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Veille scientifique - Mars 2022

Calik, A. et Kapucu, S. (2022). The Effect of Serious Games for Nursing Students in Clinical Decision-Making Process: A Pilot Randomized Controlled Trial. Games for Health Journal, 11(1), 30-37.

Fields, L., Trostian, B., Moroney, T. et Dean, B.A. (2021). Active learning pedagogy transformation: A whole-of-school approach to person-centred teaching and nursing graduates. Nurse Education in Practice, 53, 1-7.

Liu, M., Zuo, J., Tao, Y., Zhao, L., Wu, S., Feng, L. et Liao, L. (2022). Influencing factors of learning sustained attention for nursing students in online settings: A structural equation model. Nurse Education Today, 111, 1-9.

Marja, S.-L. et Suvi, A. (2021). Cultural competence learning of the health care students using simulation pedagogy: An integrative review. Nurse Education in Practice, 52, 1-8.

Monsivais, D. B. et Nunez, F. (2022). Simulation to Develop Teaching Competencies in Health Professions Educators: A Scoping Review. Nursing education perspectives, 43(2), 80–84.

Song, Y., Lee, Y. et Lee, J. (2022). Mediating effects of self-directed learning on the relationship between critical thinking and problem-solving in student nurses attending online classes: A cross-sectional descriptive study. Nurse Education Today, 109, 1-5.                                              

Timpani, S., Sweet, L. et Sivertsen, N. (2021). Storytelling: One arts-based learning strategy to reflect on clinical placement. An integrative review. Nurse Education in Practice, 52, 1-9.