Nurse education today: The journal for health care educators

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  Año 2006, Número 4

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    Reflections on reflection â¿¿ A response to Dr. Burnardâ¿¿s editorial

    K. Lethbridge

    págs. 263-267

    
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    Reflections on reflection â¿¿ A response to Dr. Burnardâ¿¿s editorial: A response to a refutation

    P. Burnard

    pág. 268

    
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    Score in the Palmoreâ¿¿s Aging Quiz, knowledge of community resources and working preferences of undergraduate nursing students toward the elderly in Hong Kong

    A. K. Wong, A. C. Lee

    págs. 269-276

    
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    Workforce planning and education: Mapping competencies, skills and standards in mental health

    C. B. Musselwhite

    págs. 277-285

    
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    Evaluating the efficacy of an integrated curriculum on adolescent health and development for pre-service nursing education in Hong Kong

    T. K. Wong, R. L. Lee, N. Al-Gasseer

    págs. 286-297

    
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    Towards effective group-work in nurse education

    H. Chapman

    págs. 298-303

    
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    An investigation of job satisfaction, organizational commitment and role conflict and ambiguity in a sample of Chinese undergraduate nursing students

    I. J. Norman, L. Wu

    págs. 304-314

    
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    A comparison of problem-based learning and lecture-based learning in an adult health nursing course

    S. Y. Hwang

    págs. 315-321

    
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    Evaluation of nursing students' work technique after proficiency training in patient transfer methods during undergraduate education

    A. C. Johnsson, Monica I. Lagerström , Anders Kjellberg

    págs. 322-331

    
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    Baccalaureate nursing studentsâ¿¿ breastfeeding knowledge: A descriptive survey

    H. J. Spear

    págs. 332-337

    
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    Pre-registration student nurses perception of the hospital-learning environment during clinical placements

    K. Midgley

    págs. 338-345

    
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    The use of the nominal group technique as an evaluative tool in the teaching and summative assessment of the inter-personal skills of student mental health nurses

    S. Linsley, J. Perry

    págs. 346-353

    
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    Whereâ¿¿s the patientâ¿¿s voice in health professional education?

    pág. 354