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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 today69, 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 Nursing14, 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 today64, 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 today63, 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 today61, 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 medicine46(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 Nursing33(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 Quarterly31(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 education57(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 nursing28(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 today67, 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 practice29, 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 today64, 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 Nurses27(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 nursing74(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 management27(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 practice29, 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 Nursing20, 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 open8(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 research40(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 today65, 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 practice31, 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 practice29, 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 today61, 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 today64, 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 practice29, 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 today71, 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 today67, 6–14. https://doi.org/10.1016/j.nedt.2018.04.01