| pubmed-article:10745786 | rdf:type | pubmed:Citation | lld:pubmed |
| pubmed-article:10745786 | lifeskim:mentions | umls-concept:C0023185 | lld:lifeskim |
| pubmed-article:10745786 | lifeskim:mentions | umls-concept:C2584304 | lld:lifeskim |
| pubmed-article:10745786 | lifeskim:mentions | umls-concept:C1514562 | lld:lifeskim |
| pubmed-article:10745786 | lifeskim:mentions | umls-concept:C1883221 | lld:lifeskim |
| pubmed-article:10745786 | lifeskim:mentions | umls-concept:C0018017 | lld:lifeskim |
| pubmed-article:10745786 | lifeskim:mentions | umls-concept:C1571702 | lld:lifeskim |
| pubmed-article:10745786 | lifeskim:mentions | umls-concept:C1883204 | lld:lifeskim |
| pubmed-article:10745786 | lifeskim:mentions | umls-concept:C1880389 | lld:lifeskim |
| pubmed-article:10745786 | pubmed:issue | 4 | lld:pubmed |
| pubmed-article:10745786 | pubmed:dateCreated | 2000-7-20 | lld:pubmed |
| pubmed-article:10745786 | pubmed:abstractText | Staff educators recognize the importance of affective competency for effective nursing practice. Inservice programs must include affective learning with objectives stated in measurable terms. Staff educators often express frustration in developing affective objectives and evaluating the learning outcome because attitudes and feelings are usually inferred from observations. This article presents affective learning objectives for a gerontological nursing inservice program and a rating scale that measures attitudes to evaluate the learning outcome. | lld:pubmed |
| pubmed-article:10745786 | pubmed:language | eng | lld:pubmed |
| pubmed-article:10745786 | pubmed:journal | http://linkedlifedata.com/r... | lld:pubmed |
| pubmed-article:10745786 | pubmed:citationSubset | N | lld:pubmed |
| pubmed-article:10745786 | pubmed:status | MEDLINE | lld:pubmed |
| pubmed-article:10745786 | pubmed:issn | 1098-7886 | lld:pubmed |
| pubmed-article:10745786 | pubmed:author | pubmed-author:Maier-Lorentz... | lld:pubmed |
| pubmed-article:10745786 | pubmed:issnType | Print | lld:pubmed |
| pubmed-article:10745786 | pubmed:volume | 15 | lld:pubmed |
| pubmed-article:10745786 | pubmed:owner | NLM | lld:pubmed |
| pubmed-article:10745786 | pubmed:authorsComplete | Y | lld:pubmed |
| pubmed-article:10745786 | pubmed:pagination | 167-71 | lld:pubmed |
| pubmed-article:10745786 | pubmed:dateRevised | 2004-11-17 | lld:pubmed |
| pubmed-article:10745786 | pubmed:meshHeading | pubmed-meshheading:10745786... | lld:pubmed |
| pubmed-article:10745786 | pubmed:meshHeading | pubmed-meshheading:10745786... | lld:pubmed |
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| pubmed-article:10745786 | pubmed:meshHeading | pubmed-meshheading:10745786... | lld:pubmed |
| pubmed-article:10745786 | pubmed:meshHeading | pubmed-meshheading:10745786... | lld:pubmed |
| pubmed-article:10745786 | pubmed:meshHeading | pubmed-meshheading:10745786... | lld:pubmed |
| pubmed-article:10745786 | pubmed:meshHeading | pubmed-meshheading:10745786... | lld:pubmed |
| pubmed-article:10745786 | pubmed:meshHeading | pubmed-meshheading:10745786... | lld:pubmed |
| pubmed-article:10745786 | pubmed:articleTitle | Writing objectives and evaluating learning in the affective domain. | lld:pubmed |
| pubmed-article:10745786 | pubmed:affiliation | North Central University, Prescott, Arizona, USA. | lld:pubmed |
| pubmed-article:10745786 | pubmed:publicationType | Journal Article | lld:pubmed |
