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Items: 1 to 20 of 119

1.

Comparison of two teaching methods for cardiac arrhythmia interpretation among nursing students.

Varvaroussis DP, Kalafati M, Pliatsika P, Castrén M, Lott C, Xanthos T.

Resuscitation. 2014 Feb;85(2):260-5. doi: 10.1016/j.resuscitation.2013.09.023.

PMID:
24128798
2.

Who should learn cardiac rhythm interpretation and how?

Pitcher D.

Resuscitation. 2014 Feb;85(2):163-4. doi: 10.1016/j.resuscitation.2013.11.017. No abstract available.

PMID:
24291588
3.

Techniques for teaching electrocardiogram interpretation: self-directed learning is less effective than a workshop or lecture.

Mahler SA, Wolcott CJ, Swoboda TK, Wang H, Arnold TC.

Med Educ. 2011 Apr;45(4):347-53. doi: 10.1111/j.1365-2923.2010.03891.x.

PMID:
21401682
5.
6.

Effects of a Web-based teaching method on undergraduate nursing students' learning of electrocardiography.

Jang KS, Hwang SY, Park SJ, Kim YM, Kim MJ.

J Nurs Educ. 2005 Jan;44(1):35-9.

PMID:
15673173
8.

Evaluation of basic arrhythmia knowledge retention and clinical application by registered nurses.

Sumner L, Burke SM, Chang LT, McAdams M, Jones DA.

J Nurses Staff Dev. 2012 Mar-Apr;28(2):E5-9. doi: 10.1097/NND.0b013e31824b41e1.

PMID:
22449890
9.

A randomized control trial comparing use of a novel electrocardiogram simulator with traditional teaching in the acquisition of electrocardiogram interpretation skill.

Fent G, Gosai J, Purva M.

J Electrocardiol. 2016 Mar-Apr;49(2):112-6. doi: 10.1016/j.jelectrocard.2015.11.005.

PMID:
26709105
10.

Puzzle based teaching versus traditional instruction in electrocardiogram interpretation for medical students--a pilot study.

Rubinstein J, Dhoble A, Ferenchick G.

BMC Med Educ. 2009 Jan 13;9:4. doi: 10.1186/1472-6920-9-4.

11.
12.

Are our medical graduates in New Zealand safe and accurate in ECG interpretation?

Lever NA, Larsen PD, Dawes M, Wong A, Harding SA.

N Z Med J. 2009 Apr 3;122(1292):9-15.

PMID:
19448769
13.

How can we improve teaching of ECG interpretation skills? Findings from a prospective randomised trial.

Raupach T, Harendza S, Anders S, Schuelper N, Brown J.

J Electrocardiol. 2016 Jan-Feb;49(1):7-12. doi: 10.1016/j.jelectrocard.2015.10.004.

PMID:
26615874
14.

A clinical teaching project: examination of a clinical teaching model.

Infante MS, Forbes EJ, Houldin AD, Naylor MD.

J Prof Nurs. 1989 May-Jun;5(3):132-9.

PMID:
2732400
15.

Improved class preparation and learning through immediate feedback in group testing for undergraduate nursing students.

Peck SD, Werner JL, Raleigh DM.

Nurs Educ Perspect. 2013 Nov-Dec;34(6):400-4.

PMID:
24475602
16.

Developing information literacy skills in pre-registration nurses: an experimental study of teaching methods.

Brettle A, Raynor M.

Nurse Educ Today. 2013 Feb;33(2):103-9. doi: 10.1016/j.nedt.2011.12.003.

PMID:
22257584
17.

Teaching advanced cardiac life support protocols: the effectiveness of static versus high-fidelity simulation.

King JM, Reising DL.

Nurse Educ. 2011 Mar-Apr;36(2):62-5. doi: 10.1097/NNE.0b013e31820b5012.

PMID:
21330894
18.

EKG arrhythmia recognition: a third-year clerkship teaching experience.

Lucas J, McKay S, Baxley E.

Fam Med. 2003 Mar;35(3):163-4.

PMID:
12670106
19.

Retention of Basic Cardiac Life Support content: the effect of two teaching methods.

Friesen L, Stotts NA.

J Nurs Educ. 1984 May;23(5):184-91.

PMID:
6325634
20.

The effects of human patient simulators on basic knowledge in critical care nursing with undergraduate senior baccalaureate nursing students.

Hoffmann RL, O'Donnell JM, Kim Y.

Simul Healthc. 2007 Summer;2(2):110-4. doi: 10.1097/SIH.0b013e318033abb5.

PMID:
19088615
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