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Kathy L. Rush

Researcher at University of British Columbia

Publications -  68
Citations -  1531

Kathy L. Rush is an academic researcher from University of British Columbia. The author has contributed to research in topics: Health care & Medicine. The author has an hindex of 17, co-authored 57 publications receiving 1160 citations. Previous affiliations of Kathy L. Rush include Dalhousie University.

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Best practices of formal new graduate nurse transition programs: An integrative review

TL;DR: The stronger evidence suggests that new graduate education should focus on practical skill development, preceptors should receive a level of formal training, formal support should be available at least through the difficult six to nine month post-hire period, opportunities for connection with their peers should be provided, and organizations should strive to ensure clinical units with healthy work environments.
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Videoconference compared to telephone in healthcare delivery: A systematic review.

TL;DR: Overall, videoconference was comparable or better than telephone in reducing healthcare utilization, but healthcare costs were highly variable across studies, and evidence showed little differences between the two modalities in terms of patient outcomes.
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Women's experiences of seeking reproductive health care in rural Ghana: challenges for maternal health service utilization.

TL;DR: Rural women's perspectives on their experiences in seeking reproductive care from professional nurses in Ghana were described, highlighting the importance of their relationships with nurses and the impact of these relationships on their healthcare-seeking.
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Nurses' attitudes towards older people care: An integrative review.

TL;DR: There is a paucity of research examining hospital nurses' attitudes towards caring for older adults and the limited evidence indicates that attitudes towards older people care are complex and contradictory.
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The efficacy of telehealth delivered educational approaches for patients with chronic diseases: A systematic review.

TL;DR: Findings demonstrated that virtual education delivered to patients with chronic diseases was comparable, or more effective, than usual care.