Your search
Results 43 resources
-
//static.cambridge.org/content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS0025727321000508/resource/name/firstPage-S0025727321000508a.jpg
-
//static.cambridge.org/content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS0021911800029971/resource/name/firstPage-S0021911800029971a.jpg
-
//static.cambridge.org/content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS002191180002934X/resource/name/firstPage-S002191180002934Xa.jpg
-
//static.cambridge.org/content/id/urn%3Acambridge.org%3Aid%3Aarticle%3AS0021911800040171/resource/name/firstPage-S0021911800040171a.jpg
-
When most people think of the use of animals in traditional systems of medicine, what springs to mind is one kind or another of megafauna such as rhinoceros, bears, sharks, and others. Sometimes more mundane creatures such as pangolins are included. However, invertebrates and substances produced by them have been used in Asian systems of medicine since the earliest records of materia medica from the region were created. Animals used range from shellfish and crustaceans to various insects and insect products such as cocoons, honey, and beeswax. In terms of their role in the food chain, and as pollinators, invertebrates are as crucial to the health, indeed the survival, of ecosystems in Asia and elsewhere as are megafauna. Loss and degradation of habitat is probably affecting more invertebrates than medicalization. Still, the expansion of medicalization in Asia and beyond is contributing to the danger many populations of invertebrates currently face. This article gives an overview of the place of invertebrates in Vietnamese traditional medicine and then presents a case study of two varieties of honey- and beeswax-producing bees found in northern mainland Southeast Asia and southern China: Apis dorsata F. and Apis cerana. © C. Michele Thompson, 2026. Published with license by Koninklijke Brill BV
-
Most nurse educators would agree that critical thinking is an essential competency for the professional nurse in today's ever-changing health care environment. In fact, critical thinking has been identified as an integral component of professional nursing practice and has been incorporated in accreditation guidelines (1-3). As a result of this imperative, professional programs of nursing must explicate a clear definition of critical thinking, identify specific learning outcomes reflective of critical thinking abilities, and select appropriate ways to measure the achievement of these outcomes in graduating students. Although much has been written about the need for critical thinking skills, the concept and measurement of critical thinking within the context of nursing education has not yet been clearly defined (4-6). As a result, nursing programs are developing their own conceptual definitions of critical thinking and using a variety of methods to measure outcomes (5). The authors caution that to ensure validity of findings, the instruments used must reflect the individual program's definition of the concept. In most cases, outcomes have been assessed using a cross-sectional design that compares students at different levels or types of programs or are measured as an end-of-program outcome. While such designs can provide educators with knowledge of students' critical thinking abilities at a particular point in the educational process, longitudinal data are needed to assess the effects of the educational program.
-
The primary purposes of this study were to identify the best teaching practices for adult baccalaureate (BSN) nursing students and to examine if adult students' teaching preferences differed from those of traditional BSN students. The sample consisted of 206 adult and traditional students in four BSN programs. The adult nursing student sample was further subdivided into two groups: adults with no prior nursing education (adult non-nurses) and adults with prior nursing education (RN'S). Using a two-part, self-administered questionnaire, respondents were asked to rate the frequency with which 41 teaching strategies were used in their best and in their worst classroom learning experiences in nursing. In most cases, adult non-nurses' teaching preferences did not vary significantly from the preferences of traditional students. However, adults with no prior nursing education did show a preference for knowledgeable and organized instructors. In contrast RNs' preferred classroom situations were where time on task was emphasized, cooperative learning was encouraged, and expectations for learning were high. Results indicate that classroom teaching preferences vary as a function of prior experience with the subject matter and are not attributable to age itself. Findings suggest that prior experience with course content is a more important consideration in planning programs than generalized adult experience.
-
Nursing students entering psychiatric settings for clinical practice need a solid foundation of therapeutic communication skills. This article presents an innovative strategy for nursing students to practice therapeutic communication skills with psychiatric patients by using hi fidelity simulation with Laerdal SimMan. Using the SimMan vocal function enabled nurse educators to develop communication algorithms that allowed students to interact with SimMan as they would with psychiatric patients. The SimMan algorithms can be designed to mimic many scenarios typically found in psychiatric settings. Nursing students can use this technology to take the therapeutic communication skills they have learned in the classroom and practice them in a safe laboratory environment before entering actual psychiatric settings. The ability of students to practice communication skills prior to entering psychiatric settings can promote effective therapeutic communication skills and decrease student anxiety. Copyright ©2008 The Berkeley Electronic Press. All rights reserved.
-
As its title suggests, this Focus draws our attention to the shift in perspective brought about by environmental history, compared to the more traditional approaches of history of science. Here human knowledge of and interaction with animals are understood as part of a historically variable system that encompasses both the human realm and its environment, a system in which the various components interact and shape each other dynamically.
-
For Vietnamese scholars in the late eighteenth and early nineteenth centuries reading and writing ability in both Chinese and Nôm (an ideographic writing system used to write Vietnamese) was considered an essential tool of scholarship and literary expression.
Explore
Department
- Academic Affairs (1)
- History (38)
- Nursing (4)
Resource type
- Book Section (12)
- Journal Article (29)
- Report (2)
Publication year
-
Between 1900 and 1999
(9)
-
Between 1980 and 1989
(1)
- 1985 (1)
- Between 1990 and 1999 (8)
-
Between 1980 and 1989
(1)
- Between 2000 and 2026 (34)
Resource language
- English (19)