nurses and math experts were established and determined the math operations required for solving the job related math samples collected. The math skills tested by the TABE were then compared to the job related math samples. With the math operations of the variables ranked, the Spearman Rank Correlation was used to evaluate the correlation across the TABE and the mathematic job requirements of practical nursing. Based on 19 math operations identified from the Practical Nursing job math requirements, the results showed that there was little correlation among these two variables (r=. 4974).
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Congurence among mathematics skills used on the job by practical nurses vs. the prerequisite skills required for admission into the practical nursing program [electronic resource] / by G. Hove Clary.Clary, G. Hove. January 2003 (has links)
Title from PDF of title page. / Document formatted into pages; / Thesis (EDS)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Congruence Among Mathematics Skills Used On The Job By Practical Nurses vs. The Prerequisite Skills Required For Admission Into The Practical Nursing Program G.H. Clary ABSTRACT The standard for evaluating a student&softsign;s mathematic ability (grade level) for admission to many vocational-technical programs is through the administration of the Tests of Adult Basic Education (TABE). There has come forth a concern from vocational educators, that students entering programs may not be prepared for the mathematics required by the curriculum, even though the student has met the criteria for entry as established by the state curriculum frameworks as evidenced by their scores on a TABE which had recently been administered. Furthermore, questions raised among instructional, administrative and guidance personnel about the congruence of math skills required on the TABE vs. / ABSTRACT: those used by practical nurses on the job supported the need for a study to determine the congruence of these sets of mathematics skills. Using the OMRA inventory developed by David Pucel, the mathematic operations required for job related math applications are indicated by samples collected from active nursing practitioners. Three analysis teams consisting of practical nurses and math experts were established and determined the math operations required for solving the job related math samples collected. The math skills tested by the TABE were then compared to the job related math samples. With the math operations of the variables ranked, the Spearman Rank Correlation was used to evaluate the correlation across the TABE and the mathematic job requirements of practical nursing. Based on 19 math operations identified from the Practical Nursing job math requirements, the results showed that there was little correlation among these two variables (r=. 4974). / ABSTRACT: Keywords: Practical Nursing, Mathematics Skills, Postsecondary Vocational Education, TABE. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.
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