Authors: Felton, G Abbe, S Gilbert, C Ingle, JR

Citation: G. Felton et al., What is the faculty role in relation to scholarship and teaching? What does this have to do with NLNAC accreditation?, NURS H C P, 21(5), 2000, pp. 262-263

Authors: Felton, G Abbe, S Gilbert, C Ingle, JR

Citation: G. Felton et al., What is the purpose of clinician-practitioner representation on site visitteams, NURS H C P, 21(4), 2000, pp. 202-202

Authors: Felton, G Abbe, S Gilbert, C Ingle, JR

Citation: G. Felton et al., What does NLNAC mean by "technological literacy"?, NURS H C P, 21(2), 2000, pp. 98-98

Authors: Felton, G Abbe, S Gilbert, C Ingle, JR

Citation: G. Felton et al., How does NLNAC support the Pew Health Commission Competencies?, NURS H C P, 21(1), 2000, pp. 53-53

Authors: Felton, G Abbe, S Gilbert, C Ingle, JR

Citation: G. Felton et al., How does emphasis on core criteria make clear that different levels of nursing education lead to differences in practice, as opposed to homogenizing evaluation of programs?, NURS H C P, 20(6), 1999, pp. 329-329

Authors: Felton, G Abbe, S Gilbert, C Ingle, JR

Citation: G. Felton et al., How does NLNAC support the concept of differentiated practice?, NURS H C P, 20(5), 1999, pp. 275-275