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 twice a 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: April 15th, 2021
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 deux 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.
Prochaine édition : 15 avril 2021
Current Issue: Volume 6, Issue 3 (2020)
Editorial
A Turning Point in University Education: Impact on Quality Nursing Education
Jacinthe I. Pepin and Florence Myrick
Articles
Evaluating Preceptor Perception of Role Development and Support Initiatives in a Collaborative Bachelor of Science in Nursing Program
Florence Loyce Luhanga, Sheri McCrystal, and Elizabeth Domm
Mentoring Graduate Students to Become Effective Teaching Assistants: Developing and Implementing a Student-Centred Program for Nursing
Genevieve M. Breau, Suzanne H. Campbell, Carla Hilario, Catherine L. Goldie, Jennifer N. Auxier, Bernie Garrett, and Colleen Varcoe
An Evidence-based Framework for Reporting Student Nurse Medication Incidents: Errors, Near Misses and Discovered Errors
Michelle A. Freeman, Susan Dennison, Natalie Giannotti, and Mary J. Voutt-Goos
Clinical Nurse Instructor Competencies: An Exploratory Study of Role Requirements
Natalie A. Bownes and Michelle A. Freeman
Online Tea Cafés: Using Caring Science to Transform Digital Learning Spaces and Advance Nursing Leadership
Lisa Sara Goldberg, Les T. Johnson, and Sandra F. Murphy
Staying Ahead of the Digital Technological Curve Using Survey Methods
Upinder Sarker, Sandra J. Davidson, Olive Yonge, Christy Raymond, Heather Kanuka, and Colleen Norris
Digital Health in Canadian Schools of Nursing—Part B: Academic Nurse Administrators’ Perspectives
Lynn M. Nagle, Manal Kleib, and Karen Furlong
A Call to Revisit and Address the Histories of Bullying in Nursing Education
Zachary Daly, Kathy O'Flynn-Magee, and Patricia Rodney
