Quality Advancement in Nursing Education - Avancées en formation infirmière (QANE-AFI), a bilingual blind 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 14, 2025
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 soumissions sont actuellement acceptées. Les articles seront acceptés et publiés en anglais ou en français.
Prochaine édition : le 14 février 2025
Current Issue: Volume 10, Issue 3 (2024)
Editorial
Reflection on Language in Nursing Education Research and Scholarship | Regard sur le langage dans la recherche et le scholarship en formation en sciences infirmières
Jacinthe Pepin and Susan M. Duncan
Articles
Understanding the Current State of Community Health Nursing Education in Canada: An Exploration of the Erosion and Devaluation of Community Health Theoretical and Practice Education in Canadian Nursing Programs
Tanya Sanders, Jacqueline Avanthay Strus, Barbara Chyzzy, Andrea Chircop, Genevieve Currie, Francoise Fillion, Dawn Mercer Riselli, Catherine-Anne Miller, Ruth Schofield, and Cheryl van Daalen-Smith
The Lived Experiences of Racism Among Indigenous Nursing Students Enrolled in a Canadian Baccalaureate Nursing Education Program
Rebecca Cameron and Patricia Gregory
Addressing Bullying Through Interactive Video Vignettes
Kathy O'Flynn-Magee, Tom Scholte, Michael Sider, Amy Fong-Yuk Poon, Lynne Esson, Ranjit Dhari, and Patricia Rodney
A Narrative Approach to Understanding the Experience of Becoming and Being a Nurse: Professional Identity Formation and Transition to Practice
Kathryn Halverson, Shabneez Xin, Pilar Camargo-Plazas, and Rosemary Wilson
La résilience des infirmières et infirmiers en contexte d’insertion professionnelle : une revue intégrative
Camille Gagnon-Béland, Stéphanie Austin, and Liette St-Pierre
Nurse Residency Programs in Canada: A National Needs Assessment
Bezawit Alamerew, Judy Boychuk Duchscher, and Catherine Ringham
Empathy and High-Fidelity Human Patient Simulators: A Critical Analysis of Undergraduate Nursing Education
Gina Jang and Sherry Dahlke
Evidence-Informed Education and Practice in Collaborative Learning Units: A Mixed-Methods Study
Diane Sawchuck, Lenora Marcellus, Darlaine Jantzen, and Yonabeth Nava de Escalante