Sentence examples for evaluations element from inspiring English sources

Therefore, following on with the previous example of a care worker considering the implementation of a clinical guideline within their community practice, they may benefit from looking outside of the guideline implementation literature to frameworks for implementation programs which cover the missing stages and evaluations element to a greater extent.

For instance, guideline implementation frameworks, were essentially descriptive, based on clinical settings, were largely focussed on two domains, the innovation (the characteristics of the guideline to be implemented) and individuals, often did not include the stages of exploration and installation, and lacked comprehensiveness (degree and depth) of the evaluations element.

(S new is called a highest evaluation element of Candidate-N(S current ).

A formal evaluation element should be incorporated into future catch-up campaigns to inform their continuing improvement.

The evaluation element inferred an assessment of progress or lack of progress (identifying gaps) in terms of applying the conditions.

This final evaluation element is based on a taxonomy derived from a set of 7,120 rules [ 35] implemented at some point at Partners healthcare system.

These researches should set out from the beginning, a monitoring and evaluation element as well as a pathways to impact component, such that, from the beginning the research envisions what kind of impact (and to whom) it will create.

Our findings suggest that the persistence of cellular effects should be therefore considered as an additional evaluation element to be taken into account in investigations on CK2 inhibitors as potential therapeutic tools.

The items relate to methods of evaluation, evaluation practices, evaluators, beliefs about teaching and learning, criteria for evaluating teaching effectiveness, evaluation elements, and selected personal and professional variables.

The purpose of this paper is to report on the perceptions of nursing educators and students in Iran with respect to actual and preferred evaluation methods – who evaluates and how – including identification of their beliefs about the teaching-learning process, criteria for evaluating teaching effectiveness, and the impact of evaluation elements on teaching-learning outcomes.

The IEV, its spatial heterogeneity, and its sensitivities to the evaluation elements were analyzed.