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. https://doi.org/10.1111/jocn.15710
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. https://doi.org/10.1016/j.ecns.2021.06.005
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. https://doi.org/10.1080/13561820.2021.1880381
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. https://doi.org/10.1097/JXX.0000000000000297
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. https://dx.doi.org/10.1097/01.NEP.0000000000000858
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. https://dx.doi.org/10.1016/j.nepr.2021.102982
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. https://doi.org/10.1111/nup.12332
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. https://dx.doi.org/10.5195/jmla.2021.913
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. https://doi.org/10.1016/j.nedt.2021.104816
Mauldin, B. (2021). A novel teaching strategy in nursing pharmacology: learning using cognitive load theory. Nursing Education Perspectives, 42, E158-E160. https://dx.doi.org/10.1097/01.NEP.0000000000000814
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. https://doi.org/10.1016/j.profnurs.2020.10.010
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. https://doi.org/10.1016/j.nurpra.2020.10.032
Nemec, R., Brower, E., Allert, J. (2021). A guide to implementing role-play in the nursing classroom. Nursing Education Perspectives, 42, E163-E164. https://dx.doi.org/10.1097/01.NEP.0000000000000678
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. https://doi.org/10.1016/j.nepr.2021.102966
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. https://dx.doi.org/10.1111/nuf.12667
Ryan, C. and McAllister, M. (2021). Professional development in clinical facilitation: An integrated review. Collegian, 28(1), 121–127. https://doi.org/10.1016/j.colegn.2020.02.007
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. https://doi.org/10.1097/01.NEP.0000000000000766
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. https://dx.doi.org/10.1007/s10459-020-10021-y
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. https://doi.org/10.1016/j.profnurs.2020.06.005