Comparison of the traditional and block mode of delivery on undergraduate nursing students’ perceived levels of preparedness to use evidence-based practice: a two-group experimental study
Author:
Affiliation:
1. College of Healthcare Sciences, James Cook University , Cairns , QLD , Australia
2. Institute for Health & Sport, Victoria University , Melbourne , VIC , Australia
Abstract
Publisher
Walter de Gruyter GmbH
Link
https://www.degruyter.com/document/doi/10.1515/ijnes-2023-0082/pdf
Reference35 articles.
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3. Davies, WM. Intensive teaching formats: a review. Issues Educ Res 2006;16:1–20. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=20867b1b9907248139d9b513336f8ac929275e6f.
4. Harvey, M, Power, M, Wilson, M. A review of intensive mode of delivery and science subjects in Australian universities. J Biol Educ 2017;51:315–25. https://doi.org/10.1080/00219266.2016.1217912.
5. DeVeney, SL, Teten, AF, Friehe, MJ. Full-semester and time-compressed fluency disorders course: an evaluation of student perceptions of competence, satisfaction, and workload. Special Education and Communication Disorders Faculty Publications; 2015:21 p.
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