
Veille scientifique - Janvier 2022
Carstensen Floren, L., ten Cate, O., Irby, D.M., O’Brien, B.C. (2021). An interaction analysis model to study knowledge construction in interprofessional education: proof of concept. Journal of Interprofessional Care, 35(5), 736-743. https://doi.org/10.1080/13561820.2020.1797653
McCarthy, B., Bessell, N., Murphy, S., Hartigan, I. (2021). Nursing and speech and language students’ perspectives of reflection as a clinical learning strategy in undergraduate healthcare education: A qualitative study. Nurse Education in Practice, 57, 1-7. https://doi.org/10.1016/j.nepr.2021.103251
McDonald, P.L., Weaver, G.C., Barnett, J.S. & Straker, H.O. (2021). C4Tech: Virtual connections between the classrooms, clinicians, and community clinics to bridge the gap between research and practice. Medical Teacher, 43(12), 1430-1436. https://doi.org/10.1080/0142159X.2021.1951692
O'Halloran, B. (2021). Strengthening Critical Thinking Skills in Associate Degree Nursing Students Through Combined Pedagogies of Concept Mapping Using the Nursing Process and Simulation. Nursing Education Perspectives, 1-3. https://doi.org/10.1097/01.nep.0000000000000916
Park, H., Cho, H. (2021). Effects of Nursing Education Using Films on Perception of Nursing, Satisfaction with Major, and Professional Nursing Values. Journal of Nursing Research, 29(3), 1-10. https://doi.org/10.1097/jnr.0000000000000433
Schuler, M.S. (2021). The Reflection, Feedback, and Restructuring Model for Role Development in Nursing Education. Nursing Science Quarterly, 34(2), 183-188. https://doi.org/10.1177%2F0894318420987165