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Shipton EV, Kearney L, Delaney L, Kilgour C. Midwifery and nursing honours programs in Australia and New Zealand: A scoping review of contemporary challenges and opportunities. Women Birth 2024; 37:101641. [PMID: 39089091 DOI: 10.1016/j.wombi.2024.101641] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2024] [Revised: 06/19/2024] [Accepted: 06/29/2024] [Indexed: 08/03/2024]
Abstract
PROBLEM Contemporary resources that identify the challenges and experiences of Midwifery and Nursing honours students and providers within Australia and New Zealand are lacking. BACKGROUND The establishment and development of accredited, tertiary education for Midwifery and Nursing has enhanced professionalism and opportunity. However, the progression from registration pathway programs to Higher Degrees by Research remain limited. AIM To undertake a scoping review of Australian and New Zealand honours programs and synthesise student and provider perspectives. METHODS A scoping review was undertaken. Publicly available grey literature and relevant database searched. English language, peer-reviewed publications were identified from the past 10-years. FINDINGS Within Australia, 16 universities, and 2 in New Zealand, offer a Midwifery and/or Nursing honours program. Within Australia, the majority of programs were offered in both Midwifery and Nursing streams, however only Nursing in New Zealand. Four studies met inclusion criteria and described strengths and challenges of the current offerings. DISCUSSION Challenges included: logistical issues related to low/decreasing enrolments and resource. Students identified burdens associated with student driven research and balancing the multiple demands of clinical roles. Opportunities were seen in terms of providers professional interactions between academic and clinical sites. Students viewed honours programs as an opportunity to actively partake in research and determine their commitment to further research training including Doctor of Philosophy (PhD). CONCLUSION Progressing the professional status of both Midwifery and Nursing is based on discrete professional research and evidence. Honours programs provide a research focused degree to prepare nurses and midwives, but challenges are present.
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Affiliation(s)
- Emma V Shipton
- School of Nursing, Midwifery and Social Work, The University of Queensland, Australia.
| | - Lauren Kearney
- School of Nursing, Midwifery and Social Work, The University of Queensland, Australia.
| | - Lori Delaney
- School of Nursing, Midwifery and Social Work, The University of Queensland, Australia.
| | - Catherine Kilgour
- School of Nursing, Midwifery and Social Work, The University of Queensland, Australia.
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Hassib S, Djalilvand A, Battram DS. An Exploration of Dietetic Students' Experiences in a Noncourse-based Service-Learning Opportunity in a Canadian Academic Setting. CAN J DIET PRACT RES 2023; 84:193-199. [PMID: 37078704 DOI: 10.3148/cjdpr-2023-007] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/21/2023]
Abstract
Purpose: To investigate the experiences of dietetic students in a faculty-supervised, noncourse-based service-learning (NSL) opportunity called Nutrition Ignition! (NI!) to understand how NSL activities contribute to dietetic education.Methods: This study used focus group methodology. A convenience sample was recruited from current members of NI!. Participants completed a brief demographic questionnaire and then engaged in a focus group discussion led by a trained moderator who followed a semi-structured guide. Six focus group discussions were transcribed, and a common theme template was developed by researchers.Results: Out of 46 eligible members of NI!, 33 agreed to participate. The main reasons participants joined NI! were to develop professional skills and to help children in the community. Participants discussed many outcomes from their participation in NI!, including enhanced communication skills, especially in terms of knowledge translation; increased ability to be flexible and adapt to "real-world" situations; deeper awareness of the research process; and expanded world view.Conclusion: This study suggests that NSL is an effective way to build dietetic students' personal and professional skills and provide an additional opportunity in academic settings to prepare dietetic students for entry-level practice.
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Affiliation(s)
- S Hassib
- School of Food and Nutritional Sciences, Brescia University College, London, ON
| | - A Djalilvand
- School of Food and Nutritional Sciences, Brescia University College, London, ON
| | - D S Battram
- School of Food and Nutritional Sciences, Brescia University College, London, ON
- Schulich Interfaculty Program in Public Health, Western University, London, ON
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Muñoz-Leija MA, Barrera FJ, Zárate-Garza PP, Quiroga-Garza A, Martínez-Garza JH, de la Fuente-Villarreal D, Guzmán-López S, Elizondo-Omaña RE. Factors Influencing Scientific Achievements of Medical Students in the Anatomy Research Group: An Analysis From the Autonomous University of Nuevo León in Mexico. ANATOMICAL SCIENCES EDUCATION 2022; 15:369-375. [PMID: 33624389 DOI: 10.1002/ase.2065] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2019] [Revised: 12/02/2020] [Accepted: 02/19/2021] [Indexed: 06/12/2023]
Abstract
Scientific research and student involvement are critical to the formation of physicians, yet the number of medical researchers has decreased over time. To implement corrective strategies, the variables associated with positive research attitudes and productivity among medical students must be identified. The aim of this study was to evaluate the variables associated with students interested or involved in research. A validated questionnaire was applied to the student members of an established anatomy research group in a Mexican medical school with a six-year medical program. Data were collected and analyzed. A total of 85.5% (n = 77/90) students answered the survey with most respondents being second-year medical students. The majority of respondents indicated that the important component of conducting research was a contribution to the new knowledge (45.5%) and to the scientific community (42.9%). More than half of respondents mentioned a professor or a peer as the initial motivation to become involved in research. Lack of time was the main limitation (59.7%) to research involvement. Perceived benefits were knowledge and team work skills. Of those involved, most (85.7%) wished to continue participating in research as a complement to their clinical work. Professors and student colleagues were found to play an important motivational and recruitment role for medical research. These efforts in turn have developed into long-lasting mentor-mentee relationships. Students also anticipated that early involvement in research will positively influence the likelihood of future physicians' contribution and collaboration in research.
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Affiliation(s)
| | - Francisco J Barrera
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | - Alejandro Quiroga-Garza
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
| | | | | | - Santos Guzmán-López
- Department of Human Anatomy, School of Medicine, Universidad Autónoma de Nuevo León, Monterrey, México
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Ayoola A, Kamp K, Adams YJ, Granner JR, DeGroot L, Lee H, Zandee G, Doornbos MM. Strategies to promote and sustain baccalaureate students' interest in pursuing a PhD degree in nursing. J Prof Nurs 2021; 37:935-941. [PMID: 34742525 DOI: 10.1016/j.profnurs.2021.07.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/03/2021] [Indexed: 10/20/2022]
Abstract
PhD-prepared nurses are integral to the delivery of cost-effective, safe, and high-quality care to the increasingly diverse population in the U.S. Nurses with a PhD are needed to develop knowledge that informs and directs nursing care, promote positive health outcomes, and train the next generation of nurses and nurse scientists. Unfortunately, less than 1% of nurses have their PhD in nursing and there is an ongoing shortage of nurses in the U.S. that has not been effectively addressed. The PhD in nursing pipeline needs to be bolstered to address the escalating nursing shortage. This is especially important considering the importance of having an adequate number of well-prepared nurses to address the increasing complexities of health conditions and patient populations in the U.S. This paper presents strategies to promote and sustain interest in PhD in nursing among baccalaureate nursing students and discusses the importance of meaningful engagement in research and engaged faculty mentorship. It is important to incorporate research into undergraduate experiences, promote engaged mentorship during undergraduate level and beyond, and provide a conducive environment for undergraduate students to address their fears, misconceptions, and myths about PhD in nursing.
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Affiliation(s)
- Adejoke Ayoola
- Calvin University Department of Nursing, United States of America.
| | - Kendra Kamp
- University of Washington, United States of America
| | - Yenupini Joyce Adams
- University of Notre Dame, Keough School of Global Affairs, United States of America
| | | | | | - HaEun Lee
- University of Michigan, United States of America
| | - Gail Zandee
- Calvin University Department of Nursing, United States of America
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Loura DDS, Bernardes RA, Baixinho CL, Henriques HR, Félix IB, Guerreiro MP. Nursing students' learning from involvement in research projects: an integrative literature review. Rev Bras Enferm 2021; 75:e20210053. [PMID: 34614084 DOI: 10.1590/0034-7167-2021-0053] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Accepted: 04/13/2021] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE To identify the learning outcomes and skills obtained of undergraduate nursing students involved in research projects. METHODS This was an integrative literature review, based on a research protocol in the CINAHL Complete databases; Cochrane Central Register of Controlled Trials; Cochrane Database of Systematic Reviews; Cochrane Methodology Register; MedicLatina; MEDLINE, Scopus and JBI, including primary and secondary studies, published between 2015 and 2020. RESULTS A total of five heterogeneous articles were included, which were categorized using Kirkpatrick's (adapted) model. Seventeen learning outcomes acquired through participation in research projects were identified, from the learning of new knowledge and skills to the development of new attitudes and behaviors. FINAL CONSIDERATIONS The involvement of nursing students in research projects is important to their professional development. Future investment in research on this topic can help cement the potential of this type of student involvement.
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Affiliation(s)
- David de Sousa Loura
- Centro Hospitalar Universitário de Lisboa Central, Hospital Dona Estefânia. Lisboa, Lisboa, Portugal.,Escola Superior de Enfermagem de Lisboa. Lisboa, Lisboa, Portugal
| | | | | | | | - Isa Brito Félix
- Escola Superior de Enfermagem de Lisboa. Lisboa, Lisboa, Portugal
| | - Mara Pereira Guerreiro
- Escola Superior de Enfermagem de Lisboa. Lisboa, Lisboa, Portugal.,Centro de Investigação Interdisciplinar Egas Moniz. Monte de Caparica, Setúbal, Portugal
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Armah N, Martin D, Cepanec D, Temple B, Irabor B, Rabbani R. Impact of Undergraduate Research Experience on Professional Career Outcomes of Nurses. J Nurs Educ 2021; 60:570-576. [PMID: 34605685 DOI: 10.3928/01484834-20210729-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND The benefits of engaging undergraduate nursing students in research have been well-identified; however, little research has documented the long-term outcomes of this research assistant (RA) experience on nurses' professional careers. This study evaluated the impact of undergraduate research experience on participants' nursing professional career outcomes. METHOD A comparative cross-sectional study was conducted with a purposive sample of two groups (N = 94; RAs = 32 and non-RAs = 62). The questionnaire was administered online. RESULTS A comparison of participants' responses revealed statistically significant differences regarding scholarship activities and attitudes toward evidence-based practice. RAs had a greater likelihood of involvement in professional development and higher educational aspirations than non-RAs. CONCLUSION Undergraduate nursing research experience appears to have a positive impact on evidence-based practice, professional involvement, continuing education, and scholarship activities. These findings support future investment in undergraduate nursing research experiences to build a knowledge-based workforce and advanced nursing scholarship. [J Nurs Educ. 2021;60(10):570-576.].
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Yigletu S, Kosinski KC, Kuah A, Alfaro K, Holmes AC, Tendulkar SA. "Collaboration Toward One Collective Goal": A Mixed-Methods Study of Short-Term Learning Outcomes and Long-Term Impacts Among Students Participating in an Undergraduate Community-Based Participatory Research (CBPR) Course. Front Public Health 2021; 9:694840. [PMID: 34235133 PMCID: PMC8255474 DOI: 10.3389/fpubh.2021.694840] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Accepted: 05/10/2021] [Indexed: 11/25/2022] Open
Abstract
Background: Research shows positive learning outcomes for students participating in service learning. However, the impacts of undergraduate student participation in Community-Based Participatory Research (CBPR) courses are minimally studied. Methods: We used a triangulation mixed-methods design approach to analyze short- and long-term (1–5 years post-course) data collected from 59 undergraduate students across 5 cohorts of a CBPR course (2014–19). Thematic analysis was used to analyze the qualitative data and descriptive statistics and frequencies were generated to analyze the quantitative data. Results: We developed five key themes based on short-term qualitative data: integration of CBPR and traditional research skills; importance of community engagement in research; identity; accountability; and collaboration. Themes from qualitative course evaluations aligned with these findings. Long-term qualitative data revealed that former students gained research knowledge, research skills, and professional skills and then applied these in other settings. This aligns with quantitative findings, where >79% of respondents reported that course participation “extensively” improved their research skills. Post-course, students still reflected on the importance of community engagement in research and reported a substantially enhanced likelihood of civic engagement. Discussion/Conclusions: Students gained critical knowledge and skills that positively impact their ability to engage in community-based work well after the end of course participation. Some students reported considering research-oriented careers and graduate programs for the first time after course participation. Collaborative learning experiences with community partners and members encouraged students to reflect on research designs that center community voices. We stress here that community partnerships require extensive cultivation, but they can create opportunities to translate findings directly back to communities and provide numerous benefits to undergraduate students. We hope that our findings provide the information needed to consider pilot testing practice-based CBPR courses in a variety of public health training contexts.
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Affiliation(s)
- Seblewongel Yigletu
- Department of Community Health, Tufts University, Medford, MA, United States
| | - Karen C Kosinski
- Department of Community Health, Tufts University, Medford, MA, United States
| | - Alison Kuah
- Practical Anthropology, University of Cape Town, Rondebosch, South Africa
| | | | - Ashley C Holmes
- Department of Community Health, Tufts University, Medford, MA, United States
| | - Shalini A Tendulkar
- Department of Community Health, Tufts University, Medford, MA, United States
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Undergraduates Interested in STEM Research Are Better Students than Their Peers. EDUCATION SCIENCES 2020. [DOI: 10.3390/educsci10060150] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In Science, Technology, Engineering, and Mathematics (STEM), undergraduate research experiences provide students with invaluable opportunities to improve scientific skills. However, less is known about its impact on higher-order thinking skills. Therefore, we sought to determine if engagement in undergraduate research would improve academic performance in students engaged in research compared to those that were not. To accomplish this, biology majors were enrolled in courses that taught research methodology and techniques. Results indicated that students who were selected for the research program outperformed their peers in their other classes during the research program, based on t-test statistics. However, these students had also outperformed their peers during the previous fall semester, prior to receiving additional instruction. Furthermore, students who merely applied for inclusion in the program had significantly higher grades than students who did not apply. In addition, writing samples from research and non-research students were significantly different. Taken together, these data suggest that while undergraduate research may indeed enhance a student’s academic performance and interest in science, a student’s personal interest and drive for research may themselves indicate superior academic performance. Further, science departments aiming to offer research early in their curricula may benefit from such a self-selection strategy, especially in cases where there are limited resources available for undergraduate research.
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Mitchell K, Rekiere J, Grassley JS. The influence of undergraduate research assistant experiences on future nursing roles. J Prof Nurs 2020; 36:128-133. [DOI: 10.1016/j.profnurs.2019.09.006] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2019] [Revised: 09/06/2019] [Accepted: 09/23/2019] [Indexed: 10/25/2022]
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Horning ML, Ostrow L, Beierwaltes P, Beaudette J, Schmitz K, Fulkerson JA. Service learning within community-engaged research: Facilitating nursing student learning outcomes. J Prof Nurs 2020; 36:510-513. [PMID: 33308548 DOI: 10.1016/j.profnurs.2020.04.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2019] [Revised: 03/27/2020] [Accepted: 04/01/2020] [Indexed: 11/30/2022]
Abstract
The objective of this manuscript is to describe a method of integrating baccalaureate nursing student service-learning experiences within a randomized controlled trial conducted in a community setting to facilitate student learning and expose students to the nursing scientist role. Placing students in a research service-learning experience involved several steps beginning with finding a nursing program for potential collaboration where this service-learning opportunity would be a natural fit with course content and formalizing the collaboration between the two institutions. Upon receipt of research grant funding, researchers and course faculty worked to navigate logistics and place students within the service-learning experience. After research training, 35 students assisted with intervention delivery and completed course assignments to document their learning. The collaboration described between a community-engaged research team from a research-intensive university and course faculty from a distant institution could be replicated with all types of nursing research.
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Affiliation(s)
- Melissa L Horning
- University of Minnesota School of Nursing, 5-140 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55414, United States of America.
| | - Laurel Ostrow
- Minnesota State University, Mankato, College of Allied Health and Nursing, 228 Wiecking Center, Mankato, MN 56001, United States of America.
| | - Patricia Beierwaltes
- Minnesota State University, Mankato, College of Allied Health and Nursing, 228 Wiecking Center, Mankato, MN 56001, United States of America.
| | - Jennifer Beaudette
- Minneapolis Heart Institute Foundation, 920 E 28th St #100, Minneapolis, MN 55407, United States of America.
| | - Kate Schmitz
- Minneapolis Heart Institute Foundation, 920 E 28th St #100, Minneapolis, MN 55407, United States of America.
| | - Jayne A Fulkerson
- University of Minnesota School of Nursing, 5-140 Weaver Densford Hall, 308 Harvard St SE, Minneapolis, MN 55414, United States of America.
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Djalilvand A, Seabrook JA, Dworatzek PDN, Matthews JI. Participating in Faculty-Supervised Extracurricular Experiential Learning Activities Contributes to Dietetic Competency Development. CAN J DIET PRACT RES 2020; 81:37-43. [PMID: 31512493 DOI: 10.3148/cjdpr-2019-024] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
Purpose: To examine the relationship between Food and Nutrition graduates' involvement in faculty-supervised extracurricular experiential learning activities (FEEs) and the development of dietetic competencies. Methods: An original web-based survey, assessing involvement in FEEs and self-perceived level of Canadian dietetic competencies, was administered to Brescia University College Food and Nutrition graduates for graduation years 2011-2017. Competency scores were calculated for each respondent in 4 practice areas (Professional Practice, Communication and Collaboration, Population and Public Health, and Management), and summed for a Total Competency Score. Multiple linear regressions were used to assess predictors of competency scores. Results: The final sample consisted of 233 respondents who participated in 1.9 ± 1.1 FEEs. The highest average competency score (out of 100) was Communication and Collaboration (59.7 ± 31.7); the lowest was Management (40.3 ± 30.9). Total hours spent and breadth of experiences in FEEs were significant predictors of all scores (P < 0.05). Depth of experiences was a significant predictor of all competency scores (P < 0.05) except for Management (P = 0.27). Conclusions: Participation in FEEs contributes to Food and Nutrition students' development of entry-level dietetic competencies; therefore, counting some FEEs as curricular credits may be warranted. Given the prominence of competency-based learning assessments, these results also have implications for faculty resources, budgets, and collective agreements.
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Affiliation(s)
- Anahita Djalilvand
- School of Food and Nutritional Sciences, Brescia University College, London, ON
| | - Jamie A Seabrook
- School of Food and Nutritional Sciences, Brescia University College, London, ON.,Departments of Paediatrics, and Epidemiology and Biostatistics, Western University, London, ON.,Children's Health Research Institute, London, ON
| | - Paula D N Dworatzek
- School of Food and Nutritional Sciences, Brescia University College, London, ON.,Schulich Interfaculty Program in Public Health, Western University, London, ON
| | - June I Matthews
- School of Food and Nutritional Sciences, Brescia University College, London, ON
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Carter N, Tolan J, Bird M. An Innovative Simulated Research Practicum for Undergraduate Nursing Students. J Nurs Educ 2019; 58:114-116. [PMID: 30721313 DOI: 10.3928/01484834-20190122-10] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2018] [Accepted: 10/22/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND An understanding of the research process and familiarity with research methods is essential to nursing curricula to prepare graduates to participate in the generation of new nursing knowledge. A research practicum with nurse researchers is one way of providing intensive hands-on training. At our institution, research placements for students has become difficult for a number of reasons. METHOD To solve the problem related to the low number of quality research placements available, simulation was used to create an innovative research practicum. RESULTS The simulated research practicum increased the number of quality research projects available to students and allowed students to participate in a small study from start to finish. It also used fewer faculty resources. CONCLUSION The simulated research practicum is an innovative strategy to provide practical research experience to undergraduate students and requires fewer faculty resources than traditional placements. [J Nurs Educ. 2019;58(2):114-116.].
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de Jong G, Meijer E, Schout G, Abma T. Involving Undergraduate Nursing Students in Participatory Health Research: Implications from the Netherlands. J Prof Nurs 2018; 34:507-513. [DOI: 10.1016/j.profnurs.2018.04.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2017] [Revised: 03/23/2018] [Accepted: 04/18/2018] [Indexed: 10/17/2022]
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