Passer au contenu

/ Centre d'innovation en formation infirmière et apprentissage professionnel

Je donne


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.

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.

Bradley, C.S. (2018). Confirmatory Factor Analysis of the Debriefing for Meaningful Learning Inventory©Clinical Simulation in Nursing14, 15-20.

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.

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.

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.

Croy S.R. (2018). Development of a group work assessment pedagogy using constructive alignment theory. Nurse education today61, 49–53.

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.

Disch J. (2018). Rethinking Mentoring. Critical care medicine46(3), 437–441.

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.

Gerdes M. (2018). Teaching-Learning Strategy for Promoting Student Success: Asynchronous Post-Exam Reflections.  Nursing Science Quarterly31(4), 335–339.

Gordon, R.M. (2017). Debriefing Virtual Simulation Using an Online Conferencing Platform: Lessons Learned. Clinical Simulation in Nursing, 13, 668-674.

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.

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.

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.

Hugo, L., Botma, Y. et Raubenheimer, J. E. (2018). Monitoring preceptors' supportive role: A measuring instrument for increased accountability. Nurse education today67, 83–89.

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.

Kirkman, T., Hall, C., Winston, R. et Pierce, V. (2018). Strategies for implementing a multiple patient simulation scenario. Nurse education today64, 11–15.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. 

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.

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.

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.

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.

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. 

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.

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.