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Recent research underscores the need for such a framework to better understand the conditions fostering productive e-learning opportunities and to establish structured educational goals and methodologies that support the development of students’ virtual caring skills [11,19-21].
JMIR Nursing 2025;8:e75868
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Characteristics of participants with spinal cord injury who completed the coach-guided videoconferencing expressive writing program (n=24).
a Gender: F=female; M=male
b Education: PG=postgraduate; BA/BS =bachelor’s degree; SC=some college; V=vocation;
c Living situation: A=alone; WS=with someone.
d Employment: FT=fulltime; PT=parttime; NW=not working; R=retired; D=disability; HM=homemaker.
e Diagnosis: E=ependymoma; NS=neurosarcoidosis; SCI=spinalcord injury; TM=transverse myelitis.
f Injury level: P=paraplegia;
JMIR Form Res 2025;9:e71162
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e-Learning and Digital Medical Education
JMIR Res Protoc 2025;14:e67910
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