Sentence examples for for effective skill from inspiring English sources

The Issenberg et al. systematic review of simulation identified practice and feedback as key for effective skill development [ 17].

For RF, the following factors were associated with outcomes: for effective skill transfer, being able to communicate in a common language and working at a nursing site outside of Kigali; and for satisfaction, 7+ years of professional experience and being part of a male RF-female USF twin pair.

This may account in part for the discrepancy between the notion of critical periods and maturational windows of opportunity in the acquisition of skills on the one hand and the accumulating evidence for very effective skill learning, both motor and perceptual, in adults, on the other [11] [13], [15], [17], [19] [20], [23], [27], [38].

This may account, in part, for the discrepancy between a simple notion of maturational windows of opportunity in the acquisition of skills on one hand, and the accumulating evidence for very effective skill-learning in adults on the other (e.g., [65]).

Again, it is important to keep in mind that current evidence only suggests some trends; it does not offer clear direction on the most effective skill mix for nurses.

The rates of chronic illness and disease related to health behaviors are on the rise among the US population, underscoring the need for effective counseling skills.

So many of the tools that managers are now being taught as effective skills for managing millennials, are simply "Effective Management 101".

The findings summarized above suggest that it is important to empower undergraduate students, especially those exhibiting depressed mood, with flexible and effective skills for coping with stress [ 5].

If transformation in health care organisations is impossible without transformation of the workforces that deliver care, organisational characteristics also frame the possible options for managing available HR. Effective skills management depends not only on the horizontal fit between HR activities but also on the vertical fit between HR practices and organisational contexts.

It also explores relations between proficiency in soft skills and self-efficacy, a variable strongly associated with competent performance, and learning styles, in order to identify practical implications for the design of more effective skills development programs.

Since adequate faculty interaction is critical for effective learning and skill acquisition, the BBNC short course was designed with didactic lectures in the morning, followed by interactive, problem-based discussion and hands-on practicums in the afternoon.