Volume 8, Issue 1 (2022)
How Could Nursing Education Strengthen its Contribution to Preventing and Countering Ageism Towards Older Adults? | Comment la formation en sciences infirmières pourrait-elle contribuer davantage à prévenir et contrer l’âgisme envers les aîné.e.s?
Jacinthe I. Pepin and Florence Myrick
From Pilot to Established Practice: Reflecting on the 20-Year Journey of Implementing a Collaborative Learning Unit practice education model in Victoria, British Columbia
Lenora Marcellus, Darlaine Jantzen, Fanny Vermes, Susan M. Duncan, and Joanne Maclaren
Comparative Study of Knowledge Acquisition, Satisfaction, Self-confidence and Perceived Support in Nursing Students Experiencing Simulation Versus Clinical Placement in Perinatal Care
Catherine Pépin, Marilyn Aita, Andréane Lavallée, and Johanne Goudreau
Faculty and Student Online Experiences Amidst the COVID-19 Pandemic: A Descriptive Study (Part 1)
Shelley Cobbett, Patricia A. Hansen-Ketchum, Nadine Ezzeddine, Willena I. Nemeth, and Debbie Brennick
Nurse Educators' Perceptions of Ecoliteracy in Undergraduate Nursing Education
Jennifer L. Morin, Benita Cohen, Nicole Harder, and Shirley Thompson
Nursing Education: What Fits Best in a Changing World of Education Gogies?
Christy Raymond and Sherry Dahlke PhD
“In Touch With my Creative Side”: Supporting Self-Care Among Nursing Students Through Arts-Based Pedagogy.
Kathy O'Flynn-Magee, Allie Slemon, Jill Mahy, and Emily K. Jenkins
Examining the Impact of Double Time Written Tests in Nursing Education: A Mixed Methods Study
Nadine M. Janes, Lesley Stoltz, Sue McCarthy, and Shahrzad Janani
Nursing students’ perceptions of their verbal and social interaction skills in Sweden and China during their first semester
Gunilla Lindqvist, Li Ge, Christel Borg, Zhu Xiaoling, Xu Hongbo, Jalal Safipour, and Mikael Rask