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Comprehensive competence of ICU nurses should in various ways be developed during ICCN education and orientation programs.
Studying programmatic assessment can only be at the level of comprehensive competence, framing medicine as an integrated whole task.
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The deficiencies primarily concerned public participation, comprehensive overview, competence, and stakeholder coordination.
The comprehensive evaluation of competence requires the creation of measures that are sensitive to the complexity of the construct and take into account the intervention-specific contextual variables that influence it.
The limitations of this first version of the e-Portfolio include its primary focus on achieving skills targets, rather than on a more comprehensive assessment of competence including communication skills, knowledge, technical skills, clinical reasoning skills, emotional skills, values, and observations that would benefit patients as well as society [ 34, 35].
Using the intricate collaborative structure of gamelan Javanese ensemble music as a point of departure, Knowing Music, Making Music lays the foundation for a comprehensive theory of musical competence and interaction.
Comprehensive mentoring can build competence and improve performance by combining on-the-job clinical and technical support, applying quality improvement principles, and promoting team-based problem solving.
The questions range from unspecified aspects such as "knowledgeable" or "Knowledge and Professionalism" (2, 5-7, 9, 10, 12, 17, 19) to more comprehensive descriptions of professional competence such as "Was the doctor's diagnosis later confirmed?
This study was designed to expand previous research and conduct a comprehensive investigation on how social competence is associated with college students' online dating behaviors, perceptions, and attitudes.
Factors that favour utilizing a similar organization structure include scope for donor trust, for bringing in established competence and a comprehensive approach.
ICCN-CS-1 is useful in planning supervision in preregistration nursing students' clinical practice and during orientation programmes, for example, to identify learning gaps, define learning goals, and discuss competence in a comprehensive manner.
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