Change search
Refine search result
1 - 15 of 15
CiteExportLink to result list
Permanent link
Cite
Citation style
  • harvard-cite-them-right
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Berg, Eva
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lepp, M.
    Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Box 457, 405 30 Göteborg, Sweden; Faculty of Social and Health Sciences, Inland Norway, University of Applied Sciences, Elverum, Norway; Østfold University College, Halden, Norway; Faculty of Medicine, Public Health & Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia; School of Nursing and Midwifery, Griffith University, Gold Coast Queensland, Australia.
    The meaning and application of student-centered learning in nursing education: An integrative review of the literature2023In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 69, article id 103622Article, review/survey (Refereed)
    Abstract [en]

    Aim: The aim of this study was to review empirical articles to explore the meaning and the application of student-centered learning in nursing education. Background: Teachers in higher education are encouraged to adopt student-centered learning principles, but research shows that many still apply teacher-centered methods. There is therefore a need to clarify the meaning of student-centered learning, including how it is performed and the reasons to apply it in nursing education. Design: This study employed an integrative review method, following Whittemore and Knafl's framework. Methods: The databases CINAHL, Education Database and Education Research Complete were searched for related literature published from 2010 to 2020. The initial search located 308 articles. After screening and checking for eligibility, 25 articles were critically appraised. Data were extracted from the articles and displayed in matrices to be categorized and compared. Results: Three themes with attendant sub-themes emerged through the analysis: foundation, using core concepts to define and explain student-centered learning, eligibility, enhancing student knowledge, developing student abilities and supporting student self-reliance and realization, learning in interaction with peers, learning individually and learning in interaction with the teacher. Conclusion: Student-centered learning in nursing education is an approach where the teacher is a facilitator of student learning and students are empowered to take control of their own studies. Students study together in groups; they are listened to by the teacher and their needs are taken into consideration. The main reasons to apply student-centered learning are to enhance students’ theoretical and practical learning; to improve their generic competencies, such as problem-solving and critical-thinking abilities; and to strengthen students’ self-reliance. 

    Download full text (pdf)
    fulltext
  • 2.
    Berg, Marie
    et al.
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Arvid Wallgrens backe 1, 413 46 Gothenburg, Sweden; Faculty of Medicine and Community Health, Evangelical University in Africa, Bukavu, Democratic Republic of Congo; Centre for Person‐centred Care (GPCC) University of Gothenburg, Arvid Wallgrens backe, Hus 1, 413 46 Gothenburg, Sweden.
    Carlsson-Lalloo, Ewa
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Arvid Wallgrens backe 1, 413 46 Gothenburg, Sweden; Centre for Person‐centred Care (GPCC) University of Gothenburg, Arvid Wallgrens backe, Hus 1, 413 46 Gothenburg, Sweden.
    Ngongo, F. K.
    Faculty of Theology, Evangelical University in Africa, Bukavu, Democratic Republic of Congo.
    Bogren, M.
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg, Arvid Wallgrens backe 1, 413 46 Gothenburg, Sweden; Centre for Person‐centred Care (GPCC) University of Gothenburg, Arvid Wallgrens backe, Hus 1, 413 46 Gothenburg, Sweden.
    Contextual factors influencing implementation of a university-based midwifery education programme in Central Africa: A qualitative study2023In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 71, article id 103720Article in journal (Refereed)
    Abstract [en]

    Aim: To investigate contextual factors and their influence on implementing a 90-credit midwifery education programme for nurses at a university in the eastern DRC. Background: To improve maternal and neonatal health, there is a government policy in the Democratic Republic of Congo (DRC) to educate midwives at a higher education level according to international norms. This study investigates contextual factors and their influence on the implementation of a midwifery education programme which is based on national curriculum and has a profile of person-centred care, simulation-based learning pedagogy and information and communication technology. Method: A qualitative study was conducted with data collected through semi-structured interviews with 22 participants who were directly or indirectly involved in establishing the midwifery education programme. Transcribed interviews were analysed using content analysis. Results: The factors influencing the implementation of the new midwifery education programme comprise facilitating and hindering factors. Facilitating factors were: (i) awareness that midwives educated at a higher education level can deliver higher-quality health care, (ii) women are motivated to seek care from well-educated midwives, (iii) the planned programme is attractive and (iv) the university has a stable academic administration and established collaborations. Hindering factors were: (i) Students’ lack of prerequisites for study; (ii) objections to educating midwives at a higher education level; (iii) inadequate teaching resources; and (iv) inadequate working conditions for midwives. Conclusion: The facilitating factors strengthen the belief that it is possible to implement this midwifery education programme, while the hindering factors need to be addressed to run the programme successfully. The findings can guide higher education institutions starting similar midwifery education programmes in the DRC and elsewhere, although it is crucial to conduct a context study in those specific contexts. 

    Download full text (pdf)
    fulltext
  • 3.
    Bisholt, Birgitta
    et al.
    University of Borås, School of Health Science.
    Ohlsson, Ulla
    University of Borås, School of Health Science.
    Kullén Engström, Agneta
    University of Borås, School of Health Science.
    Sundler J, Annelie
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Gustafsson, Margareta
    University of Borås, School of Health Science.
    Nursing students' assessment of the learning environment in different clinical settings2014In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 3, p. 304-310Article in journal (Refereed)
    Abstract [en]

    Introduction Nursing students perform their clinical practice in different types of clinical settings. The clinical learning environment is important for students to be able to achieve desired learning outcomes. Knowledge is lacking about the learning environment in different clinical settings. Aim The aim was to compare the learning environment in different clinical settings from the perspective of the nursing students. Design A cross-sectional study with comparative design was conducted. Method Data was collected from 185 nursing students at three universities by means of a questionnaire involving the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) evaluation scale. An open-ended question was added in order to ascertain reasons for dissatisfaction with the clinical placement. Results The nursing students' satisfaction with the placement did not differ between clinical settings. However, those with clinical placement in hospital departments agreed more strongly that sufficient meaningful learning situations occurred and that learning situations were multi-dimensional. Some students reported that the character of the clinical setting made it difficult to achieve the learning objectives. Conclusion In the planning of the clinical placement, attention must be paid to whether the setting offers the student a meaningful learning situation where the appropriate learning outcome may be achieved.

  • 4.
    Ekebergh, Margaretha
    University of Borås, School of Health Science.
    A Learning Model for Nursing Students during Clinical Studies2011In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 11, no 6, p. 384-389Article in journal (Refereed)
    Abstract [en]

    This paper presents a research project where the aim was to develop a new model for learning support in nursing education that makes it possible for the student to encounter both the theoretical caring science structure and the patient’s lived experiences in his/her learning process. A reflective group supervision model was developed and tested. The supervision was lead by a teacher and a nurse and started in patient narratives that the students brought to the supervision sessions. The narratives were analyzed by using caring science concepts with the purpose of creating a unity of theory and lived experiences. Data has been collected and analyzed phenomenologically in order to develop knowledge of the students’ reflection and learning when using the supervision model. The result shows that the students have had good use of the theoretical concepts in creating a deeper understanding for the patient. They have learned to reflect more systematically and the learning situation has become more realistic to them as it is now carried out in a patient near context. In order to reach these results, however, demands the necessity of recognizing the students’ lifeworld in the supervision process.

  • 5.
    Eskilsson, Camilla
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Carlsson, Gunilla
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Ekebergh, Margaretha
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hörberg, Ulrica
    Linnéuniversitetet, Växjö, Institutionen för hälso- och vårdvetenskap.
    The experiences of patients receiving care from nursing students at a Dedicatd Education Unit: A phenomenological study2015In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 15, no 5, p. 353-358Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to describe how patients perceive being cared for by student nurses, in aclinical context in the form of a Dedicated Education Unit (DEU). The study has been performed with aReflective Lifeworld Research (RLR) approach grounded in phenomenology. Lifeworld interviews wereconducted with patients who had received care from student nurses on an orthopaedic DEU and datahave been analysed for meanings. The findings reveal how patients experience to be carried along as apart of the students' learning process. This is described in more detail via the constituents: a mutualinvitation to participate, the importance of genuine encounters, and essential support. Patients experienceboth a stable and a less stable care in a learning environment and it is thus essential for them to beinvited to be a part of both the students' learning process and their own health process. The findings alsohighlight the key role of the supervisors for patients' sense of security. Finally there are indications thatconcepts such as DEU with a lifeworld-led didactic, based on reflection on both the patients' stories andthe students' experiences, can create learning environments that support patients' health processes andalso students’ learning processes.

  • 6. Henoch, Ingela
    et al.
    Jakobsson Ung, Eva
    Ozanne, Anneli
    Falk, Hanna
    Falk, Kristin
    Kenne Sarenmalm, Elisabeth
    Öhlén, Joakim
    Fridh, Isabell
    University of Borås, School of Health Science. Institutionen för vårdvetenskap och hälsa, Sahlgrenska akademin, Göteborgs universitet.
    Nursing students' experiences of involvement in clinical research: An exploratory study2014In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 2, p. 188-194Article in journal (Refereed)
    Abstract [en]

    Background Nursing education can positively affect nurses' attitudes toward nursing research, resulting in better patient outcomes. Experiential learning theory was the basis for this study. Objectives To explore nursing students' experiences of involvement in clinical research, their approach to learning and their interest in nursing research. Design Cross-sectional. Methods One hundred and twenty-six nursing students were invited to be involved as data collectors in a research project as part of their training in research methodology. The students completed an evaluation form and the Revised Study Process Questionnaire. The questionnaires were analyzed quantitatively and one open-ended question was analyzed qualitatively. Results On the whole, the students were happy to be involved in the data collection although a minority felt uncertain and exposed. Students with a deeper approach to learning felt that their involvement had increased their interest in nursing research and they stated that data collection should be a regular feature of the course. Conclusions Participation as data collectors in research has the potential to increase interest in nursing research among students with higher levels of deep learning. Further studies are needed to examine ways to increase interest in research among students with lower levels of deep learning.

  • 7.
    Lindahl, Berit
    et al.
    University of Borås, School of Health Science.
    Dagborn, Kerstin
    University of Borås, School of Health Science.
    Nilsson, M
    A student-centered clinical educational unit: a description of a model2008In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 9, no 1, p. 5-12Article in journal (Refereed)
    Abstract [en]

    This article describes a model of a student-centered Clinical Education Unit (CEU) within an undergraduate nursing education programme. The model comprises three various levels of learning in the nursing education programme at School of Health Sciences, University College of Borås, Sweden. The three levels of learning correspond to the first, second and third programme years of the nursing education. Each level of learning is represented by clinical training in three different hospital care settings. The educational model was developed through a co-operation between hospital representatives and nurse educators at the university college. The model is built on a human caring science perspective and knowledge that focuses on patients’ lived experience of their care and illness. The model emphasises collaboration in communion between students, hospital and faculty members as an alternative to bridge the gap between theory and practice in nursing. Reflection and critical thinking are the vital components in a clinical learning environment.

  • 8.
    Lindahl, Berit
    et al.
    University of Borås, School of Health Science.
    Dagborn, Kerstin
    University of Borås, School of Health Science.
    Nilsson, Maud
    A student-centered clinical educational unit: description of a reflective learning model2009In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 9, no 1, p. 5-12Article in journal (Refereed)
    Abstract [en]

    This article describes a model of a student-centered Clinical Education Unit (CEU) within an undergraduate nursing education programme. The model comprises three various levels of learning in the nursing education programme at School of Health Sciences, University College of Borås, Sweden. The three levels of learning correspond to the first, second and third programme years of the nursing education. Each level of learning is represented by clinical training in three different hospital care settings. The educational model was developed through a co-operation between hospital representatives and nurse educators at the university college. The model is built on a human caring science perspective and knowledge that focuses on patients’ lived experience of their care and illness. The model emphasises collaboration in communion between students, hospital and faculty members as an alternative to bridge the gap between theory and practice in nursing. Reflection and critical thinking are the vital components in a clinical learning environment.

  • 9.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Lecturers’ lived experiences of guiding reflective seminars during nursingeducation2018In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 31, p. 165-170Article in journal (Refereed)
    Abstract [en]

    In the present study, reflective seminars were integrated during a three-year nursing programme in Sweden. The specific characteristics of the reflective seminars are built upon a foundation in lifeworld theory and caringscience. As teaching in higher education demands an academic degree but not necessarily formal pedagogicaleducation, lecturers involved in reflective seminars are often left without guidance concerning what constitutes areflective learning activity in nursing education. The aim of the present study is to describe the lived experienceof guiding reflective seminars during nursing education from the lecturers' perspective. Eight university lecturerswere interviewed. To capture humans’ lived experiences, the present study is imbued with the principles ofreflective lifeworld research. The result indicates that the reflective seminar includes the need for activity,balance and safety, which is further developed through the following constituents: a foundation in caring sciencecontributes to security; guiding the reflection requires continual vigilance; a lack of trust in oneself inhibits theability to guide reflection and closeness to the students. In summary, the result indicates that guiding a reflectiveseminar is an exhausting mission in which the lecturer has to balance the moment according to a multifacetedlevel. Further development of mentoring and introduction to the assignment are needed.

  • 10. Melender, Hanna-Leena
    et al.
    Jonsén, Elisabeth
    Hilli, Yvonne Elisabet
    Yrkeshögskolan Novia.
    Quality of clinical education - Comparison of experiences of undergraduate student nurses in Finland and Sweden2013In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 13, no 4, p. 256-261Article in journal (Refereed)
  • 11. Sandvik, Ann-Helén
    et al.
    Eriksson, Katie
    Hilli, Yvonne Elisabet
    Yrkeshögskolan Novia.
    Becoming a caring nurse - A Nordic study on students’ learning and development in clinical education2013In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 14, no 3, p. 286-292Article in journal (Refereed)
  • 12.
    Sterner, Anders
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Ramstrand, Nerrolyn (Contributor)
    Jönköping University.
    Palmér, Lina
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Factors developing nursing students and novice nurses’ ability to provide care in acute situations2019In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 35, p. 135-140Article in journal (Refereed)
    Abstract [en]

    Nurses play an important role in detecting, interpreting and deciding appropriate actions to take in order to care for patients in acute situations. Nevertheless, novice nurses are reported as feeling unprepared to provide appropriate care in acute situations. In order to address this issue, it is important to describe factors in nursing education and first year of practice that enable nurses to provide appropriate care in acute situations. 17 novice nurses were interviewed in this qualitative study. A phenomenographic analysis was applied and four categories were discovered: Integrating theory into practice, access to adequate support, experience-based knowledge and personality traits. Results suggest that a variety of factors contribute to novice nurses’ ability to provide appropriate care in acute situations. Experience of acute situations and the integration of theory and practice are pivotal in acquiring skills to provide appropriate care. To accomplish this, reflection, practice and/or applied training with a patient perspective is recommended.

  • 13.
    Sterner, Anders
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Eklund, Annika
    Department of Health Sciences, University West, 46186 Trollhättan, Sweden.
    Nilsson, Maria Skyvell
    Department of Health Sciences, University West, 46186 Trollhättan, Sweden.
    Prepared to learn but unprepared for work: A cross sectional survey study exploring the preparedness, challenges, and needs of newly graduated nurses entering a hospital-based transition program2023In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 72, article id 103782Article in journal (Refereed)
    Abstract [en]

    The study aims to investigate new graduate nurses the perceptions of educational preparedness, their challenges, and their expectations during their transition to hospital care and introduction to work. Background: Previous research has raised questions about new graduate nurses’ (NGNs) preparedness for work in the clinical setting, and transition programs have been implemented to smooth the transition process. Information about NGNs’ expectations of both transition programs and their introduction to work when first entering the nursing profession is scarce. Design: A cross-sectional survey design was used. Method: NGNs enrolled in a regional transition program in six hospitals were recruited from three-cohorts during September 2021, January 2022 and September 2022. After responding to a survey both a qualitative and quantitative approach was used when analyzing responses. Results: Quantitative and qualitative findings derived from 248 NGNs responses showed that 65% of the NGNs perceived that nursing education in general prepared them for clinical work, that they were prepared for and committed to workplace learning but require support from a well-designed transition program as well as from colleagues and managers in their ward unit. The conclusion is that the preparation provided by nursing education as well as organizational factors in the healthcare workplace influence new graduate nurses’ readiness for clinical work, the challenges they perceive, and their needs for learning and support.

    Download full text (pdf)
    fulltext
  • 14.
    Sterner, Anders
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Nilsson, Maria Skyvell
    Department of Health Sciences, University West, Trollhättan, 461 86, Sweden.
    Eklund, Annika
    Department of Health Sciences, University West, Trollhättan, 461 86, Sweden.
    The value of simulation-based education in developing preparedness for acute care situations: An interview study of new graduate nurses’ perspectives2023In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 67, article id 103549Article in journal (Refereed)
    Abstract [en]

    Aim

    This study aimed to explore how new graduated nurses experience a one-day simulation based education, contributing to providing care in acute situations two months after completion.

    Background

    Simulation-based education is often offered to new graduated nurses as part of important workplace learning. Simulation-based education is a valid learning and teaching strategy and is suggested as a measure to improve nurses’ ability in acute situations. However, studies are often conducted as pre-post evaluations immediately after completion of a simulation. Thus, knowledge of the clinical impact of simulation-based education on actual acute care situations could benefit both research and practice.

    Design/method

    During the winter of 2021–2022, 14 semi-structured interviews were conducted with newly graduated nurses two months after they completed the simulation-based education and the interviews were analyzed using thematic analysis.

    Results

    The results are presented in three themes: a structured and shared strategy to handle acute situations, a developed role in acute situations and a more comprehensive understanding of acute situations. The results revealed that simulation-based education can contribute to the ability to care in acute situations in terms of action readiness and broad contextual understanding.

    Conclusion

    Simulation-based education can help develop the ability to care for patients in acute situations. However, differences in participant experiences must be acknowledged and processed in order for the implementation and outcome to be successful. 

    Download full text (pdf)
    fulltext
  • 15.
    Xiarchi, Lamprini
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Palmér, Lina
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Nässén, Kristina
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Cowdell, Fiona
    School of Nursing and Midwifery, Birmingham City University, Westbourne Road, Birmingham B15 3TN, United Kingdom.
    Lindberg, Elisabeth
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Balancing between familiarity and professionalism in caring for older persons: A phenomenological study from the perspective of nursing students2023In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 71, article id 103695Article in journal (Refereed)
    Abstract [en]

    Aim: To describe the meaning of caring for older persons based on the experiences of nursing students in Greece. Background: The present study is conducted based on a caring science perspective derived from a holistic viewpoint of human beings, aiming to support the well-being of older persons. In Greece, informal caregivers play an important role in caring for older people; however, as the population ages, the need for registered nurses specialising in caring for older people is also increasing. Previous research in other countries has reported a relative lack of interest in this field, which is a threat to the quality of care. To ensure an adequate number of new-generation nurses caring for older people, nursing students’ perceptions of the phenomenon of caring for older persons should be well understood and explored in a context where the number of long-term care beds and residential care facilities are low and where informal caregiving is common. Design: Based on Descriptive Phenomenology, in line with the Reflective Lifeworld Research (RLR) approach. Methods: A total of 12 nursing students at a university in Greece underwent in-depth lifeworld interviews online during June and July 2021 and March 2022; Interviews were transcribed verbatim and were analysed according to the principles of RLR that approaches the phenomena with openness and constant reflection. The participants were students in their fourth or fifth year of nursing education; they had previous experience in older person care and were not acquainted with the authors. Results: The results show the essential structure of the meaning of caring for older persons, where otherness consists of intertwined demanding and rewarding elements. The essence is further conveyed by three constituents: otherness of the older person: witnessing someone's vulnerability; trustful caring: struggling with normative structures; and closeness and distance: balancing between familiarity and professionalism. Conclusion: To ensure quality of care for older persons in the future, an understanding of how nursing students describe their experiences of caring for older persons during education is important. Balancing between familiarity and professionalism highlights the need for further reflection on professionalism and dignity and identifying the norms and values helps to highlight particularities of the context and national healthcare system. Curricula focusing on cultivating students’ preunderstanding, regarding caring for older persons are required to promote a higher quality of care in the future. Caring science can contribute to a focus on a holistic perspective in caring for older people. Tweetable abstract: There is an ever-increasing need for educated nurses in the field of caring for older people. With the lack of interest in this field of nursing, the overall quality of care is impacted. This study describes the meaning of caring for older persons based on the experiences of nursing students in the Greek health care system. 

    Download full text (pdf)
    fulltext
1 - 15 of 15
CiteExportLink to result list
Permanent link
Cite
Citation style
  • harvard-cite-them-right
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf