Quality Advancement in Nursing Education - Avancées en formation infirmière
type: channel
description: Quality Advancement in Nursing Education - Avancées en formation infirmière (QANE-AFI), a bilingual double-anonymized peer-reviewed journal, aims to address questions and issues related specifically to quality advancement in nursing education. Many themes are addressed, including the assessment, indicators, and standards of quality nursing education, the evaluation, program modality outcomes, and the nature and key elements of educational quality. With the collaboration of several highly respected scholars in the nursing field, Quality Advancement in Nursing Education - Avancées en formation infirmière, published three times per year, promotes excellence in nursing pedagogy through the publication of research, theoretical, and policy papers from Canadian and international perspectives. Currently accepting submissions. Articles are accepted and published in either English or French. Next edition: February 27, 2026
publisher: Canadian Association of Schools of Nursing
language: en
publication name: Quality Advancement in Nursing Education - Avancées en formation infirmière
issn: 2368-6669
items: Interview With Patrick Lavoie, Holder of the Canada Research Chair in Decision-Making and Nursing Education
items: An Essential Critical Mind in the Nursing Education Publication Process
items: Strategies to Support Clinical Nursing Students Requiring Accommodations for Physical and/or Sensory Disability: A Scoping Review Protocol
items: Identifying Priorities for Pre-licensure Nursing Curriculum to Care for People With Intellectual and Developmental Disabilities: A Delphi Study
items: Accommodations for Students With Disabilities and Associated Barriers in Nursing and Psychiatric Nursing Education: Mixed-Methods Research
items: Introduction of a Pedagogical Activity Designed to Prepare the Next Generation of Nurses for Ongoing Climate Change
items: Exploring Icebreakers in Nursing Education Through a Mixed-Methods Design: Helpful or Harmful?
items: Addressing Workplace Bullying Among Undergraduate Nursing Students Using an Online Educational Tool
items: Validation of an Educational Program Developed to Help Charge Nurses Exercise the Function Inherent to Their Role: A Delphi Approach
items: Education About Digital Health and Artificial Intelligence and Learning Needs: Perspectives of Undergraduate Nursing Students
items: “Gaining Perspective”: A Photovoice Study of a Circumpolar Experience for Northern Canadian Nursing Students in Northern Norway
items: From the Practice of Innovation to Conceptual Clarity and Sustainability of Innovations in Nursing Education
items: Exploring the Acceptability, Feasibility, and Perceived Effects of Immersive Virtual Reality in Comparison to Standardized Patient Simulations in Nursing Education: A Mixed-Methods Pilot Study
items: Key Elements to Include in a Training for Charge Nurses: A Scoping Review
items: Pedagogical Approaches and Teaching Strategies Used in Nursing Education to Teach Academic Writing: A Scoping Review
items: An Investigation of Nursing Students’ Experience With an Evidence-Based Practice Serious Game: A Transversal Study
items: Registered Nurse Prescribing in Ontario: Learners’ Perspective
items: Nursing Students’ Perceptions of Using ChatGPT in a Written Assignment
items: Inaugural Innovate 2025 Conference: Conference Abstracts and an Interview With Dr. Shannon Scott
items: An Interview With Community Health Nurse Educator and Researcher Tanya Sanders
items: An Evolutionary Concept Analysis of Bullying Towards Nursing Students in the Clinical Practice Environment
items: Exploring the Influence of Clinical Externships on Newly Graduated Nurses’ Transition to Practice
items: Development of a Nurse Practitioner Fellowship Program in Cardiometabolic Health
items: Resilience Among Indigenous Graduate Nursing Students: A Scoping Review
items: Group Dynamics as a Component of the Clinical Learning Environment: A Mixed Sequential Exploratory Study
items: Being Paid to Be a Student: Risks and Rewards – An Exploratory Mixed-Methods Study
items: Nursing Education for the Coordination of Care and Services: A Scoping Review
items: A Pilot Feasibility Study of an Undergraduate Nursing Student Harm Reduction Community Health Placement
items: Opportunities for Nursing Education Advancement in Primary Health Care
items: The Triple Planetary Health Crisis: Nursing Leadership in Championing the Integration of Planetary Health in Canadian Nursing Education

Interview With Patrick Lavoie, Holder of the Canada Research Chair in Decision-Making and Nursing Education
type: item
subject: Interview
  topic: section
subject: nursing education
  topic: keywords
subject: decision-making
  topic: keywords
subject: Canada Research Chair
  topic: keywords
creator: Jacinthe Pepin
creator: Susan M. Duncan
rights: Copyright (c) 2025 Jacinthe Pepin, Susan M. Duncan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-31
publication date: 2025-10-31
starting page: 8
ending page: 8
doi: 10.17483/z1vxbp75

An Essential Critical Mind in the Nursing Education Publication Process
type: item
subject: Editorial
  topic: section
subject: nursing education
  topic: keywords
subject: publication process
  topic: keywords
subject: critical inquiry
  topic: keywords
creator: Susan M. Duncan
creator: Jacinthe Pepin
rights: Copyright (c) 2025 Susan M. Duncan, Jacinthe Pepin (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-31
publication date: 2025-10-31
starting page: 1
ending page: 1
doi: 10.17483/73jytj50

Strategies to Support Clinical Nursing Students Requiring Accommodations for Physical and/or Sensory Disability: A Scoping Review Protocol
type: item
description: Introduction: Post-secondary institutions are seeing increasing numbers of students requiring accommodation. In the clinical education of nursing students with physical and/or sensory disabilities, it is unclear what strategies are available to promote students’ success. Objective: The objective of this scoping review protocol is to identify the available evidence on strategies that have been implemented to support the clinical education of nursing students who require accommodation for a physical and/or sensory disability in the learning environment. Inclusion Criteria: This scoping review will consider studies that include nursing students with physical and/or sensory disabilities in any regulated nursing designation programs that use clinical placements as a component of nursing education. Peer-reviewed quantitative, qualitative, and mixed-methods studies; systematic reviews; unpublished dissertations; policy reports from schools of nursing; and text and opinion papers that focus on clinical education of nursing students will be included without limitations on language. Methods: Databases to be searched include Ovid MEDLINE, CINAHL (EBSCO), ERIC (EBSCO), APA PsycInfo (EBSCO), Web of Science, and Scopus. Unpublished studies and gray literature searches will be undertaken in ProQuest Dissertations & Theses and a limited number of relevant nursing websites. No limit on date or region will be applied. Records will be screened and extracted by two independent reviewers. Results will be presented as tables with an accompanying narrative summary. Discussion: As the number of students with physical and/or sensory disabilities in nursing education increases, nursing programs and educators must be aware of how to support these students to complete their education. The clinical learning environment poses unique challenges that need to be explored further. Findings will have implications for policy and programming in nursing education.
subject: Article
  topic: section
subject: accommodations
  topic: keywords
subject: clinical placements
  topic: keywords
subject: education
  topic: keywords
subject: nursing students
  topic: keywords
subject: physical disability
  topic: keywords
subject: sensory disability
  topic: keywords
creator: Roya Haghiri-Vijeh
creator: Joyce Tsui
creator: Janet Montague
creator: Dima Milly
creator: Jessica Mussell
creator: Bernadette Zakher
creator: Dzifa Dordunoo
creator: Jennifer Webber
rights: Copyright (c) 2025 Roya Haghiri-Vijeh, Joyce Tsui, Janet Montague, Dima Milly, Jessica Mussell, Bernadette Zakher, Dzifa Dordunoo, Jennifer Webber (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-31
publication date: 2025-10-31
starting page: 7
ending page: 7
doi: 10.17483/vva0qw59

Identifying Priorities for Pre-licensure Nursing Curriculum to Care for People With Intellectual and Developmental Disabilities: A Delphi Study
type: item
description: Background: People with intellectual and developmental disabilities (IDD) experience inequitable health care and outcomes. Pre-licensure nursing programs do not adequately prepare student nurses to care for this population. Purpose: To identify priorities for pre-licensure nursing curriculum content about nursing care for people with IDD. Methods: A three-round, mixed-methods Delphi study, inclusively designed, was administered to nurses and people with IDD. Data were analyzed using descriptive statistics and content analysis. Findings: A total of 16 nurses and 16 people with IDD participated in this study. At the end of the third survey round, consensus had been reached for 77% (10/13) of items under the category of person-centred care, 100% (6/6) of items about communication, 100% (5/5) of items about advocacy, 85.7% (6/7) of items about health and diagnoses, 100% (4/4) of items about collaboration, and 100% (3/3) of items about decision-making. Conclusion: These findings provide nursing faculty with direction for action in IDD-inclusive nursing curriculum. Future studies are needed to explore teaching and learning methods for further implementation.
subject: Article
  topic: section
subject: intellectual and developmental disabilities
  topic: keywords
subject: nursing curriculum
  topic: keywords
subject: inclusive health research
  topic: keywords
subject: Delphi
  topic: keywords
creator: Anna Don
creator: Sushma Chowdhury
creator: Selam Gessese
creator: Jarrod Mclean
creator: Kimberley Zappavigna
creator: Daniel Kennedy
creator: Amber Rathwell
rights: Copyright (c) 2025 Anna Don, Sushma Chowdhury, Selam Gessese, Jarrod Mclean, Kimberley Zappavigna, Daniel Kennedy, Amber Rathwell (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-31
publication date: 2025-10-31
starting page: 6
ending page: 6
doi: 10.17483/8z1n8904

Accommodations for Students With Disabilities and Associated Barriers in Nursing and Psychiatric Nursing Education: Mixed-Methods Research
type: item
description: Background: The experience of disability is often overlooked within equity, diversity, and inclusion initiatives in nursing education. Nursing students who self-identify as having a disability or disabilities have reported issues regarding accessibility and accommodations. Nurse educators have reported general uncertainty regarding ways to support students, especially within clinical practice settings. Purpose: The purpose of the study was to investigate the perceptions of nursing and psychiatric nursing students and faculty, with a focus on accommodations and associated barriers. Methods: Mixed-methods research was conducted to answer the following question: What accommodation practices promote or limit the inclusion of nursing and psychiatric nursing students with disabilities in theory and clinical practice settings? Data were collected through an anonymous online survey. A total of 95 responses were included in the analysis. Participants included students in undergraduate degree programs in nursing (n = 21) and psychiatric nursing (n = 22), academic nursing/psychiatric nursing faculty (n = 49), and accessibility professionals (n = 3) in Western Canada. Results: Two main themes were derived from the parallel analysis of the qualitative and quantitative data. The first theme focused on the provision of reasonable accommodations and the second focused on attitudes towards nursing and psychiatric nursing students with disabilities. Students who received accommodations reported that accommodations contributed to their success in the classroom environment (94%), skills lab (86%), and clinical setting (86%). The attitudes of participants towards accommodations were largely favourable. However, barriers to accessing accommodations were noted, mainly within clinical settings. The faculty participants identified lack of knowledge on accommodation processes and a lack of time to implement individual accommodations as a barrier. While the majority (74%) of participants agre…
subject: Article
  topic: section
subject: nursing students
  topic: keywords
subject: post-secondary education
  topic: keywords
subject: accommodations
  topic: keywords
subject: inclusion
  topic: keywords
subject: disability
  topic: keywords
creator: Andrea E. Thomson
creator: Catherine Baxter
creator: Sherri Dyck
creator: Michelle Magnusson
creator: Michelle Cleland
rights: Copyright (c) 2025 Andrea E. Thomson, Catherine Baxter, Sherri Dyck, Michelle Magnusson, Michelle Cleland (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-31
publication date: 2025-10-31
starting page: 2
ending page: 2
doi: 10.17483/evxn9h49

Introduction of a Pedagogical Activity Designed to Prepare the Next Generation of Nurses for Ongoing Climate Change
type: item
description: Introduction: Climate change is considered one of the top threats of the 21st century to population health. The consequences are many, touching physical environments as well as all natural and human systems. Nurses play a key role in the evaluation and care of persons affected by climate change. Numerous professional associations, including the Ordre des infirmières et infirmiers du Québec (OIIQ), recommend enhancing the competencies of nurses to prepare them to deal with climate change. Despite these recommendations, university curricula are still not adequately preparing the next generation of nurses in this regard. Pedagogical Innovation and Context: A Quebec university school of nursing introduced a pedagogical innovation to empower future nurses to intervene with the population within a context of climate change. This innovation, based on theoretical foundations critical to the nursing discipline and developed with an interdisciplinary lens, includes two elements: an independent theoretical module and an interprofessional simulation designed for a broad audience. The theoretical module seeks to develop a greater understanding of the principles of public health emergencies, various relevant services (prevention, preparation, recovery, etc.), and interdisciplinary collaboration. The simulation, in turn, constitutes an opportunity to participate in a public health emergency intervention alongside students enrolled in the pre-med program. Results: After having completed the theoretical module, 23 students from two programs (baccalaureate in nursing and pre-med) took part in the interdisciplinary simulation. They deemed the pedagogical activity highly relevant and stated that they were satisfied that the targeted learning objectives were achieved. Discussion: The activity’s success was due to several elements, including its foundation in community practice and the inclusion of interprofessional program collaboration. The implementation, however, was challenging in a…
subject: Article
  topic: section
subject: relève
  topic: keywords
subject: infirmière
  topic: keywords
subject: innovation
  topic: keywords
subject: pédagogie
  topic: keywords
subject: changements climatiques
  topic: keywords
creator: Sabrina Blais
creator: Frances Gallagher
creator: Sarah Lafontaine
creator: Marie-Andrée Houle
creator: Isabelle Ledoux
rights: Copyright (c) 2025 Sabrina Blais, Frances Gallagher, Sarah Lafontaine, Marie-Andrée Houle, Isabelle Ledoux (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-31
publication date: 2025-10-31
starting page: 5
ending page: 5
doi: 10.17483/6549b559

Exploring Icebreakers in Nursing Education Through a Mixed-Methods Design: Helpful or Harmful?
type: item
description: Background: Icebreakers share the common goal of promoting interaction. Despite the overwhelming positive regard for icebreakers in nursing education, they may have unintended consequences, such as highlighting inequities or perpetuating microaggressions. This research project incorporated the concept of microaggressions to explore how undergraduate nursing students experienced icebreakers within the classroom setting. Methods: This mixed-methods exploratory sequential design study used a quantitative survey followed by a semi-structured focus group using interpretive description thematic analysis. Results: A total of 43 students completed the quantitative survey, and three students participated in the follow-up focus group. The findings demonstrate that although well intentioned, icebreakers can also cause harm. Three themes were generated: revealing inequities, unveiling multiple tensions, and identifying conflict between purpose and outcome. Conclusion: Through our small study, we found that icebreakers can detract from content delivery, reveal inequities, and be divisive rather than contribute to a greater sense of belonging for students.
subject: Article
  topic: section
subject: nursing education
  topic: keywords
subject: mixed-methods
  topic: keywords
subject: teaching strategies
  topic: keywords
subject: classroom
  topic: keywords
creator: Laura Vogelsang
creator: Shannon Vandenberg
creator: Morgan C. Magnuson
creator: Samantha Walstra
rights: Copyright (c) 2025 Laura Vogelsang, Shannon Vandenberg, Morgan C. Magnuson, Samantha Walstra (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-31
publication date: 2025-10-31
starting page: 3
ending page: 3
doi: 10.17483/hzaa4t40

Addressing Workplace Bullying Among Undergraduate Nursing Students Using an Online Educational Tool
type: item
description: Background: Workplace bullying among nurses is a prevalent and serious problem in health care with detrimental physical, psychological, and organizational consequences. Nursing students and novice nurses are more likely to encounter incidents of workplace bullying in their clinical settings. Although workplace bullying is one of the largest challenges that the nursing profession faces today, there is a scarcity of intervention research aimed at educating nursing students on effective responses to bullying. Purpose: To evaluate the effectiveness of an online educational tool in improving self-efficacy and intent to intervene related to bullying. Methods: The design was quasi-experimental, using a one-group pre-test/post-test approach. A convenience sampling technique was used. A total of 41 undergraduate nursing students from two baccalaureate nursing programs located in Western Canada completed a demographic questionnaire and the self-efficacy to respond to disruptive behaviours scale with an additional item about intent to intervene. A paired sample t-test was used for normally distributed data, and the Wilcoxon signed-rank test was used for data with non-normal distribution. Results: Both outcome measures (self-efficacy and intent to intervene) had significant pre- and post-intervention differences except for one measure of self-efficacy. Conclusion: This study adds to current nursing knowledge by developing and evaluating an evidence-based online educational tool to prepare nursing students in identifying and managing bullying in health care settings.
subject: Article
  topic: section
subject: workplace bullying
  topic: keywords
subject: nursing students
  topic: keywords
subject: online learning
  topic: keywords
creator: Abeer Alraja
creator: Donna E. Martin
creator: Lorna Guse
creator: Lukas Neville
rights: Copyright (c) 2025 Abeer A. Alraja, Donna E. Martin, Lorna Guse, Lukas Neville (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-10-31
publication date: 2025-10-31
starting page: 4
ending page: 4
doi: 10.17483/0v77cr57

Validation of an Educational Program Developed to Help Charge Nurses Exercise the Function Inherent to Their Role: A Delphi Approach
type: item
description: Background: A charge nurse holds a clinical-administrative management position in health care institutions. To perform this position effectively, they must demonstrate specific competencies, including leadership, interpersonal communication, clinical-administrative caring, problem-solving, and knowledge and understanding of the work environment. Due in part to the shortcomings of existing training targeting this position, charge nurses receive limited support in terms of the appropriation of their position and the strengthening of their competencies. In response to this situation, a training was developed that takes into consideration the five required competencies, includes principles that promote the transfer of training, and would be systematically provided to new charge nurses exercising their position in health care institutions. This training was then subjected to an empirical validation process in order to be scientifically recognized. Objective: To empirically validate the training developed to support charge nurses in fulfilling their position, by assessing content validity and reliability. Method: This study is based on the conceptual model entitled “Modèle de formation pour l’assistante infirmière-chef” as well as the methodological framework Conducting and REporting DElphi Studies (CREDES) and reporting guidelines established by Spranger et al. (2022). A Delphi approach was used to validate the training by through a self-administered online questionnaire completed by experts. The questionnaire was divided into different sections, each containing specific validation questions. Content validity and reliability were assessed. A content validity index (CVI) ≥ 0.80 was targeted for each section and for each individual questions within those sections. A content analysis of the qualitative data obtained from the expert comments was conducted; this was followed by a non-parametric Mann–Whitney test for each section to assess the training's reliability. Findings:…
subject: Article
  topic: section
subject: charge nurse
  topic: keywords
subject: competencies
  topic: keywords
subject: training
  topic: keywords
subject: Delphi method
  topic: keywords
creator: Maripier Jubinville
creator: Eric Tchouaket Nguemeleu
creator: Caroline Longpré
rights: Copyright (c) 2025 Maripier Jubinville, Eric Tchouaket Nguemeleu, Caroline Longpré (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 6
ending page: 6
doi: 10.17483/g7a5th64

Education About Digital Health and Artificial Intelligence and Learning Needs: Perspectives of Undergraduate Nursing Students
type: item
description: Background: Nurses have long used different types of technologies in clinical practice and nursing education. Technology is rapidly evolving, and nurses must keep pace. Purpose: This study aimed to explore nursing students’ perspectives on their preparedness for digital health. Methods: A mixed-methods design was used. Senior-level undergraduate nursing students from two schools of nursing in Eastern and Western Canada participated in focus group interviews and completed a 45-item cross-sectional researcher-developed survey consisting of four parts. We applied in the survey a five-point rating ranging from very low to very high or strongly agree to strongly disagree. Curricular documents were also reviewed to identify how digital health concepts are being incorporated and used to aid in the interpretation of the findings. We analyzed qualitative data using thematic analysis and quantitative data using descriptive statistical analysis. Results: A total of 18 participants took part in focus groups, and 74 completed surveys were included in the analysis. Themes included experiences influencing students’ learning about digital health and suggestions for improving learning about digital health. Survey results were as follows: Self-rated knowledge about digital health and confidence (five items: mean = 17.50/25; SD = 3.30); perceived digital health preparedness and current nursing education opportunities (12 items: mean = 43.65/60; SD = 6.90); perceived benefits and concerns and relevance of digital health to nursing and future practice (22 items: mean = 82.92/110; SD = 6.18); digital health education needs (six items: mean = 23.31/30; SD = 4.59). Findings from both sources corroborate gaps identified in curricular materials. Conclusion: Nursing students have strong digital capabilities and access to some educational opportunities in their schools and in the clinical setting. However, there is a need for more systematic education and improved learning experiences about di…
subject: Article
  topic: section
subject: nursing students
  topic: keywords
subject: learning needs
  topic: keywords
subject: digital health
  topic: keywords
subject: AI
  topic: keywords
subject: mixed-methods
  topic: keywords
creator: Manal Kleib
creator: Antonia Arnaert
creator: Lynn M. Nagle
creator: Rebecca Sugars
rights: Copyright (c) 2025 Manal Kleib, Antonia Arnaert, Lynn M. Nagle, Rebecca Sugars (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 3
ending page: 3
doi: 10.17483/ctzr1e66

“Gaining Perspective”: A Photovoice Study of a Circumpolar Experience for Northern Canadian Nursing Students in Northern Norway
type: item
description: Purpose: The benefits of study-abroad experiences for nursing students have been well documented. Since 2010, an undergraduate nursing program in Northern Canada has had an exchange partnership with nursing schools in Northern Norway. Given the mostly anecdotally reported successes of the exchanges, this study aimed to formally investigate the educational experiences of Northern Canadian nursing students who completed a clinical practicum and cultural experience in Northern Norway. Methods: This qualitative study employed photovoice methodology. As photovoice is participatory action research (PAR), students learned about the methodology prior to embarking on their international exchange. While abroad, they engaged in photographic documentation that later served as a catalyst for data collection (interviews and focus group) and data analysis. Aligned with PAR, students participated with the researchers in data analysis. Moreover, the photos and stories later served as a tool to bring about action; specifically, the students endorsed future exchanges. Results: Four nursing students (n = 3 in third year; n = 1 in fourth year) who completed a 7-week course in Northern Norway during 2023 participated in this study. Thematic analysis revealed “gaining perspective” as the overarching theme. Three subthemes highlighted other ways of knowing, being, and doing for nursing practice and life. Conclusion: Similar to other evidence supporting study-abroad experiences for nursing students, this opportunity for Northern Canadian nursing students in another circumpolar country offered professional and personal learning.
subject: Article
  topic: section
subject: study abroad
  topic: keywords
subject: photovoice
  topic: keywords
subject: nursing students
  topic: keywords
subject: cultural exchange
  topic: keywords
creator: Gloria Bott
creator: Pertice Moffitt
rights: Copyright (c) 2025 Gloria Bott, Pertice Moffitt (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 7
ending page: 7
doi: 10.17483/k4sfnp82

From the Practice of Innovation to Conceptual Clarity and Sustainability of Innovations in Nursing Education
type: item
subject: Editorial
  topic: section
subject: nursing
  topic: keywords
subject: nursing education
  topic: keywords
subject: higher education
  topic: keywords
subject: Canadian health care
  topic: keywords
creator: Jacinthe Pepin
creator: Susan M. Duncan
rights: Copyright (c) 2025 Jacinthe Pepin, Susan M. Duncan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 1
ending page: 1
doi: 10.17483/1m42r727

Exploring the Acceptability, Feasibility, and Perceived Effects of Immersive Virtual Reality in Comparison to Standardized Patient Simulations in Nursing Education: A Mixed-Methods Pilot Study
type: item
description: Purpose: Simulation using immersive virtual reality (IVR) is gaining in popularity in nursing pedagogy. Considering its innovative character, it is essential to tailor the integration of IVR simulation based on the acceptability and feasibility reported by nursing students. Moreover, little is known about its effects compared to other simulation types, such as standardized patient simulation (SPS). This study aimed to compare the acceptability, feasibility, and perceived effects of IVR and SPS activities among undergraduate nursing students. Method: A pilot mixed-methods randomized crossover-controlled trial over two campuses in the province of Quebec was completed. The sample included undergraduate nursing students (n = 14). Participants were randomly assigned to begin with IVR or SPS, followed by the other modality. Data collection included post-assessments regarding acceptability, cognitive load, engagement, situational motivation, and satisfaction after each simulation type. We performed Wilcoxon tests using SPSS. We conducted individual or dyad interviews using a semi-structured interview guide addressing acceptability and feasibility. Three team members analyzed verbatim transcripts. Inductive coding was used to explore emerging ideas, followed by deductive coding to categorize initial codes within the predefined dimensions of acceptability and feasibility from Sidani and Braden’s (2021) framework. Summary tables were produced to condense data. Results: Acceptability was conceptualized in five dimensions: appropriateness, convenience, effectiveness, adherence, and risks. Feasibility was separated into five subthemes: quality of trainers, preparation of participants, material resources, context, and fidelity of the scenario. Participants appreciated the various possibilities and immersive aspects of IVR, such as practising in a safe environment and the innovative, fun experience. A qualitative improvement in patient assessment structure, fluidity, priority esta…
subject: Article
  topic: section
subject: immersive virtual reality
  topic: keywords
subject: standardized patient
  topic: keywords
subject: simulation
  topic: keywords
subject: acceptability
  topic: keywords
subject: feasibility
  topic: keywords
subject: effects
  topic: keywords
subject: mixed-methods
  topic: keywords
creator: Émilie Gosselin
creator: Josiane Provost
creator: Hugo Carignan
creator: Sylvie Charette
creator: Patrick Lavoie
creator: Marie-Hélène Lemée
creator: Daniel Milhomme
creator: Nadia Turgeon
creator: Isabelle Ledoux
rights: Copyright (c) 2025 Émilie Gosselin, Josiane Provost, Hugo Carignan, Sylvie Charette, Émilie Gosselin, Patrick Lavoie, Marie-Hélène Lemée, Daniel Milhomme, Nadia Turgeon, Isabelle Ledoux (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 2
ending page: 2
doi: 10.17483/7q3m5727

Key Elements to Include in a Training for Charge Nurses: A Scoping Review
type: item
description: Background: The position of the charge nurse involves clinico-administrative responsibilities and requires five essential competencies: leadership, interpersonal communication, clinical-administrative caring, problem-solving, and knowledge and understanding of the work environment. However, these competencies are rarely addressed in ongoing training for charge nurses in health care institutions, and the existing trainings identified either do not cover all five required competencies or provide only limited content related to them. As a result, without appropriate training, charge nurses may be unable to fully meet the complex demands of their position and there will be a gap between the complex requirements of this position and the ability to meet them. There is a clear need for a scientifically grounded training that addresses these gaps. Objective: To identify the key elements for operationalizing and strengthening the competencies required for the position of charge nurse, with a view to incorporating them into a training to be developed for this purpose. Method: A scoping review was conducted using the Joanna Briggs Institute (JBI) methodology. Using a strategy developed by the research team, the CINAHL, MEDLINE, Cairn, and ScienceDirect databases as well as grey literature sources were queried. To be included, publications had to meet the following criteria: address the charge nurse position and include at least one key element for implementing or strengthening at least one of the five core competencies; be published between 2000 and 2021; and be written in either French or English. Findings: Out of 2,672 records identified, 23 articles met the inclusion criteria for this scoping review. Analysis of these publications revealed key elements that could be associated with conceptual content, practical application or knowledge integration. Conclusion: This scoping review helped identify the content to be incorporated into charge nurse training currently under devel…
subject: Article
  topic: section
subject: revue de la portée
  topic: keywords
subject: assistante infirmière-chef
  topic: keywords
subject: compétences
  topic: keywords
subject: formation
  topic: keywords
creator: Maripier Jubinville
creator: Caroline Longpré
creator: Eric Tchouaket Nguemeleu
creator: Stephanie Robins
creator: Fatima El-Mousawi
creator: Emilie Bélanger
creator: Katya Kruglova
creator: Drissa Sia
creator: Idrissa Beogo
rights: Copyright (c) 2025 Maripier Jubinville, Caroline Longpré, Eric Tchouaket Nguemeleu, Stephanie Robins, Fatima El-Mousawi, Emilie Bélanger, Katya Kruglova, Drissa Sia, Idrissa Beogo (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 5
ending page: 5
doi: 10.17483/mz0jk740

Pedagogical Approaches and Teaching Strategies Used in Nursing Education to Teach Academic Writing: A Scoping Review
type: item
description: Academic writing is considered an essential skill in post-secondary education in general and in nursing specifically (Mitchell et al., 2020). The importance of writing for future nurses is reflected in the Canadian Association of Schools of Nursing (CASN) National Nursing Education Framework’s standards. This national consensus-based framework outlines the expectations of undergraduate nursing programs and graduates according to the six domains of knowledge, research skills and critical inquiry, nursing practice, communication and collaboration, professionalism, and leadership (CASN, 2022). Academic writing is embedded in each of these domains, as it provides students with a venue to share factual knowledge, demonstrate critical thinking, and make important connections between theory and practice (Naber & Wyatt, 2014). A scoping review of research on the pedagogical approaches and teaching strategies used to teach academic writing in nursing education yielded 12 studies. Findings show a range of approaches with varying degrees of success. Further research is needed on how best to guide and assess students’ writing.
subject: Article
  topic: section
subject: academic writing
  topic: keywords
subject: nursing education
  topic: keywords
subject: pedagogical strategies
  topic: keywords
subject: teaching strategies
  topic: keywords
creator: Rose McCloskey
creator: Patricia Morris
creator: Lisa Keeping-Burke
creator: Ali McGill
creator: Alex Goudreau
creator: Holly Knight
creator: Sarah Buckley
creator: Dave Mazerolle
creator: Courtney Jones
rights: Copyright (c) 2025 Rose McCloskey, Patricia Morris, Lisa Keeping-Burke, Ali McGill, Alex Goudreau, Holly Knight, Sarah Buckley, Dave Mazerolle, Courtney Jones (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 9
ending page: 9
doi: 10.17483/d4g46t54

An Investigation of Nursing Students’ Experience With an Evidence-Based Practice Serious Game: A Transversal Study
type: item
description: Background: Integrating evidence-based practice (EBP) into nursing education is a complex challenge, as traditional teaching methods often lack experiential learning opportunities. Serious games have emerged as promising tools to enhance engagement, critical thinking, and skill acquisition in health care student education. EviGame, a serious game designed to introduce nursing students to EBP, fosters decision-making, autonomy, and structured feedback within an interactive learning environment. Understanding how students engage with such games and the factors that influence their experiences is essential for exploring their learning dynamics. Purpose: This exploratory cross-sectional study aims to a) investigate nursing students’ learning experiences with EviGame using the Game Experience Questionnaire – Core Module (GEQ–CM) (IJsselsteijn et al., 2013) and b) explore the relationships between overall GEQ–CM scores and individual factors such as age, gender, prior gaming experience, fatigue, and stress levels. Methods: The study was conducted in October 2022 with second-year undergraduate nursing students at a Swiss university. Participants played EviGame and subsequently completed the GEQ–CM, assessing seven dimensions of game experience: competence, immersion, flow, positive affect, negative affect, tension/annoyance, and challenge. Additional demographic and psychometric data were collected. Data analysis included descriptive statistics, Spearman’s rank correlation, and Mann–Whitney U tests. Results: Among the 146 students enrolled in the course, 43 participated in the study, with 37 completing the questionnaire. Students reported high levels of competence (M = 3.28) and positive affect (M = 3.18), suggesting confidence and enjoyment in the game. The low challenge score (M = 2.39) indicates that the game lacked sufficient difficulty for some learners. Significant positive correlations were observed between the overall GEQ–CM score and both age (rs = 0.4881; p = 0.0…
subject: International Perspective
  topic: section
subject: evidence-based nursing
  topic: keywords
subject: simulations
  topic: keywords
subject: immersive learning
  topic: keywords
subject: serious games
  topic: keywords
subject: decision-making skills
  topic: keywords
creator: Azmira Bajra
creator: Sylvain Boloré
rights: Copyright (c) 2025 Azmira Bajra, Sylvain Boloré (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 10
ending page: 10
doi: 10.17483/h6xnej59

Registered Nurse Prescribing in Ontario: Learners’ Perspective
type: item
description: Background: In response to evolving health care demands and the increasing need for accessible patient care, eight Canadian provinces have expanded the scope of practice for registered nurses (RNs) to prescribe medications. Ontario is the latest province to approve RN prescribing. RNs with prescribing authority in Ontario can prescribe specific medications approved by the Ministry of Health and Long-Term Care and authorized by the College of Nurses of Ontario (CNO). RNs must complete one of the four available CNO Council–approved RN prescribing education programs to become an authorized prescriber in Ontario. As RN prescribing is new to Ontario, it is essential to assess the effectiveness of the educational programs preparing nurses for this new role. Purpose: A quality improvement project (QIP) was conducted to gain learners’ perspectives on one of Ontario’s CNO-approved RN Prescribing programs. Methods: This QIP focused on learners enrolled through the University Consortium RN Prescribing Program. Pre- and post-course surveys were administered via Qualtrics XM. Data collected included demographic information, motivation for enrolling in the program, employment plans related to the expanded scope of practice, familiarity with the new CNO Practice Standards, and confidence in prescribing safely. Pre- and post-course survey composite scores were computed to reflect participants’ overall familiarity with the RN prescribers’ scope of practice and their confidence in their ability to prescribe safely within the scope of practice. We conducted Mann-Whitney U non-parametric tests were conducted to determine any statistical difference between the median of the pre- and post-course composite scores (familiarity scores and confidence level). Results: A total of 194 pre-course and 136 post-course anonymous survey questionnaires were completed through Qualtrics XM. The baseline demographic characteristics were similar in pre- and post-course groups. Top motivators for taking t…
subject: Article
  topic: section
subject: RN prescribing
  topic: keywords
subject: College of Nurses of Ontario
  topic: keywords
subject: CNO
  topic: keywords
subject: expanded scope of practice
  topic: keywords
creator: Sherry Morrell
creator: Gina Pittman
creator: Erin Ziegler
creator: Jane Simanovski
creator: Amy Horton
creator: Debbie Sheppard-LeMoine
creator: Hala Abu Rashid
creator: Ava Mammarella
creator: Ibrahim Abdulmoula
creator: Mustafa Al-Hamdani
rights: Copyright (c) 2025 Sherry Morrell, Gina Pittman, Erin Ziegler, Jane Simanovski, Amy Horton, Debbie Sheppard-LeMoine, Hala Abu Rashid, Ava Mammarella, Ibrahim Abdulmoula, Mustafa Al-Hamdani (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 4
ending page: 4
doi: 10.17483/vw41k411

Nursing Students’ Perceptions of Using ChatGPT in a Written Assignment
type: item
description: Introduction: The availability and use of artificial intelligence (AI) tools is accelerating significantly. As these technologies proliferate, many post-secondary institutions have responded by banning students from using AI tools such as ChatGPT and framing the conversation as breaches of academic integrity. Background: Despite these institutional responses, many students adopt these tools as part of their learning journey. In health care settings, the adoption of such tools in the context of patient care provision is a reality. Consequently, there is a relevant pedagogical opportunity to examine how such tools inform the experiential learning of nursing students and their future practice. Methods: To address the dearth of information regarding nursing students’ perceptions of using AI tools, a Canadian university teaching team incorporated ChatGPT into an undergraduate nursing course assignment. A pilot quasi-experimental pre-post-test survey design was employed to examine student perceptions of using ChatGPT. After obtaining institutional ethics approval, a neutral third party collected the anonymous data. Findings: Pilot study results highlighted significant student concerns regarding the ethics of using AI tools. Additionally, students described such tools as meaningful avenues to support learning access and equity. Finally, students identified a high probability of use of AI tools in their future practice, suggesting that exposure and support during learning can positively influence responses to these tools in practice settings. Conclusion: The students surveyed are now practising nurses; thus, findings may provide insight into perceptions of new nurses regarding the integration of AI to support competencies required by the nurses of tomorrow.
subject: Article
  topic: section
subject: nursing students
  topic: keywords
subject: pedagogy
  topic: keywords
subject: ChatGPT
  topic: keywords
subject: AI tools
  topic: keywords
subject: survey
  topic: keywords
creator: Lorelei Newton
creator: Angela Wignall
creator: Claire Fullerton
rights: Copyright (c) 2025 Lorelei Newton, Angela Wignall, Claire Fullerton (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 8
ending page: 8
doi: 10.17483/qc1kc694

Inaugural Innovate 2025 Conference: Conference Abstracts and an Interview With Dr. Shannon Scott
type: item
subject: Interview
  topic: section
subject: nursing
  topic: keywords
subject: nursing education
  topic: keywords
subject: higher education
  topic: keywords
subject: Canadian health care
  topic: keywords
creator: Jacinthe Pepin
creator: Susan M. Duncan
rights: Copyright (c) 2025 Jacinthe Pepin, Susan M. Duncan (Author) https://creativecommons.org/licenses/by-nc-nd/4.0
date: 2025-06-30
publication date: 2025-06-30
starting page: 11
ending page: 11
doi: 10.17483/spz3pj38

An Interview With Community Health Nurse Educator and Researcher Tanya Sanders
type: item
subject: Interview
  topic: section
creator: Susan M. Duncan
creator: Jacinthe Pepin
rights: Copyright (c) 2025 Susan M. Duncan, Jacinthe Pepin (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 10
ending page: 10
doi: 10.17483/r1emz390

An Evolutionary Concept Analysis of Bullying Towards Nursing Students in the Clinical Practice Environment
type: item
description: Concept analysis is a technique used to determine defining attributes, with the purpose of developing a concept to expand nursing knowledge. The interrogation of attributes, antecedents, and consequences aids in clarifying ambiguity with a view to developing an operational definition. Establishing a clear definition of a concept lays the groundwork for future research and practice. Nursing students embark on a sequenced set of clinical learning experiences as a primary component of their undergraduate program. Being bullied is common in clinical practicum experiences for nursing students and is often seen as unavoidable, resulting in negative impacts on student learning, health care team functioning deterioration, decreased quality of care for patients, and negative impacts on retention and satisfaction with the nursing profession. Numerous studies have investigated the concept of bullying in the profession, yet the range of how bullying manifests creates a challenge for analysis and agreement of the concept. Rodgers’s (2000) evolutionary method was used for this literature-based concept analysis to lead to a meaningful understanding of the concept over time by identifying attributes, antecedents, and consequences. Attributes specific to bullying of nursing students in the clinical environment included intentionality, temporality, negative interactions, denied opportunities, and workload challenges. Several surrogate terms were identified in this analysis. Antecedents identified for bullying included power imbalances, working conditions, entrenched behaviour, and organizational dysfunction. Consequences associated with bullying affect students, the nursing profession, and the workplace. The most prevalent finding from this concept analysis is that bullying is used to describe many different types of behaviour. This analysis contributes to the foundation of evidence supporting the discussion around the need for continued clarity and further research on the phenomenon…
subject: Article
  topic: section
creator: Geraldine Irlbacher
creator: Lenora Marcellus
rights: Copyright (c) 2025 Geraldine Irlbacher, Lenora Marcellus (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 9
ending page: 9
doi: 10.17483/2w099c61

Exploring the Influence of Clinical Externships on Newly Graduated Nurses’ Transition to Practice
type: item
description: Purpose: In 2021, the Ontario government began funding clinical externships to help hospitals faced with significant human health resource issues during the COVID-19 pandemic. Clinical externships provide students an opportunity to work alongside nurses as unregulated health care workers in hospitals. Limited research is available related to clinical externship programs in Ontario, with most research focusing on programs in the United States, measuring retention, and studying how students felt during or immediately after the completion of the programs. The aim of this study was to explore how newly graduated nurses (NGNs) felt their participation in a clinical externship program influenced their transition from student to nurse. Methods: This study used interpretive description as its research methodology. Exploring associations, relationships, and patterns within a phenomenon while borrowing elements from the more traditional qualitative techniques, interpretive description was chosen to generate an understanding of participant experiences that would be relevant and useful to clinical practice. Using social media and purposive sampling, nurses in their first year of practice who worked as a clinical extern while in nursing school were recruited to participate. Eight NGNs completed interviews. Interviews were transcribed verbatim, and data analysis used a constant comparative approach. Results: Three main themes emerged: developing self-efficacy, developing a professional identity, and being on the inside. Clinical externships gave participants exposure to the clinical setting over and above those offered by clinical placements and consolidations in the nursing program. This exposure provided participants the opportunity to develop self-efficacy in skills, assessments, and communication; start to develop a sense of themselves as nursing professionals; and gain an insider glimpse into the realities of nursing. Conclusion: This study contributes to the knowledge of ho…
subject: Article
  topic: section
creator: Jessi Hembrey
creator: Amy Hallaran
creator: Kirsten Woodend
rights: Copyright (c) 2025 Jessi Hembrey, Amy Hallaran, Kirsten Woodend (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 7
ending page: 7
doi: 10.17483/wq6drn68

Development of a Nurse Practitioner Fellowship Program in Cardiometabolic Health
type: item
description: In a landscape marked by the increasing prevalence of cardiovascular-kidney-metabolic (CKM) syndrome, there is a pressing need for novel health care models that offer optimal care to affected individuals. The current care system, marked by fragmentation and a lack of holistic approaches, falls short in addressing the multi-faceted needs of patients living with CKM syndrome, highlighting the necessity for a tailored and comprehensive care model. Nurse practitioners (NPs) are uniquely positioned to pioneer these innovative models, leveraging their nursing skills and incorporating medical activities into their practice. However, specialized education is essential, emphasizing a deep understanding of the complex, chronic, and progressively worsening nature of CKM syndrome. Fellowship programs are pivotal in equipping NPs with the expertise required to enact this advanced cardiometabolic health care paradigm. This article presents the process of development of a new NP fellowship program in cardiometabolic health developed by the faculty of nursing at a francophone university. This narrative outlines the context surrounding the development process of this program, stemming from the escalating incidence of cardiometabolic conditions compounded by the inadequacies of existing health care models. Addressing this gap, the proposed fellowship program aimed to refine NPs’ capabilities in managing cardiometabolic health intricacies through an immersive, multidisciplinary educational experience. This initiative represents the first of its kind in North America to be conducted in French and is designed to elevate the standard of care for individuals living with CKM syndrome. This paper encompasses a literature review and the adoption of conceptual frameworks like Calkin’s (1984) model for advanced nursing practice. The program’s structure, pedagogical strategies, and expected outcomes are thoroughly examined, showcasing the comprehensive approach taken to equip NPs with the skill…
subject: Article
  topic: section
creator: Maria Cecilia Gallani
creator: Alexandre Zarié
creator: Julie-Anne Boutin
creator: Bruno Pilote
rights: Copyright (c) 2025 Maria Cecilia Gallani, Alexandre Zarié, Julie-Anne Boutin, Bruno Pilote (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 8
ending page: 8
doi: 10.17483/r8kpfg49

Resilience Among Indigenous Graduate Nursing Students: A Scoping Review
type: item
description: Aim: The aim of this scoping review was to systematically assemble, examine, and map the extant literature pertaining to the resilience among Indigenous nursing students in graduate programs. Background: Although graduate preparation for health care professionals positively influences the health outcomes of recipients of care through participation in decision-making, advanced practice roles, education, policy development, and research, colonial frameworks present in the form of institutional or program-related barriers limit the number of Indigenous students to access graduate nursing programs. Moreover, entrenched Euro-Western epistemology and ontology that privilege certain knowledges and ways of knowing reinforce the understanding of resilience as being outcomes-based. Resilience among Indigenous Peoples, however, embraces ideas of transformation and adaptation that incorporate complex social dynamics and interpersonal processes that foster movement towards well-being, healing, and growth. Design: A scoping review was conducted using the Arksey and O’Malley (2005) and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-analyses Extension for Scoping Reviews) framework (Moher et al., 2009) guided the reporting. Method: Six databases were searched for relevant articles by a health sciences librarian. This was supplemented by hand searches and internet searches for grey literature. A total of 708 results published between 2000 and 2023 were retrieved from the six database searches. Following title and abstract screening, a total of 88 full-text articles were independently reviewed, resulting in two items for inclusion in the study. Results: Two themes were identified from the review that may tangentially influence resilience among Indigenous graduate nursing students: identity and biculturalism. Gaps in the literature included limited global literature on resilience; no exploration of the explicit experience of resilience; study samples and pop…
subject: Article
  topic: section
creator: Monique Sedgwick
creator: Chloe Crosschild
creator: Noelle Rohatinsky
creator: David Scott
rights: Copyright (c) 2025 Monique Sedgwick, Chloe Crosschild, Noelle Rohatinsky, David R. Scott (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 4
ending page: 4
doi: 10.17483/wchcfb73

Group Dynamics as a Component of the Clinical Learning Environment: A Mixed Sequential Exploratory Study
type: item
description: Context and Problem Statement: In the clinical learning environment (CLE), various components influence the experiential learning of nursing students, including group dynamics in a group practicum modality. To date, the scientific literature does not fully explore the impact of this component in clinical education, hindering the establishment of optimal conditions for student learning. The purpose of this study was to explore group dynamics among nursing students as a component of the CLE within the group practicum modality. Objectives: 1) To describe group dynamics in relation to learning based on existing literature and from the perspective of nursing students, clinical supervisors, and nursing staff, 2) to adapt the Évaluation de l’environnement d’apprentissage clinique (EEAC) instrument to include the concept of group dynamics, 3) to explore the components of CLE, including group dynamics, among baccalaureate nursing students at a francophone university in New Brunswick, and 4) to explore the links between group dynamics and other components in the CLE recognized in the literature. Methodology: We used a mixed sequential exploratory design. Phase 1: Scoping review followed by a descriptive interpretive approach. Phase 2: Adaptation of the EEAC instrument. Phase 3: Cross-sectional descriptive study. Results: Several student characteristics and stress-related factors influence group dynamics and the learning experience. Peer support enhances interpersonal relationships among group members and contributes to the learning experience. Support from nursing staff positively impacts group dynamics and student learning experiences. Additionally, supervision by clinical instructors significantly explains group dynamics. Conclusion: Recognizing the crucial role of group dynamics as an influential component in the CLE, parties involved in nursing student education now have conclusive results. This information enables them to make significant contributions to creating an opt…
subject: Article
  topic: section
creator: Marjolaine Dionne Merlin
creator: Frances Gallagher
creator: Stéphan Lavoie
rights: Copyright (c) 2025 Marjolaine Dionne Merlin, Frances Gallagher, Stéphan Lavoie (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 6
ending page: 6
doi: 10.17483/a2v64f82

Being Paid to Be a Student: Risks and Rewards – An Exploratory Mixed-Methods Study
type: item
description: Background: Baccalaureate nursing students conclude their education with a preceptorship experience to integrate and consolidate knowledge, skills, and attributes in a clinical setting. Within the Canadian context, there is a lack of understanding about the experience of student compensation during the preceptor experience. Objective: To understand the perceptions of fourth-year nursing students and their instructors regarding the benefits and challenges of students participating in a compensated preceptorship initiative. Methods: This study used an exploratory mixed-methods design. Participants were fourth-year students in a bachelor of science in nursing preceptorship course and their assigned instructors at a university in Western Canada. This study used a survey design to collect student perceptions about the benefits and challenges of having their preceptorship experience in either a compensated or a traditional model. Survey design also gathered faculty perceptions of the benefits and challenges of teaching in these two models. Results: A total of 25 student participants completed the survey, 23 of whom were satisfied with their choice to participate or not participate in the compensated model. The benefits of choosing to participate were being compensated, being part of the system, and having a job after completing their studies. Challenges include missing the student role, poor communication, and pushbacks from staff and other students. The benefits of choosing not to participate were the opportunity to stay in a chosen placement and being under less pressure, while challenges included financial strain and not having a job lined up after completing their studies. Five of seven faculty indicated that the compensated preceptorship experience provided less opportunity for consultation on program concepts and learning opportunities. Conclusion: Student participants were overall satisfied with their choice to participate or not participate. Faculty members were c…
subject: Article
  topic: section
creator: Kathleen Miller
creator: Tanya Paananen
creator: Safina McIntyre
creator: Yvonne Shelast
rights: Copyright (c) 2025 Kathleen Miller, Tanya Paananen, Safina McIntyre, Yvonne Shelast (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 5
ending page: 5
doi: 10.17483/d40mzy06

Nursing Education for the Coordination of Care and Services: A Scoping Review
type: item
description: Purpose: A crucial part of the health care field is the coordination of care and services, which requires suitable education for the nurses who are responsible for it. However, there is great diversity in the educational programs provided to those nurses, with significant differences in terms of content and pedagogical methods. The objective of this scoping review is to identify and assess educational programs to determine preferred content and content warranting further study as well as to highlight existing pedagogical innovations. Methodology: We systematically researched the MEDLINE, CINAHL, Web of Science, Global Health, JBI, ProQuest Dissertations & Theses Global and EBM Reviews – Cochrane databases for sources published between January 2008 and December 2023. We also covered grey literature. We did not apply any limits to the type of research design. We used a thematic approach to data analysis, both deductive (guided by the theoretical framework Modèle des activités de coordination des soins et des services pour les personnes ayant des besoins complexes) and inductive, and submitted the findings to a review by experts. Findings: Nineteen courses or programs were selected from among scientific sources (n = 15) and grey literature (n = 4). Of those, the coordination activities category “intervening with intra- and inter-disciplinary teams” appears less well covered than the other three categories of the model. Specifically, activities touching on the clarification of roles and responsibilities (n = 5) and leadership (n = 5) are rarely addressed. As well, in the category “intervening with the person and those close to them,” the activity related to planning end of life care is barely addressed (n = 2). Several pedagogical innovations were identified, including the involvement of the person and someone close to them in simulation activities, using conceptual maps to develop an individualized care and services plan, and use of evolutive case studies. Discussion a…
subject: Article
  topic: section
creator: Marlène Karam
creator: Pegah Torabi
creator: Asma Boubaker
creator: Isabelle Brault
rights: Copyright (c) 2025 Marlène Karam, Pegah Torabi, Asma Boubaker, Isabelle Brault (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 2
ending page: 2
doi: 10.17483/4yyj9k81

A Pilot Feasibility Study of an Undergraduate Nursing Student Harm Reduction Community Health Placement
type: item
description: Background: Nursing students may struggle with community placements, preferring hospital placements because of the emphasis on acute care. There are limited numbers of community health nurses available for students, so settings outside of health services can be used as venues for community health placements. Purpose: We aimed to evaluate a pilot placement outside of health services setting in the context of a research study focused on harm reduction for people who use substances, to assess whether the placement was effective in engaging students with the full scope of community health nursing (CHN). Methods: We evaluated students’ experiences in this clinical placement using a thematic analysis approach to semi-structured qualitative interviews. We recruited students after their placements were completed and their final grades were submitted. Results: Three students participated in this evaluation and reported an increased understanding of CHN principles, such as social justice and equity, to address how social determinants of health affect clients. They also gained insight into the value of evidence-based practice and the full scope of CHN, particularly how it intersects with harm reduction. The nursing instructor role was critical to the success of the placement. Students wanted to have a higher level of interaction with people facing structural barriers to health during the placement. Conclusion: Our placement outside of health services settings was effective in expanding nursing students’ understanding of the full scope of CHN practice, including social determinants of health. Future studies can expand on this pilot to assess the value of diverse community placements for students.
subject: Article
  topic: section
creator: Miriam Woo
creator: Carla Ferreira
creator: Twyla Ens
creator: Carla S. Ginn
creator: Jennifer Jackson
rights: Copyright (c) 2025 Miriam Woo, Carla Ferreira, Twyla Ens Ms., Carla S Ginn, Jennifer Jackson (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 3
ending page: 3
doi: 10.17483/wtegee68

Opportunities for Nursing Education Advancement in Primary Health Care
type: item
subject: Editorial
  topic: section
creator: Susan Duncan
creator: Jacinthe Pepin
rights: Copyright (c) 2025 Susan M. Duncan, Jacinthe Pepin (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2025-02-14
publication date: 2025-02-14
starting page: 1
ending page: 1
doi: 10.17483/3pg7xt80

The Triple Planetary Health Crisis: Nursing Leadership in Championing the Integration of Planetary Health in Canadian Nursing Education
type: item
description: During the past decade, planetary health has emerged as a scientific field of practice and global movement in response to the major disruptions to our world, such as catastrophic floods, droughts, wildfires, heat domes, and extreme heat, affecting the health and well-being of humans and the planet. The concept of planetary health has been increasingly acknowledged by Canadian nurse educators, and globally, about the importance for integration in baccalaureate and graduate nursing curricula. In 2022, the Canadian Association of Schools of Nursing updated its National Nursing Education Framework to include planetary health. There is, however, a gap in the Canadian literature of the process for integrating planetary health content in an already-full nursing curriculum. This paper highlights the pivotal historical timeline of the planetary health movement alongside the emergence educational initiatives, such the Call to Action in 2019 in the Canadian context and the global movement to address the planetary health crisis. The author describes how a nurse educator champions and leads the integration of planetary health content in a Canadian baccalaureate nursing program, while addressing the barriers to and facilitators of curricular change. It is important that nurse educators receive further professional development in equipping them with an understanding of planetary health and how to integrate and actualize this content in the nursing curricula. Planetary health knowledge is essential in preparing the next generation of nursing students so they can better address and mitigate the catastrophic impact of the planetary health crisis so all can flourish.
subject: Article
  topic: section
creator: Barbara Astle
rights: Copyright (c) 2024 Barbara Astle (Author) http://creativecommons.org/licenses/by-nc-nd/4.0/
license: http://creativecommons.org/licenses/by-nc-nd/4.0/
date: 2024-11-15
publication date: 2024-11-15
starting page: 7
ending page: 7
doi: 10.17483/2368-6669.1482