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Nurse Education in Practice|February 19, 2025
Application of a dual-track teaching model combining CBL and TBL based on the BOPPPS model in trauma care nursing trainingSa Wang, Zuojia Wu, Jing Chen, et al.Nurse Education in Practice|August 8, 2024
Promoting inclusion for disabled students in healthcare education: Using research-based theatre to enhance knowledge and empathyYael Mayer, Laen Dov Hershler, Laura Yvonne Bulk, et al.Nurse Education in Practice|August 7, 2024
Intercultural competence development: A qualitative case studyChristie Emerson, Diane Keen, Katherine Barnett, et al.Nurse Education in Practice|August 2, 2024
"This should be a compulsory placement for all nursing students": An evaluation of pre-registration nursing students' perceptions of learning on a mental health clinical placementLorna Moxham, Michelle Roberts, Taylor Yousiph, et al.Nurse Education in Practice|September 1, 2024
Understanding the experiences of transition for newly qualified mental health nurses and their potential to stay in the role: A qualitative explorationKeith Ford, Fiona A Watson, Anthony Ross, et al.Nurse Education in Practice|August 3, 2024
Do nursing students' altruism levels affect their attitudes toward medical errors? A cross-sectional studyDuygu Kurt, Eylem Pasli GurdoganNurse Education in Practice|June 28, 2024
Factors associated with self-directed learning among undergraduate nursing students in VietnamNguyen Ho Anh Thu, Ha Lai Thi, Nguyen Thi Hoai Nhi, et al.Nurse Education in Practice|June 25, 2024
Ensuring robust OSCE assessments: A reflective account from a Scottish school of nursingSandra Sharp, Austyn Snowden, Ian Stables, et al.Nurse Education in Practice|June 26, 2024
The mediating effect of job embeddedness on the nursing work environment and transition shock among new nurses: A cross-sectional studySiqi Zhou, Jun Ma, Sisi Fan, et al.Nurse Education in Practice|January 20, 2023
Changes to teaching and learning about medication administration within a diploma of nursing course due to the Covid-19 pandemic: A staff and student multi-method evaluationMary-Anne Ramis, Katherine Jackman, Susie GrayPageof 320