Journal of Professional Nursing最新文献_第3页

Approach to graduate nursing education pedagogy and learning transition 研究生护理教育教学法和学习过渡方法

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-23 DOI: 10.1016/j.profnurs.2024.08.008

Lisa Guertin DNP, ACNP-BC, Elizabeth Gatewood DNP, FNP-C, CNE, FAANP, FAAN, Stella Aguinaga Bialous DrPH, Brittany Christiansen PhD, DNP, APRN, CPNP-PC/AC, FNP-C, AE-C, CNE, Lin Lin PhD, RN, Bethany Phoenix PhD, RN, FAAN, Yuriko Shichishima MS, RN, CNE, PHN, K.T. Waxman DNP, MBA, RN, FAAN

{"title":"Approach to graduate nursing education pedagogy and learning transition","authors":"Lisa Guertin DNP, ACNP-BC, Elizabeth Gatewood DNP, FNP-C, CNE, FAANP, FAAN, Stella Aguinaga Bialous DrPH, Brittany Christiansen PhD, DNP, APRN, CPNP-PC/AC, FNP-C, AE-C, CNE, Lin Lin PhD, RN, Bethany Phoenix PhD, RN, FAAN, Yuriko Shichishima MS, RN, CNE, PHN, K.T. Waxman DNP, MBA, RN, FAAN","doi":"10.1016/j.profnurs.2024.08.008","DOIUrl":"10.1016/j.profnurs.2024.08.008","url":null,"abstract":"<div><p>Prior to the COVID-19 pandemic, the University of San Francisco (UCSF) School of Nursing (SON) is a historically in person graduate program that immediately transitioned to remote learning at the start of the pandemic. In 2022, upon emerging from the pandemic, the need to intentionally determine the teaching and learning modality of the UCSF SON became apparent. This is a report of the process of our institutions transition from an in person to a hybrid school. A task force was formed and charged with identifying the school's approach to the teaching and learning modality moving forward. A group think activity identified needs assessment for the task force's approach. The task force agreed upon definitions for in person, hybrid, online and hyflex learning, conducted a literature review, re-examined internal survey results from both faculty and learners regarding teaching and learning modality preferences and compared top graduate nursing programs teaching and learning modalities. The literature review revealed that hybrid learning was not inferior to in person learning and may improve educational outcomes. The faculty and learner survey results identified a preference toward hybrid learning and teaching. The task force recommended that the school change its public-facing information to identify as a hybrid school with specialty specific flexible design. This transition allows the school to carry out the mission of educating diverse health leaders.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142130139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing open educational resources: Lessons learned 实施开放式教育资源：经验教训

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.005

Joanne Noone PhD, RN, CNE, ANEF, FAAN , Robin Champieux MLIS , Asma Taha Ph.D., CPNP-PC/AC, FAAN , Marilyn Gran-Moravec MSN, RN , Lisa Hatfield Ed.D. , Sharon Cronin MN, RN, CCRN , Rhonda Shoemaker MN, CCRN, C-NPT

{"title":"Implementing open educational resources: Lessons learned","authors":"Joanne Noone PhD, RN, CNE, ANEF, FAAN , Robin Champieux MLIS , Asma Taha Ph.D., CPNP-PC/AC, FAAN , Marilyn Gran-Moravec MSN, RN , Lisa Hatfield Ed.D. , Sharon Cronin MN, RN, CCRN , Rhonda Shoemaker MN, CCRN, C-NPT","doi":"10.1016/j.profnurs.2024.08.005","DOIUrl":"10.1016/j.profnurs.2024.08.005","url":null,"abstract":"<div><h3>Background</h3><p>Open educational resources (OER) are associated with several positive outcomes for undergraduate and graduate students, both financially and academically. Financial benefits include a reduction in student debt and costs of attending college. Academic benefits include improved academic success, especially for students from populations historically underserved by higher education.</p></div><div><h3>Purpose</h3><p>This article reviews strategies and lessons learned from an academic multi-campus school of nursing (SON) initiative on implementing OER.</p></div><div><h3>Approach</h3><p>A team representing undergraduate and graduate nursing faculty, the library, and the Teaching and Learning Center set forth to improve faculty awareness of and interest in adopting OER and develop resource sites for disseminating information about OER. The team collaborated with partners within the university and with external academic partners to achieve our goals.</p></div><div><h3>Outcomes</h3><p>Presentations to SON faculty on OER identified faculty interested in adopting these resources. Two Masters of Nursing Education (MNE) students identified and shared resources; completed a student textbook survey; and, reported results and recommendations to SON faculty. A university resource site was created on OER. Further collaboration with university librarians to identify and implement OER for specific courses is ongoing.</p></div><div><h3>Conclusions</h3><p>Students identified cost as one barrier for pursuing higher education. Efforts to reduce cost through utilizing OER may eliminate this barrier, thus enhancing student enrollment and persistence in higher education. Adopting OER is a social justice action that has the potential to address educational inequities by allowing students to attend to their basic human needs such as housing and food.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142167693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Redefining faculty workload metrics: A data-driven approach 重新定义教师工作量指标：数据驱动法

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.006

Heather L. Johnson DNP, FNP-BC, FAANP, Danette F. Cruthirds PhD, MSN, CRNA, Laura A. Taylor PhD, RN, ANEF, FAAN, Lauren T. Suszan DNP, MSN, CRNA, Regina P. Owen DNP, PMHNP-BC, Jennifer L. Trautmann PhD, FNP-BC, CPNP-PC, Jonathan R. Beatty DNP, MSN, FNP-C, Diane C. Seibert PhD, ARNP, FAANP, FAAN

{"title":"Redefining faculty workload metrics: A data-driven approach","authors":"Heather L. Johnson DNP, FNP-BC, FAANP, Danette F. Cruthirds PhD, MSN, CRNA, Laura A. Taylor PhD, RN, ANEF, FAAN, Lauren T. Suszan DNP, MSN, CRNA, Regina P. Owen DNP, PMHNP-BC, Jennifer L. Trautmann PhD, FNP-BC, CPNP-PC, Jonathan R. Beatty DNP, MSN, FNP-C, Diane C. Seibert PhD, ARNP, FAANP, FAAN","doi":"10.1016/j.profnurs.2024.08.006","DOIUrl":"10.1016/j.profnurs.2024.08.006","url":null,"abstract":"<div><h3>Background</h3><div>Benchmarking faculty workload is key for equity, but a standard model like the Carnegie Unit, originally designed for student workload, does not fit all scenarios.</div></div><div><h3>Methods</h3><div>A novel Faculty Effort Data Collection Tool assessed whether the Carnegie Unit accurately reflected faculty effort in a graduate nursing program. Workload was evaluated course-by-course based on faculty self-reported hours.</div></div><div><h3>Results</h3><div>Analysis of 62 APRN courses showed faculty spent nearly twice the Carnegie Units expected (84 h of faculty effort per student credit hour vs the 45 projected). Half of courses exceeded 90 h per credit; 21 % were under the anticipated 45. In some courses, faculty effort was up to sevenfold higher than expected for a 3-credit course (996 h vs 135 h). A single, universally applicable “per credit hour” formula for all courses could not be identified. Using faculty reported hours, the taskforce designed a new course workload credit plan. Revised workload credits increased from 1 to 8 (mean 3.7) to 2 to 15 (mean 4.92), appropriately crediting faculty for their work.</div></div><div><h3>Conclusions</h3><div>The Carnegie Unit did not accurately reflect faculty effort in our program. A tailored approach was necessary to ensure fairness, and promote a more equitable distribution of effort.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels 创新的护理实践博士学术项目课程模式：支持不同入门水平学习者的策略

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-22 DOI: 10.1016/j.profnurs.2024.08.004

Adele Susan Feeney DNP, FNP-BC, Patricia White PhD, ANP-BC, FAANP, Alexander Menard DNP, AG-ACNP-BC, Kenneth Peterson PhD, MS, FNP-BC, Jill M. Terrien PhD, ANP-BC, Jean Boucher PhD, ANP-BC

{"title":"An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels","authors":"Adele Susan Feeney DNP, FNP-BC, Patricia White PhD, ANP-BC, FAANP, Alexander Menard DNP, AG-ACNP-BC, Kenneth Peterson PhD, MS, FNP-BC, Jill M. Terrien PhD, ANP-BC, Jean Boucher PhD, ANP-BC","doi":"10.1016/j.profnurs.2024.08.004","DOIUrl":"10.1016/j.profnurs.2024.08.004","url":null,"abstract":"<div><p>The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent <em>Future of Nursing 2020–2030</em>: <em>Charting a Path to Achieve Health Equity</em> report by the National Academy of Medicine advocates that competency-based education (CBE) approaches in nursing schools should focus upon the advanced practice nursing population within collaborative academic practice partnerships. This article describes an innovative DNP Scholarly Project Curriculum model at an academic health science center that integrates academic partnerships and CBE strategies that have been developed for second degree Bachelor's direct entry to nursing (direct entry), post BS in nursing to DNP (BS to DNP), Post Master's to DNP (PM DNP) entry levels of preparation. The DNP Scholarly Project Curriculum utilizes an innovative, scaffolded approach to fostering CBE for the assessment of learning activities at the doctoral level. The DNP Scholarly Project Curriculum includes domains of quality improvement, critical appraisal of the literature, evidence-based practice models, implementation practice models, policy analysis, and process/outcome evaluations. Preliminary alumni and stakeholder feedback suggests that these projects are not only impacting practice but improving learner competency in quality improvement science. Implementation of this model has led to enhanced CBE-driven curriculum teaching and learning strategies, and sustainable collaborative academic partnerships.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142121995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Collaborative framework to assess achievement of American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties patient-centered competencies using evolving case studies 利用不断发展的案例研究评估美国护理学院协会和全国执业护士组织以患者为中心的能力成就的合作框架

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-20 DOI: 10.1016/j.profnurs.2024.08.007

Heather Rivasplata DNP, MPH, FNP-BC, Jonathan Beatty Lt Col, USAF, NC, DNP, MSN, FNP-C, Natasha Best Lt Col, USAF, NC, DNP, WHNP-BC, Heather Johnson DNP, FNP-BC, FAANP

{"title":"Collaborative framework to assess achievement of American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties patient-centered competencies using evolving case studies","authors":"Heather Rivasplata DNP, MPH, FNP-BC, Jonathan Beatty Lt Col, USAF, NC, DNP, MSN, FNP-C, Natasha Best Lt Col, USAF, NC, DNP, WHNP-BC, Heather Johnson DNP, FNP-BC, FAANP","doi":"10.1016/j.profnurs.2024.08.007","DOIUrl":"10.1016/j.profnurs.2024.08.007","url":null,"abstract":"<div><h3>Background</h3><p>The American Association of Colleges of Nursing (AACN) and National Organization of Nurse Practitioner Faculties (NONPF) emphasize the role of clinical reasoning in nurse practitioner (NP) competencies. Evidence-based clinical reasoning is vital to patient safety. Collaborative technology tools can aid in assessing progress towards achieving clinical reasoning competency.</p></div><div><h3>Purpose/aims</h3><p>The purpose of this article is to describe an electronic, collaborative learning framework to teach and assess second year NP students in systematically selecting and eliminating diagnoses and forming treatment plans.</p></div><div><h3>Design/methods</h3><p>Post gap analysis, the collaborative learning framework was created. This visual, collaborative resource was scaffolded across two sequential advanced NP second year clinical synthesis courses and embedded with evolving case studies. Students identified pertinent positives and negatives from the history, physical, and diagnostic findings. Each student developed a unique differential diagnosis and plan of care and critiqued their peers.</p></div><div><h3>Result/findings</h3><p>The tool exceeded expectations. Faculty were able to visualize data, provide clarification on interpretation of data and pharmacology, and grade in small groups.</p></div><div><h3>Conclusion</h3><p>The collaborative learning framework provided real-time visualization of students' work in clinical reasoning. It was easy to use and integrate into second year NP courses to meet learning objectives and assess clinical reasoning competency.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142058064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Leased clinical faculty model: Bridging gaps in nursing education 租赁临床教师模式：弥合护理教育中的差距

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-15 DOI: 10.1016/j.profnurs.2024.08.002

Melissa D. Cole DNP, APRN, ANP-BC, CENP

{"title":"Leased clinical faculty model: Bridging gaps in nursing education","authors":"Melissa D. Cole DNP, APRN, ANP-BC, CENP","doi":"10.1016/j.profnurs.2024.08.002","DOIUrl":"10.1016/j.profnurs.2024.08.002","url":null,"abstract":"<div><p>In response to the critical Registered Nursing (RN) shortage, John Carroll University, a not-for-profit, private, faith-based university in the Midwest, has developed an academic-practice partnership to bolster its new Bachelor of Science in Nursing (BSN) program. This initiative addresses the challenge of limited clinical faculty. Central to this strategy is a “leased employee agreement” with healthcare partners, which allows the university to employ practicing RNs as part-time clinical instructors. Formulated in collaboration with healthcare Chief Nurse Executives (CNEs), this model enables the seamless integration of hospital-employed RNs into the academic framework as clinical faculty. This model streamlines the onboarding process and enriches student learning experiences by leveraging the practical expertise of active nurses. Initial feedback following its launch in August 2023 has been positive, with students and clinical faculty reporting high levels of satisfaction and quality educational experiences. This approach presents a viable strategy to mitigate faculty shortages in nursing education and underscores the importance of inventive academic-practice partnerships in adapting to the dynamic demands of healthcare training.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142002287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Change in expectations: A policy recommendation for future and current nurse educators 改变期望：对未来和当前护士教育工作者的政策建议

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-14 DOI: 10.1016/j.profnurs.2024.08.003

Kylateia Farrar-Stern , Amber Young-Brice

引用次数: 0

The National Organization of Nurse Practitioner Faculties Leadership Mentoring Program: Ten years of positive outcomes 全国执业护士学院领导指导计划组织：十年来的积极成果

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-10 DOI: 10.1016/j.profnurs.2024.08.001

Marcy Ainslie , Mary Beth Bigley , Charles Yingling , J. Dwayne Hooks , Leonie DeClerk

{"title":"The National Organization of Nurse Practitioner Faculties Leadership Mentoring Program: Ten years of positive outcomes","authors":"Marcy Ainslie , Mary Beth Bigley , Charles Yingling , J. Dwayne Hooks , Leonie DeClerk","doi":"10.1016/j.profnurs.2024.08.001","DOIUrl":"10.1016/j.profnurs.2024.08.001","url":null,"abstract":"<div><h3>Background</h3><p>Nursing leadership programs can have a positive impact on organizations and communities. Health equity in nursing requires leaders who parallel the population demographics.</p></div><div><h3>Purpose</h3><p>This work evaluated the National Organization of Nurse Practitioner Faculties Leadership Mentoring Program (LMP) 10 years from its inception. Lessons learned from this evaluation can inform leadership initiatives in nursing and other health professions.</p></div><div><h3>Method</h3><p>This cross-sectional evaluation applied the Context, Inputs, Process, and Products model to gauge effectiveness of the LMP. All 48 participants were invited to participate.</p></div><div><h3>Results</h3><p>Thirty-two survey respondents, a 67 % response rate, demonstrated a 767 % increase in extramural scholarship collaborations and promotion to associate and full professor at 43 % and 90 %, respectively. Academic leadership positions to department chair, assistant/associate dean, and dean increased 200 %, 167 %, and 100 %, respectively. Seventy-seven percent of program participants are engaged on boards and committees at local, state, national, and international levels. These roles significantly impact legislative, policy, advocacy, and regulatory efforts, signifying the LMP's influence on broader societal and professional domains.</p></div><div><h3>Conclusion</h3><p>Identifying clear program outcomes and metrics for leadership program evaluation can advance diversity, equity, and inclusion efforts. Sustainable funding models for leadership development will have a high return on investment for health professions.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Indicators of rigor in dissertation research 论文研究的严谨性指标

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-07 DOI: 10.1016/j.profnurs.2024.07.011

Joyce E. Johnson, Petra Goodman, Rebecca Robert

引用次数: 0

Exploring workaholism determinants and life balance: A mixed-method study among academic nurse educators 探索工作狂的决定因素和生活平衡：一项针对学术护士教育工作者的混合方法研究

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2024-08-05 DOI: 10.1016/j.profnurs.2024.07.014

Ebtsam Aly Abou Hashish , Sharifah Abdulmuttalib Alsayed , Hend Abdu Alnajjar

{"title":"Exploring workaholism determinants and life balance: A mixed-method study among academic nurse educators","authors":"Ebtsam Aly Abou Hashish , Sharifah Abdulmuttalib Alsayed , Hend Abdu Alnajjar","doi":"10.1016/j.profnurs.2024.07.014","DOIUrl":"10.1016/j.profnurs.2024.07.014","url":null,"abstract":"<div><h3>Background</h3><p>Academic nurse educators play a crucial role in the educational environment, but the demands of their profession can lead to workaholism, which could result in an imbalance between work and personal life.</p></div><div><h3>Purpose</h3><p>The study aimed to explore workaholism and life balance among academic nursing educators, as well as investigate the factors associated with workaholism.</p></div><div><h3>Methods</h3><p>A mixed-methods design based on the “concurrent triangulation” approach was employed. A convenience sample of 76 nurse educators completed the Dutch Work Addiction Scale (DUWAS) and the Life Balance Inventory (LBI), while a purposive sample of 20 nurse educators participated in semi-structured interviews. Inferential statistics and thematic analysis were used to analyze the data.</p></div><div><h3>Results</h3><p>The researchers found a notable prevalence of workaholism among nurse educators, with 59.0 % reporting a mean score above 2.5 and 86.8 % perceiving an unbalanced life. Regression analysis indicated that workaholism negatively predicted life balance (B = −0.404, <em>p</em> < 0.001). The qualitative findings derived three themes as determinants of workaholism: antecedents, consequences, personal and institutional strategies to mitigate workaholism among nursing educators.</p></div><div><h3>Conclusion</h3><p>Educational institutions should develop comprehensive approaches to support and develop their academicians, fostering a positive work environment, work-life balance, employee well-being, and professional development.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0