CCBPCaribbean Capacity Building Programme (UNESCO)
CCBPCertification of China Banking Professional (China Banking Association)
CCBPCoal Combustion By-Product
CCBPComprehensive Capacity Building Programme (various locations)
CCBPCommunication and Coordination in Business Processes (international workshop)
CCBPCoca Cola Bottlers Philippines., Inc. (Philippines)
CCBPCoca-Cola Bottling Plant
CCBPCommunity College Bridge Program
Copyright 1988-2018, All rights reserved.
References in periodicals archive ?
If we further assume that corneal development process of human and rabbit is consistent, it is reasonable to study the relationship between rabbit corneal biomechanical properties and age, and the relationship between rabbit CCBP and age.
When the rabbit was fixed in front of the machine with its eye fixating on the green light, trigger the air pulse and carry out continuous 4 measures, and then two IOP values (IOPg and IOPcc) and CCBP were recorded.
All of the 30 rabbits' experimental results, including intraocular pressure (IOP), CCBP, CCR, CCT, and other ORA waveform parameters, were executed by Kolmogorov-Smirnov (K-S) normality test separately.
Table 1 gives the results of the IOP and CCBP of the rabbit cornea with different ages.
Table 2 gives the results of the Spearman test between IOP, CCBP, and age.
LSD test results of IOP and CCBP are shown in Table 3.
Both preceptors and students completed the second survey at the end of the CCBP (i.e., following completion of the 300-hour clinical practicum and the final 60 hours of coursework).
At the conclusion of the CCBP intervention (critical care course + clinical practicum), students perceived that they made the most improvements and largest confidence gains in the area of nursing strategies to care for critically ill patients, ethical issues, and particularly in decision making.
A noteworthy finding was that preceptor ratings of students' confidence increased significantly (p<0.05) in nine of the 10 subscales at the end of the CCBP intervention.
At the end of the CCBP, students rated themselves as being confident in their clinical skills to care for critically ill patients (mean overall self-efficacy score 4.33).
Preceptors reported more and significant improvement in students' confidence in all subscales except self-development, between the beginning and conclusion of the CCBP, but the differences between students and preceptors narrowed.
The differences in students' high ratings at the beginning of the CCBP might be because, at the time of assessment, students had volunteered for this experience, had completed the self-efficacy questionnaire after 120 hours of coursework, and were assigned to preceptors who might have offered encouragement and support, thereby bolstering their confidence early on.