Sentence examples for effectiveness of facilitation from inspiring English sources

By incorporating the three levels of facilitation, pre-task, combined pre-task and in-task, and combined pre-task, in-task, and post-task, in the design of a simulation-based interactive learning environment (ILE), this study provides an empirical, laboratory-experiment-based evaluation of the effectiveness of facilitation on performance in dynamic tasks.

For three years (2008 – 2011) the Neonatal health - Knowledge into Practice (NeoKIP, Current Controlled Trials ISRCTN44599712) trial investigated the effectiveness of facilitation as a knowledge translation intervention for improved neonatal health and survival in the Quang Ninh province, Vietnam [ 25].

There remain unanswered questions related to the potential reach of practice facilitation beyond the early adopters, the characteristics of the practices in terms of practice culture, readiness and other factors which could influence the uptake and effectiveness of facilitation.

Our findings suggest that embedding more on-site and hands-on support into the external practice facilitation model may increase the effectiveness of practice facilitation programs.

To determine the extent to which previous findings on the effectiveness of resource facilitation to impact return to work and school could be replicated.

Our study has demonstrated the effectiveness of outreach facilitation in improving overall preventive care performance.

Studies have reported the effectiveness of practice facilitation in improving quality management and care delivery.

This seriously impedes efforts to assess the general effectiveness of practice facilitation.

All of the authors were involved in the research project to evaluate the effectiveness of outreach facilitation in improving the delivery of preventive health care guidelines.

This study examined the effectiveness of different debriefing facilitation approaches on third year undergraduate nursing students' reflective thinking and critical reflection self-efficacy following high-fidelity simulation using a 3-arm nonequivalent control group design.

The further collected qualitative data were useful for triangulating the effectiveness of the teacher facilitation practices implemented and optimised in this DBR.