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Veille scientifique 2021

Bowles, W., Buck, J., Brinkman, B., Hixon, B., Guo, J., and Zehala, A. (2021). Academic-Clinical Nursing Partnership utilizing an Evidence-based Practice Model. Journal of clinical nursing.

Condry, H.M. et Kirkpatrick, A.J. (2021). Simulation in end-of-life nursing education: A literature review. Clinical Simulation in Nursing, 59, 98–110.

Connolly, F., De Brún, A. et McAuliffe, E. (2021). A narrative synthesis of learners’ experiences of barriers and facilitators related to effective interprofessional simulation. Journal of Interprofessional Care, 1-12.

Davis, L., Fathman, A. and Colella, C. (2021). An immersive clinical experience to create sustainable clinical learning opportunities for nurse practitioner students. Journal of the American Association of Nurse Practitioners, 33(1), 66–76.

Dunnack, H. J., Van Hoof, T. J., Banfi, V., Polifroni, E. C. (2021). Scoping review of distributed practice in nursing education. Nursing Education Perspectives, 42, E22-E25.

Eklund, A., Billett, S. and Skyvell Nilsson, M. (2021). A bridge over troubled water? - exploring learning processes in a transition program with newly graduated nurses. Nurse Education in Practice, 51.

Falcó, P. A., Rodríguez, M. D., Ramos, P. S. and Zuriguel, P. E. (2021). Critical thinking in nursing clinical practice, education and research: From attitudes to virtue. Nursing Philosophy, 22(1), 1–7.

Franzen, S. R., Sharkey, J. (2021). Impact of embedded librarianship on undergraduate nursing students' information skills. Journal of the Medical Library Association, 109, 311-316.

Kleib, M., Jackman, D. et Duarte-Wisnesky, U. (2021). Interprofessional simulation to promote teamwork and communication between nursing and respiratory therapy students: A mixed-method research study. Nurse Education Today, 99, 1-6.

Mauldin, B. (2021). A novel teaching strategy in nursing pharmacology: learning using cognitive load theory. Nursing Education Perspectives, 42, E158-E160.

Mathe, T.L., Downing, C. et Kearns, I. (2021). South African student nurses’ experiences of professional nurses’ role-modelling of caring. Journal of Professional Nursing, 37(1), 5–11.

McNeil, B. et Jakubisin Konicki, A. (2021). Insights on the Clinical Teaching Needs of Nurse Practitioner Preceptors. Journal for Nurse Practitioners, 17(1), 105–111.

Nemec, R., Brower, E., Allert, J. (2021). A guide to implementing role-play in the nursing classroom. Nursing Education Perspectives, 42, E163-E164.

O'Brien, E.M., O' Donnell, C., Murphy, J., O' Brien, B. et Markey, K. (2021). Intercultural readiness of nursing students: An integrative review of evidence examining cultural competence educational interventions. Nurse Education in Practice, 50, 102966.

Rana, R., Caron, M. P., Kanters, S. (2021). Nurse mentored, student research in undergraduate nursing education to support evidence-based practice: a pilot study. Nursing Forum, 1-9.

Ryan, C. and McAllister, M. (2021). Professional development in clinical facilitation: An integrated review. Collegian, 28(1), 121–127. 

Sailsman, S. (2021). Using the Four Pillars of FLIP to Implement Flipped Learning in an Undergraduate Nursing Research and Evidence-Based Practice Course. Nursing Education Perspectives (Wolters Kluwer Health), 42(6), E165–E167.

Thomas, A. et Bussieres, A. (2021). Leveraging knowledge translation and implementation science in the pursuit of evidence informed health professions education. Advances in Health Sciences Education, 26, 1157-1171.

Wakibi, S., Ferguson, L., Berry, L., Leidl, D. et Belton, S. (2021). Teaching evidence-based nursing practice: A systematic review and convergent qualitative synthesis. Journal of Professional Nursing, 37(1), 135–148.