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Yet, successful implementation of an institutional TTM protocol depends on the nurses’ knowledge and skills.
The results from the mixed effects model, repeated measures analysis of variance, simple regressions and paired t-tests were all consistent.
Fifty-two nurses were recruited; all completed baseline and immediate post-intervention testing, while 48/52 (92.3%) completed follow-up evaluation at 6 weeks.
Further research should focus on the assessment of the effect of different TTM education interventions on the transfer of the knowledge/skills to bedside and subsequent patient outcomes.
This study investigates cross-linguistic influence in multilingual (Ln) acquisition of two English structures (i.e., Adv-V word order and Subject-Auxiliary inversion (residual Verb-Second, V2) by bilingual Norwegian-Russian adolescents.