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In this study, the interrelated components of a Community of Inquiry teaching, social, and cognitive presences are analyzed in the context of four online nurse practitioner learning activities that used different teaching strategies to promote critical reflection and dialogue: asynchronous discussion; synchronous presentations; collaborative projects; and VoiceThread.
Such links also allow opportunities for practitioner learning through continued professional development [ 46].
The Justice Steps (JSTEPS) project uses a PDSA (Plan-Do-Study-Act) quasi-experimental design that combines active and engaged researcher and practitioner learning collaborations about EBP adoption and implementation.
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This is a variation on Buddhist meditation, in which the practitioner learns to pay attention selectively and, as she put it, "to remain in the present, rather than to wallow and worry about the past and catastrophize the future".
In so doing, the practitioner learns to disengage him- or herself from the concerns of daily life.
It will be useful to community development students, scholars and practitioners learning to respond to unexpected shocks and address chronic stress associated with climate change and its impacts.
This effort brought together museum practitioners, learning researchers, and evolutionary scientists to develop best practices for displaying and teaching the Tree of Life.
Practitioners learning how to perform stereotactic guided core biopsies need a nonhuman model to practice on.
Participants described highly variable training backgrounds, resulting in practitioners learning unique combinations of therapy techniques.
Students – and experienced practitioners learning through CPD – might usefully be supported to learn more about and to question these broader structures and contexts.
Practitioners learning to apply EBP in clinical practice may need to be assessed differently than undergraduate students, administrators, payers, and policy makers [ 10, 11].
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