Bates, T.A., Moore, L.C., Greene, D. et Cranford, J.S. (2019). Comparing Outcomes of Active Student and Observer Roles in Nursing Simulation. Nurse educator, 44(4), 216–221. doi.org/10.1097/NNE.0000000000000603

Deschênes, M.-F., Goudreau, J., Fontaine, G., Charette, M., Da Silva, K.B., Maheu-Cadotte, M-A., et Boyer, L. (2019). Theoretical foundations of educational strategies used in e-learning environments for developing clinical reasoning in nursing students: A scoping review. Nurse Education in Practice, 41, 1-9. https://doi.org/10.1016/j.nepr.2019.102632 

Fontaine, G., Cossette, S., Maheu-Cadotte, M.-A., Mailhot, T. Deschênes, M.-F., Mathieu-Dupuis, G., Côté, J., Gagnon,M.-P., et Dubé, V. (2019). Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis. BMJ Open, 8(9), 1-17. https://doi.org/10.1136/bmjopen-2018-025252

Kyaw, B. M., Saxena, N., Posadzki, P., Vseteckova, J., Nikolaou, C. K., George, P. P., Divakar, U., Masiello, I., Kononowicz, A. A., Zary, N. et Tudor Car, L. (2019). Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration.  Journal of Medical Internet Research, 21(1), 1-13. https://doi.org/10.2196/12959

Ledoux, I., Vincelette, C., Lavoie, S., Marceau, M., Bilodeau, C. et Gosselin, E. (2019). Intégration d’une capsule pédagogique au briefing d’étudiants en sciences infirmières en contexte de simulation de soins d’urgence : acceptabilité et effets sur l’anxiété situationnelle et le travail d’équipe. Science of Nursing and Health Practices - Science infirmière et pratiques en santé, 2(2), 1-13. https://doi.org/10.31770/2561-7516.1052

Poore, J.A., Dawson, J.C., Dunbar, D.M. et Parrish, K. (2019). Debriefing Interprofessionally: A Tool for Recognition and Reflection. Nurse educator, 44(1), 25–28. https://doi.org/10.1097/NNE.0000000000000518

Rieger, K.L., Chernomas, W.M., McMillan, D. E. et Morin, F.L. (2019). The arts as a catalyst for learning with undergraduate nursing students: findings from a constructivist grounded theory study. Arts & Health, 12(3), 250-269. https://doi.org/10.1080/17533015.2019.1608569 

Roberts, E., Kaak, V. et Rolley, J. (2019). Simulation to replace clinical hours in nursing: A meta-narrative review. Clinical Simulation in Nursing, 37, 5-13. https://doi.org/10.1016/j.ecns.2019.07.003

Rouleau, G., Gagnon, M.-P., Côté, J., Payne-Gagnon, J., Hudson, E., Dubois, C.-A., et Bouix-Picasso, J. (2019). Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. Journal of Medical Internet Research, 21(10), 1-19. https://www.jmir.org/2019/10/e15118 

Rusch, L., Manz, J., Hercinger, M., Oertwich, A. et McCafferty, K. (2019). Nurse Preceptor Perceptions of Nursing Student Progress Toward Readiness for Practice. Nurse educator, 44(1), 34–37. https://doi.org/10.1097/NNE.0000000000000546