Sentence examples for using the structured approach from inspiring English sources

Nurses succeeded in using the structured approach of the SPARK reasonably well to very well in 92.1% of the contacts.

When using the structured approach, these findings were confirmed; the only nested model found to fit the data as well as the saturated model was that representing a sensitive period for physical activity at age 53 years among men (p=0.98).

This was supported by the findings when using the structured approach that showed that the only nested models to fit the data as well as the fully saturated model were an accumulation model, assuming similar effect sizes at each age (p=0.48), for chair rises and an accumulation model, allowing for differences in effect size at each age (p=0.23), for standing balance.

The lifetime score, modelled as both a continuous score and also as a categorical variable (grouped as 0 1, 2 4 and 5 8) was then used in models 1 and 2. In a final stage of analyses, we tested whether an accumulation or a sensitive periods model provided the best fit to the data using the structured approach to comparing life course models developed by Mishra et al. [ 1, 12].

This study was undertaken six months following an education session previously described [ 5] to establish how the students' telephone communication skills had been retained and if they had used the structured approach that had been taught.

These data were previously used to illustrate the structured approach, and full details are given in the original study.

By means of the structured approach used, extra-spinal findings were detected in 2,060 (68.6 %) of the 3,000 lumbar spine MRI examinations; 362 (17.6 %) patients had indeterminate or clinically important findings (E3 and E4) requiring clinical correlation or further evaluation.

We ascribe the higher success rate obtained in Tanzania to the structured approach used in introducing ART in Tanzania.

In retrospect we feel that the structured approach used may have restricted the responses of the panel members and resulted in a focus on what they perceived as the most important disclosure behaviours rather than the full range of behaviours.

Chaplains were asked to compare the interview with their own way of conducting a first pastoral encounter with a patient, to determine whether all dimensions of a patient's spirituality were addressed in the SDAT interview and to express their view on the structured approach used to assess a patient's spirituality in the hospital setting.

Use this structured approach for teaching traditional students.