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Purposive Learning01:22

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Microbial communities are dynamic environments where cell lysis releases free DNA into the surroundings. Other cells can take up this extracellular DNA through a process known as transformation.When a cell incorporates this foreign DNA into its genome, resulting in genetic modification, the process is known as transformation. Cells capable of this process are termed competent. Competence can be natural, as observed in certain bacteria and archaea, or artificially induced in the...
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Models, Theories, and Laws01:16

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Scientists frequently use models to help them comprehend a specific collection of phenomena. In physics, a model is a condensed version of a physical system that is too complex to study thoroughly. One such example is the light wave model; unlike water waves, light waves are typically invisible to us. Nonetheless, it is helpful to think of light as being composed of waves, since investigations show that light behaves like water waves. Since it is impossible to visually see what is genuinely...
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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Shared Curriculum Model: A Promising Practice for Education Transformation.

Liz Close, Mary Sue Gorski, Maureen Sroczynski

    The Journal of Nursing Education
    |December 15, 2015
    PubMed
    Summary
    This summary is machine-generated.

    The shared curriculum model facilitates seamless academic progression for nursing education. This approach ensures vital nursing content is integrated across Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) programs.

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    Area of Science:

    • Nursing Education
    • Curriculum Development
    • Academic Progression

    Background:

    • Identified as a successful model for academic progression in nursing.
    • Developed through a consensus-building process by The Future of Nursing: Campaign for Action.
    • Supported by the Robert Wood Johnson Foundation, AARP, and AARP Foundation.

    Purpose of the Study:

    • To describe the shared curriculum model for seamless academic progression.
    • To highlight its practical and sustainable approach for ADN-to-BSN pathways.
    • To emphasize the importance of coordinated curriculum adjustments.

    Main Methods:

    • Simultaneous revision of ADN and BSN curricula or targeted adjustments.
    • Systematic vetting of prerequisites, corequisites, and degree requirements.
    • Standardization of expectations for professional practice and baccalaureate nursing knowledge.

    Main Results:

    • Successful implementation examples of state and regional ADN-to-BSN programs are presented.
    • Demonstrates the model's effectiveness in creating unified academic progression.
    • Highlights the integration of essential nursing content across degree levels.

    Conclusions:

    • The shared curriculum model offers a practical and sustainable solution for seamless ADN-to-BSN academic progression.
    • Effective coordination of curricula ensures vital nursing content and prepares graduates for practice.
    • This model supports efficient and effective pathways for nursing professionals.