Veille scientifique 2018
Ali, A.A. et Musallam, E.A. (2018). Debriefing Quality Evaluation in Nursing Simulation-Based Education: An Integrative Review. Clinical Simulation in Nursing, 16, 15-24. https://doi.org/10.1016/j.ecns.2017.09.009
Almalkawi, I., Jester, R. et Terry, L. (2018). Exploring mentors' interpretation of terminology and levels of competence when assessing nursing students: An integrative review. Nurse education today, 69, 95–103. https://doi.org/10.1016/j.nedt.2018.07.003
Bradley, C.S. (2018). Confirmatory Factor Analysis of the Debriefing for Meaningful Learning Inventory©. Clinical Simulation in Nursing, 14, 15-20. https://doi.org/10.1016/j.ecns.2017.09.004
Bruce, J.C., Lack, M., Bomvana, N.M. et Qamata-Mtshali, N. (2018). Problem-based Learning: Nursing students’ attitude, self-reported competence, tutorial performance and self-directed learning readiness. Journal of Nursing Education and Practice, 8(10), 11-19. https://doi.org/10.5430/jnep.v8n10p11
Cormack, C.L., Jensen, E., Durham, C.O., Smith, G. et Dumas, B. (2018). The 360-degree evaluation model: A method for assessing competency in graduate nursing students. A pilot research study. Nurse education today, 64, 132–137. https://doi.org/10.1016/j.nedt.2018.01.027
Coyne, E., Rands, H., Frommolt, V., Kain, V., Plugge, M. et Mitchell, M. (2018). Investigation of blended learning video resources to teach health students clinical skills: An integrative review. Nurse education today, 63, 101–107. https://doi.org/10.1016/j.nedt.2018.01.021
Croy S.R. (2018). Development of a group work assessment pedagogy using constructive alignment theory. Nurse education today, 61, 49–53. https://doi.org/10.1016/j.nedt.2017.11.006
Davis, L.F. et Fathman, A.E. (2018). Clinical education of nurse practitioner students: Identifying incentives, barriers, and working models to develop sustainable preceptorships. Journal of Nursing Education and Practice, 8, 18. https://doi.org/10.5430/jnep.v8n9p18
Disch J. (2018). Rethinking Mentoring. Critical care medicine, 46(3), 437–441. https://doi.org/10.1097/CCM.0000000000002914
Edward, K.L., Ousey, K., Playle, J. et Giandinoto, J.A. (2017). Are new nurses work ready - The impact of preceptorship. An integrative systematic review. Journal of professional nursing: official journal of the American Association of Colleges of Nursing, 33(5), 326–333. https://doi.org/10.1016/j.profnurs.2017.03.003
Gerdes M. (2018). Teaching-Learning Strategy for Promoting Student Success: Asynchronous Post-Exam Reflections. Nursing Science Quarterly, 31(4), 335–339. https://doi.org/10.1177/0894318418792876
Gordon, R.M. (2017). Debriefing Virtual Simulation Using an Online Conferencing Platform: Lessons Learned. Clinical Simulation in Nursing, 13, 668-674. http://dx.doi.org/10.1016/j.ecns.2017.08.003
Greenwood, S. et Fyers, K. (2018). Epistemological Development in First-Year Nursing Students Undertaking Cultural Safety Education. The Journal of nursing education, 57(4), 229–232. https://doi.org/10.3928/01484834-20180322-07
Hale, R. L. et Phillips, C. A. (2019). Mentoring up: A grounded theory of nurse-to-nurse mentoring. Journal of clinical nursing, 28(1-2), 159–172. https://doi.org/10.1111/jocn.14636
Hellman, A. N., Cass, C., Cathey, H., Smith, S. L. et Hurley, S. (2018). Understanding Poverty: Teaching Social Justice in Undergraduate Nursing Education. Journal of forensic nursing, 14(1), 11–17. https://doi.org/10.1097/JFN.0000000000000182
Hugo, L., Botma, Y. et Raubenheimer, J. E. (2018). Monitoring preceptors' supportive role: A measuring instrument for increased accountability. Nurse education today, 67, 83–89. https://doi.org/10.1016/j.nedt.2018.05.006
Jayasekara, R., Smith, C., Hall, C., Rankin, E., Smith, M., Visvanathan, V. et Friebe, T.R. (2018). The effectiveness of clinical education models for undergraduate nursing programs: A systematic review. Nurse education in practice, 29, 116–126. https://doi.org/10.1016/j.nepr.2017.12.006
Kirkman, T., Hall, C., Winston, R. et Pierce, V. (2018). Strategies for implementing a multiple patient simulation scenario. Nurse education today, 64, 11–15. https://doi.org/10.1016/j.nedt.2018.01.032
Koivisto, J.M., Haavisto, E., Niemi, H., Haho, P., Nylund, S. et Multisilta, J. (2018). Design principles for simulation games for learning clinical reasoning: A design-based research approach. Nurse education today, 60, 114–120. https://doi.org/10.1016/j.nedt.2017.10.002
Kopf, R.S., Watts, P.I., Meyer, E.S. et Moss, J.A. (2018). A Competency-Based Curriculum for Critical Care Nurse Practitioners' Transition to Practice. American journal of critical care: an official publication, American Association of Critical-Care Nurses, 27(5), 398–406. https://doi.org/10.4037/ajcc2018101
Lavoie, P., Michaud, C., Bélisle, M., Boyer, L., Gosselin, É., Grondin, M., Larue, C., Lavoie, S. et Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of advanced nursing, 74(2), 239–250. https://doi.org/10.1111/jan.13416
Lavoie-Tremblay, M., Sanzone, L., Primeau, G. et Lavigne, G. L. (2019). Group mentorship programme for graduating nursing students to facilitate their transition: A pilot study. Journal of nursing management, 27(1), 66–74. https://doi.org/10.1111/jonm.12649
Lee, J. J., Clarke, C. L. et Carson, M. N. (2018). Nursing students' learning dynamics and influencing factors in clinical contexts. Nurse education in practice, 29, 103–109. https://doi.org/10.1016/j.nepr.2017.12.003
Lemay, D.J., Morin, M.M., Bazelais, P. et Doleck, T. (2018). Modeling Students' Perceptions of Simulation-Based Learning Using the Technology Acceptance Model. Clinical Simulation in Nursing, 20, 28-37. https://doi.org/10.1016/j.ecns.2018.04.004
Maheu-Cadotte, M. A., Cossette, S., Dubé, V., Fontaine, G., Mailhot, T., Lavoie, P., Cournoyer, A., Balli, F. et Mathieu-Dupuis, G. (2018). Effectiveness of serious games and impact of design elements on engagement and educational outcomes in healthcare professionals and students: a systematic review and meta-analysis protocol. BMJ open, 8(3), 1-7. https://doi.org/10.1136/bmjopen-2017-019871
Malik, G., McKenna, L. et Griffiths, D. (2018). Endeavoring to Contextualize Curricula Within an EBP Framework: A Grounded Theory Study. Western journal of nursing research, 40(12), 1765–1784. https://doi.org/10.1177/0193945917753589
Merisier, S., Larue, C. et Boyer, L. (2018). How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review. Nurse education today, 65, 108–115. https://doi.org/10.1016/j.nedt.2018.03.006
Miller, E.T., Farra, S.L. et Simon, A. (2018). Asynchronous Online Debriefing with Health Care Workers: Lessons Learned. Clinical Simulation in Nursing, 20, 38-45. https://doi.org/10.1016/j.ecns.2018.04.007
Raymond, C., Profetto-McGrath, J., Myrick, F. et Strean, W.B. (2018). Balancing the seen and unseen: Nurse educator as role model for critical thinking. Nurse education in practice, 31, 41–47. https://doi.org/10.1016/j.nepr.2018.04.01
Rodríguez-García, M., Medina-Moya, J.L., González-Pascual, J.L. et Cardenete-Reyes, C. (2018). Experiential learning in practice: An ethnographic study among nursing students and preceptors. Nurse education in practice, 29, 41–47. https://doi.org/10.1016/j.nepr.2017.11.001
Shorey, S., Kowitlawakul, Y., Devi, M. K., Chen, H. C., Soong, S. et Ang, E. (2018). Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study. Nurse education today, 61, 120–126. https://doi.org/10.1016/j.nedt.2017.11.011
Smith, M.R., Grealish, L. et Henderson, S. (2018). Shaping a valued learning journey: Student satisfaction with learning in undergraduate nursing programs, a grounded theory study. Nurse education today, 64, 175–179. https://doi.org/10.1016/j.nedt.2018.02.020
Theobald, K.A., Windsor, C.A. et Forster, E.M. (2018). Engaging students in a community of learning: Renegotiating the learning environment. Nurse education in practice, 29, 137–142. https://doi.org/10.1016/j.nepr.2017.12.008
Tuomikoski, A.M., Ruotsalainen, H., Mikkonen, K., Miettunen, J. et Kääriäinen, M. (2018). The competence of nurse mentors in mentoring students in clinical practice - A cross-sectional study. Nurse education today, 71, 78–83. https://doi.org/10.1016/j.nedt.2018.09.008
Vae, K., Engström, M., Mårtensson, G. et Löfmark, A. (2018). Nursing students' and preceptors' experience of assessment during clinical practice: A multilevel repeated-interview study of student-preceptor dyads. Nurse education in practice, 30, 13-19. https://doi.org/10.1016/j.nepr.2017.11.014
Wall, P., Fetherston, C. et Browne, C. (2018). Understanding the enrolled nurse to registered nurse journey through a model adapted from Schlossberg's transition theory. Nurse education today, 67, 6–14. https://doi.org/10.1016/j.nedt.2018.04.01