Titlebook: Nurse Educator‘s Guide to Best Teaching Practice; A Case-Based Approac Keeley C. Harmon,Joe Ann Clark,Vicki Moran Book 2016 Springer Intern

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may be characterized more as distortion than as precise reflection, more as tendentious appropriation than as dispassionate representation. And this is scarcely surprising. It would have been remarkable had the writers of early modern Britain taken up the epistemological debates of Sextus and Cicero

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Clinical Experiences,ing patient safety. When the faculty experiences the moment when students begin to assimilate the concepts learned in the classroom and begins the process of thoughtful decision-making, there is a sense of accomplishment. This chapter focuses on fundamental concepts for the faculty member who is eng

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Simulation, classroom and clinical setting is the key component of simulation. By using a variety of tools from this chapter, a nurse educator can enhance teaching and learning in the simulation environment. This chapter emphasizes the fact that the knowledge, skills, and abilities to promote student success c

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Keeley C. Harmon PhD, RN,Joe Ann Clark EdD, RN (Retired),Jeffery M. Dyck MSN,Vicki Moran PhD, RN, CN’s ., characterizes that dialogue (it is less clear whether he would say the same for the dialogues altogether) as a ‘divine comedy’. and more recently, Martha Nussbaum, in her ., devotes the central part of the book to arguing that Plato’s philosophical standpoint abandons the tragic insight of his predecessors which only Aristotle restores..

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Keeley C. Harmon PhD, RN,Joe Ann Clark EdD, RN (Retired),Jeffery M. Dyck MSN,Vicki Moran PhD, RN, CNvarious constellations of sceptical ideas and attitudes that inflect and are inflected by scripture, proverbial wisdom, contemporary politics and Reformation debate. The locus of interest, then, lies in literary recombinations: the adaptations, deformations and deployments of scepticism — in short, with sceptical paradigms.