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Bridging the Interpersonal Gap.
Retrieved June 9, 2017 from http://www.bridgingagap.com/Bridging%20the%20Gap%20Videos/Relationship_Videos/Entries/2007/1/21_3._Interpersonal_Gap_(8%3A17).html
Conscious competence learning model.
Retrieved June 21, 2017 from http://www.businessballs.com/consciouscompetencelearningmodel.htm
Questioning techniques.
Retrieved June 8, 2017 from http://www.mindtools.com/pages/article/newTMC_88.htm
Probing questions. Retrieved June 8, 2017 from http://changingminds.org/techniques/questioning/probing_questions.htm
Giving and Receiving Feedback. Retrieved June 5, 2017 from https://www.skillsyouneed.com/ips/feedback.html
Basic Guidelines for Giving Feedback. Retrieved June 5, 2017 from http://www.managementhelp.org/commskls/feedback/basc_gde.htm
Al-Azawei, A., Serenelli, F., Lundqvist, K. (2012) Universal Design for Learning (UDL): A Content Analysis of Peer-Reviewed Journal Papers from 2012 to 2015. Journal of the Scholarship of Teaching and Learning. 16(3): 39-56.
Allan, H., Smith, P., O’Driscoll, M. (2011). Experiences of supernumeracy status and the hidden curriculum in nursing: a new twist in the theory-practice gap? Journal of Clinical Nursing. 20, 847-855.
Armstrong, J. (2011) Natural learning in higher education. Scholarly Commons Retrieved June 5, 2017 from http://repository.upenn.edu/marketing_papers/140
Baker, G. et al (2004).The Canadian adverse events study: the incidence of adverse events among hospital patients in Canada. CMAJ. 170(11): 1678-86.
Beck, C. (1993). Nursing students’ initial clinical experience: a phenomenological study. International Journal of Nursing Studies. 30(6):489-497.
Bens, I. (2005), Facilitating with Ease, Jossey-Bass:Toronto.
Berkley Educational Guide. Retrieved June 5, 2017 from gsi.berkeley.edu/gsi-guide-contents/learning-theory-research
Bisholt, B., Ohlsson, U., Engström, A. K., Johansson, A. S., & Gustafsson, M. (2014). Nursing students’ assessment of the learning environment in different clinical settings. Nurse Education In Practice. 14: 304-310. doi:10.1016/j.nepr.2013.11.005
Brookfield, S. (2015). The Skillful Teacher: On Trust, Technique and Responsiveness in the Classroom. 2nd ed. San Francisco: Jossey-Bass.
Butterworth, T., Bell, L., Jackson, C., Pajnkihar, M. (2008). Wicked spell or magic bullet? A review of the clinical supervision literature 2001-2007. Nurse Education Today. 28: 264-272. doi.org/10.1016/j.nedt.2007.05.004
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA:Author
Chinmaya, A.; Vargo, J. (1979). Improving communication: the ideas of John Wallen. Canadian Counsellor. 13(3):152-156.
Crosby, R. P. (2013). T-group as cutting edge: today? really?. OD Practitioner. 45(4): 55-60.
Covey, S. (2004) the 7 Habits of Highly Effective People. Free Press.
Dunlap, J., Dobrovolny, J., Young, D. (2008). Preparing e-learning designers using Kolb’s model of experiential learning. Innovate: Journal of Online Education. 4(4): 1-6.
DeBres, J.K. & Lewallen, L.P. (2014) To pass or to fail? Understanding the process used by nurse educators in the clinical setting. Nurse Education Today. 34(4), 631-636, doi:10.1016/jnedt,2013.05.014
DeBrew, JK & Lewallen, LP. (2014). To pass or to fail? Understanding the process used by nurse educators in the clinical setting. Nurse Education Today. 34(4): 631-636. doi:10.1016/j.nedt.2013.05.014
Di Vito-Thomas, P. (2005) Nursing student stories on learning how to think like a nurse. Nurse Educator. 30(3):133-136.
Eagleton, M. (2015). Universal Design for Learning. Research Starters: Education (Online Edition).
Ebright, P., Urden, L., Patterson, E., Chalko,B.,(2004) Themes surrounding novice nurse near-miss and adverse-event situations. JONA. 34(11): 531-538.
Elder, L. & Paul, R. the Universal Intellectual Standards. Retrieved June
7, 2017 from Critical Thinking Community http://www.criticalthinking.org/pages/universal-intellectual-standards/527
Elliott, M (2002). The clinical environment: a source of stress for undergraduate nurses. Australian Journal of Advanced Nursing. 20(1): 34-38.
Evans, J. (2008), Managing the Difficult Conversation – Giving and Receiving Feedback.
Retrieved June 8, 2017 from http://professionalandmanagerialgroup.dal.ca/DPMG%20Conference%202008/joan-evans.ppt
Evans, W., & Kelly, B. (2004). Pre-registration diploma student nurse stress and coping measures. Nurse Education Today. 24: 473-482. doi:10.1016/j.nedt.2004.05.004
Fischer, K. W., & Pare-Blagoev, J. (2000). From Individual Differences to Dynamic Pathways of Development. Child Development, 71(4), 850-53.
Friesen, S. (2009). What did you do in school today? Teaching Effectiveness: A Framework and Rubric. Toronto: Canadian Education Association.
Gardner, H. (2006). Multiple Intelligences: New Horizons. New York: Basic Books.
Gonzales L., Glaser D., Ward J., et al. (2017). Assessing learning styles of graduate entry nursing students as a classroom research activity: A quantitative research study. Nurse Education Today. 48:55-61.
Grow, G. O. (1991/1996). Teaching Learners to be Self-Directed. Adult Education Quarterly. 41(3): 125-149. Expanded version available online at: http://www.longleaf.net.
Haley, J. E. (2007). Experience shown to affect communication skills of nurse case managers. Care Management Journals. 8(2): 50-57.
James J. (2013). A new, evidence-based estimate of patient harms associated with hospital care. J Patient Saf. 9(3): 122-128.
Jessee M., Tanner C.(2016). Pursuing improvement in clinical reasoning: development of the clinical coaching interactions inventory. J Nurs Educ. 55(9): 495-504. doi: 10.3928/01484834-20160816-03.
Kneebone, R., Kidd, J., Nestel, D., Asvall, S., Paraskeva, P., & Darzi, A. (2002). An innovative model for teaching and learning clinical procedures. Medical education, 36(7), 628-634.
Koharchik, L., Redding, S. (2016). Strategies for successful clinical teaching. Am J Nurs 116(7): 62-65.
Koharchik L., Weideman Y., Walters C., Hardy E. (2015). Evaluating nursing students’ clinical performance. Am J Nurs. 115(10): 64-7. doi: 10.1097/01.NAJ.0000471947.66986.4a.
Kolb, D. (2015). Experiential learning : experience as the source of learning and development. 2nd ed. Upper Saddle River, New Jersey : Pearson Education, Inc.
Kolb, A., Kolb, D. (2005) Learning styles and learning spaces : enhancing experiential learning In higher education. Academy of Management Learning & Education. 4(2): 193-212.
Larkin & Miles, Ceiling Lift Coaching Workshop – Vancouver Coastal Health 2008
Lasater, K. (2011) Clinical judgment: The last frontier for evaluation Nurse Education in Practice. 11: 86-92. doi:10.1016/j.nepr.2010.11.013
Leonard, M., Graham, S., Bonacum, D. (2004) The human factor: the critical importance of effective teamwork and communication in providing safe care. Quality and Safety in Health Care. 13: i85-i90
Maule, T. (2001). Studying judgments; some comments and suggestions for future research. Thinking and Reasoning. 7: 91-102.
Ming Su, W., Osisek, P., Starnes, B. (2005) Using the revised bloom’s taxonomy in the clinical laboratory : thinking skills involved in diagnostic reasoning. Nurse Educator. 30(3): 117-122.
Minnesota State University Mankato. Clinical Questioning. Retrieved June 7, 2017 from http://ahn.mnsu.edu/nursing/facultyformsandinfo/clinicalquestioning.pdf
Our long journey towards a safety-minded Just Culture – Part II
https://www.ismp.org/newsletters/acutecare/articles/20060921.asp
Paul, R. & Elder,L. (2007) Critical thinking: the art of socratic questioning. Journal of Developmental Education. 31(1): 36-37
Rabøl, L., Andersen, M., Østergaard, D. et al. (2011). Descriptions of verbal communication errors between staff. An analysis of 84 root cause analysis-reports from Danish hospitals. Quality and Safety in Health Care. 20: 268-274.
Reader, T., Flin, R., Cuthbertson, B..(2007) Communication skills and error in the intensive care unit. Current Opinion in Critical Care: 13 (6): 732–736.
Schwartz, M. S., & Fischer, K. W. (2006). Useful metaphors for tackling problems in teaching and learning. About Campus, 11(1), 2-9.
Sorensen, H., Yankech, L., (2008) Precepting in the fast lane: improving critical thinking in new graduate nurses. Journal of Continuing Education in Nursing. 39(5): 208-216.
Stevanin S., et al. (2015). Knowledge and competence with patient safety as perceived by nursing students: The findings of a cross-sectional study. Nurse Education Today 35(8): 926-934.
Tamuz, M. and Harrison, M. I. (2006), Improving patient safety in hospitals: contributions of high-reliability theory and normal accident theory. Health Services Research. 41: 1654–1676.
Valiee, S., Moridi, G., Khaledi, S., & Garibi, F. (2016). Nursing students’ perspectives on clinical instructors’ effective teaching strategies: A descriptive study. Nurse Education In Practice. 16: 258-262. doi:10.1016/j.nepr.2015.09.009
VIHA, Musculoskeletal Injury Prevention Program. 2008
Weinstein N. Learning Styles. Research Starters: Education [serial online]. January 2017;Available from: Research Starters, Ipswich, MA. Accessed June 21, 2017.
Wolff, A., Pesut, B., & Regan, S. (2010) New graduate nurse practice readiness: Perspectives on the context shaping our understanding and expectations. Nurse Education Today. 30: 187-191.