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Quality Advancement in Nursing Education - Avancées en formation infirmière

Quality Advancement in Nursing Education - Avancées en formation infirmière (QANE-AFI), a bilingual blind peer review 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 a Canadian and International perspective.

Articles are accepted and published in either English or French.

Next Edition: June 15, 2022

Special Edition publication: September 15, 2022

La revue bilingue Quality Advancement in Nursing Education - Avancées en formation infirmière (QANE-AFI) (dont tous les articles seront soumis à un examen par les pairs en insu) a pour objectif de discuter des questions et des problèmes liés à l’amélioration de la qualité en formation infirmière. Plusieurs thèmes y seront abordés comme l’évaluation, les indicateurs et les normes de la formation infirmière, l’évaluation des résultats de modalité de programme ainsi que la nature et les éléments clés d’une formation de qualité.

Grâce à la collaboration de plusieurs spécialistes influents du milieu des sciences infirmières, la revue Quality Advancement in Nursing Education - Avancées en formation infirmière, qui sera publié trois fois par année, fera la promotion de l’excellence en pédagogie infirmière par la publication de travaux de recherche, de rapports théoriques et de documents d’orientation selon des perspectives canadiennes et internationales.

Les articles seront acceptés et publiés en anglais ou en français.

Prochaines édition : le 15 juin 2022

Édition spéciale, publication : le 15 septembre 2022

Current Issue: Volume 8, Issue 2 (2022)

Editorial

Articles

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Relationship Between Vaccine Knowledge and Attitudes of Undergraduate Nursing Students
Caitlyn D. Wilpstra MScN, RN; Jody L. Ralph PhD, RN; Kathryn D. Lafreniere PhD; and Linda J. Patrick PhD, RN

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Establishing a Community of Practice for Doctoral Studies Amidst the COVID-19 Pandemic
Christina M. Cantin, Sara Brune, Laura Killam, Tyler Glass, Ruth Walker, and Emma Vanderlee

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Just Because I Am A “Student” Does Not Mean I Should Tolerate It: Students’ Perspectives of Forum Theatre to address Bullying In Nursing Education
Kathy O'Flynn-Magee, Caryn Dooner, Agnes Choi, Raluca Radu, Ranjit Dhari, Lynne Esson, Amy Fong-Yuk Poon, and Patricia Rodney

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Changes in Cognitive Control Following a Novel Resilience-Focused Nursing Educational Program: An Exploratory Study
Shannon Dames, Wendy Young, Olave Krigolson, Kelly Zhang, Lincoln Stoller, and Robyn Bartle

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Quest to Belong: Nursing Students’ Perceptions while Transitioning from College to University
Janet Montague, Joyce Tsui, Roya Haghiri-Vijeh, and Michelle Connell