Publications

Publications

Voici les différentes publications des membres de l'équipe FUTUR. 

Les membres chercheurs sont identifiés en gras et les *membres étudiants sont identifiés par un astérisque.

2023

Bélisle, M., Jean, V., Bastidas, P., Bélanger, M., Leclerc, G., Lechasseur, K., Boyer, L., Goudreau, J., Fernandez, N., & Lavoie, P. (2023). Conceptions d’enseignants au regard de la professionnalisation des étudiants dans des programmes universitaires en santé. Mcgill Journal of Education, 57(1), 222–243. https://doi.org/10.7202/1102021ar   

*Chicoine, G., Côté, J., Pepin, J., Dyachenko, A., Fontaine, G. et Jutras-Aswad, D. (2023). Improving the self-efficacy, knowledge, and attitude of nurses regarding concurrent disorder care: results from a prospective cohort study of an interprofessional, videoconference-based programme using the echo model. International Journal of Mental Health Nursing, 32(1), 290–313. https://doi.org/10.1111/inm.13082  

Fernandez N, Deschênes M-F, Akremi H, Lecours L, Jobin V, Charlin B. (2023). What can Learning-by-concordance teach us about instruction in the Health Sciences? Perspectives on Medical Education, 12 (1), https://doi.org/10.5334/pme.898  

*Iqbal, M. Z., Rochette, A., Mayo, N. E., Valois, M.-F., Bussières, A. E., Ahmed, S., Debigaré, R., Letts, L. J., MacDermid, J. C., Ogourtsova, T., Polatajko, H. J., Rappolt, S., Salbach, N. M., Thomas, A., & Chen, Y.-W. R. (2023). Exploring if and how evidence-based practice of occupational and physical therapists evolves over time: a longitudinal mixed methods national study. Plos One, 18(3). https://doi.org/10.1371/journal.pone.0283860 

*Lapierre, A., Lavoie, P., Castonguay, V., Lonergan, A-M. et Arbour, C. (2023). The influence of the simulation environment on teamwork and cognitive load in novice trauma professionals: Piloting a randomized controlled trial. International Emergency Nursing, 67(101261), 1-8. https://doi.org/10.1016/j.ienj.2022.101261

*Lapierre, A., Lavoie, P., Castonguay, V., Lonergan, A-M. et Arbour, C. (2023). The influence of the simulation environment on teamwork and cognitive load in novice trauma professionals: A pilot-controlled study. Science Talks, 5, 100133. https://doi.org/10.1016/j.ienj.2022.101261

Lavoie, P., Boyer, L., Pepin, J., Déry, J., Lavoie-Tremblay, M., Paquet, M. et Bolduc, J. (2023). Multicentre implementation of a nursing competency framework at a provincial scale: A qualitative description of facilitators and barriers. Journal of Evaluation in Clinical Practice, 29(2), 263-271. https://doi.org/10.1111/jep.13760 

*Maheu-Cadotte, M.-A., Dubé, V., & Lavoie, P. (2023). Development and contribution of a serious game to improve nursing students' clinical reasoning in acute heart failure: a multimethod study. Computers, Informatics, Nursing, 41(6), 410–420. https://doi.org/10.1097/CIN.0000000000000966 

*Mak, S., Hunt, M., Riccio, S. S., Razack, S., Root, K., & Thomas, A. (2023). Attrition and retention of rehabilitation professionals: a scoping review. The Journal of Continuing Education in the Health Professions, (20230331). https://doi.org/10.1097/CEH.0000000000000492 

Merry, L., Castiglione, S. A., Rouleau, G., Létourneau, D., Larue, C., Deschênes, M.-F., Gonsalves, D. M., et Ahmed, L. (2023). Continuing professional development (CPD) system development, implementation, evaluation and sustainability for healthcare professionals in low- and lower-middle-income countries: a rapid scoping review. BMC Medical Education, 23(1). https://doi.org/10.1186/s12909-023-04427-6 

*Roberge-Dao, J., Maggio, L, *Zaccagnini, M., Rochette, A., Shikako-Thomas, K., Boruff, J., et Thomas, A. (2023). Challenges and Future Directions in the Measurement of Evidence-based Practice: Qualitative Analysis of Umbrella Review Findings. Journal of evaluation in clinical practice, 29(1), 218–227. https://doi.org/10.1111/jep.13790 

Rochette, A., Thomas, A,. Salbach, NM., Vachon, B., Menon, A., Poissant, L., Boutin, M., Grad, R. et Pluye, P. (2023). Expected health benefits of information from Stroke Engine, a knowledge translation stroke rehabilitation website: A web-based survey. Journal of Medical Internet Research.

Thomas, A., St-Onge, C., Renaud, J-S., George, C., Iqbal, M. Z., Brousseau, M., Dyer, J-O., Gallagher, F., Lacasse, M., Ledoux, I., Vachon, B. et Rochette, A. (2023). Measuring healthcare work related contextual factors: Development of the McGill Context Tool. Journal of Continuing Education in Health Professions.


Thomas, A., Roberge-Dao, J., Iqbal, M. Z., Salbach, N. M., Letts, L. J., Polatajko, H. J., Rappolt, S., Debigaré, R., Ahmed, S., Bussières, A., Paterson, M., et Rochette, A. (2023). Developing multisectoral strategies to promote evidence-based practice in rehabilitation: findings from an end-of-grant knowledge translation symposium. Disability and Rehabilitation, 1-12, 1–12. https://doi.org/10.1080/09638288.2023.2227565   


Thomas, A., Rochette, A., *George, C., *Iqbal, M. Z., *Ataman, R., St-Onge, C., et Renaud, J.-S. (2023). Definitions and conceptualizations of the practice context in the health professions: a scoping review. The Journal of Continuing Education in the Health Professions, (20230307). https://doi.org/10.1097/CEH.0000000000000490 

Thomas, A., Amari, F., Mylopoulos, M., Vachon, B., Menon, A., et Rochette, A. (2023). Being and Becoming and Evidenc-Based Practitioner: Occupational Therapist’s Journey Toward Expertise. The American Journal of Occupational Therapy, 77(5), https://doi.org/10.5014/ajot.2023.050193  

*Vinette, B., *Lapierre, A., Lavoie, A., Leclerc-Loiselle, J., Charette, M., & Deschênes, M.-F. (2023). Educational strategies used in master's and doctoral nursing education: a scoping review. Journal of Professional Nursing, 48, 84–92. https://doi.org/10.1016/j.profnurs.2023.06.006 


2022

Bélisle, M., Heilporn, G., Lavoie, P., Lakhal, S., Lechasseur, K., Fernandez, N., Caty, M.-E. et Chichekian, T. (2022). Élaboration et validation d’une échelle de mesure de la professionnalisation des étudiants et des étudiantes universitaires en sciences de la santé. Mesure et évaluation en éducation, 45(2), 69–105. https://doi.org/10.7202/1105562ar  

Boutin, G*., Brault, I., Pepin, J. (2022). L’exercice du leadership clinique infirmier : définition et illustration pour la pratique auprès de personnes âgées. La Gérontoise, 33(1), 7-11. https://aqiig.org/wp-content/uploads/2022/05/La-Gerontoise_Printemps-2022.pdf  

Chicoine, G*., Côté, J., Pepin, J., Boyer, L., Rouleau, G., & Jutras-Aswad, D. (2022). Experiences and perceptions of nurses participating in an interprofessional, videoconference-based educational programme on concurrent mental health and substance use disorders: a qualitative study. Bmc Nursing, 21(1). https://doi.org/10.1186/s12912-022-00943-w 

Deschênes, M-F., Tremblay, K., Pelletier, I., Charlin, B. et Fernandez, N. (2022). Expérience d’enseignants à la réalisation d’un dispositif numérique de formation basée sur la concordance de jugement. Formation et profession, 30(2), 1–13. https://doi.org/10.18162/fp.2022.704 


Fernandez, N., Akremi, H., Mechichi, K., Jobin, V., Lecours, L., Moussa, A., Deschênes, M-F.,Charlin, B. (2022). Using Learning-by-concordance online tool to create just-in-time learning in a pandemic. Canadian Conference on Medical Education 2022 Abstracts. Canadian Medical Education Journal 2022. 13(2), 63. https://journalhosting.ucalgary.ca/index.php/cmej/article/view/75002/55807 

*Fontaine, G., *Maheu-Cadotte, M.-A., Lavallée, A., Mailhot, T., Lavoie, P., Rouleau, G., *Vinette, B., García, M.-P. R., & Bourbonnais, A. (2022). Designing, planning, and conducting systematic reviews and other knowledge syntheses: six key practical recommendations to improve feasibility and efficiency. Worldviews on Evidence-Based Nursing, 19(6), 434–441. https://doi.org/10.1111/wvn.12609 

*Lapierre, A., Arbour, C., Maheu-Cadotte, M-A., *Vinette, B., Fontaine, G. et Lavoie, P. (2022). Association between simulation design features and cognitive load in healthcare professions education: A systematic review and meta-analysis. Simulation & Gaming, 53(5), 538-563. https://doi.org/10.1177/10468781221120599

Lavoie, P., Boyer, L., Pepin, J., Déry, J., Lavoie-Tremblay, M., Paquet, M. et Bolduc, J. (2022). Multi-centre implementation of a nursing competency framework at a provincial scale: A qualitative description of facilitators and barriers. Journal of Evaluation in Clinical Practice,29, 263-271 https://doi.org/10.1111/jep.13760    

Lavoie, P., Boyer, L., Pepin, J., Déry, J., Lavoie-Tremblay, M., Paquet, M. et Bolduc, J. (2022). Facilitators and barriers to the national implementation of a nursing competency framework: A multicenter descriptive study. Science Talks, 4, 100102. https://doi.org/10.1016/j.sctalk.2022.100102.

Lavoie, P. et Deschênes, M.-F. (2022). Fostering the Development of Clinical Judgment and reasoning in the clinical setting. In S. Melrose & B. Perry (Eds.), Clinical Teaching in Canadian Nursing (pp. 42-52). Canadian Association of Schools of Nursing.

Lavoie, P., Deschênes, M-F., Maheu-Cadotte, M-A., *Lapierre, A., Mailhot, T., Rodriguez, D. et *Desforges, J. (2022). Nursing students’ decision-making regarding postpartum hemorrhage: An exploration using the recognition-primed decision model. Nurse Education in Practice, 62, 103448. https://doi.org/10.1016/j.nepr.2022.103448

Lavoie, P., *Lapierre, A., Maheu-Cadotte, M-A., Fontaine, G., *Khetir, I. et Bélisle, M. (2022). Transfer of clinical decision-making-related learning outcomes following simulation-based education in nursing and medicine: A scoping review. Academic Medicine, 97(5), 738-746. https://doi.org/10.1097/ACM.0000000000004522

*Mak, S., Hunt, M., Boruff, J., Zaccagnini, M., & Thomas, A. (2022). Exploring professional identity in rehabilitation professions: a scoping review. Advances in Health Sciences Education, 27(3), 793–815. https://doi.org/10.1007/s10459-022-10103-z  

Ledoux, I., Lavoie, P., Maheu-Cadotte, M-A., *Lapierre, A. et *Daigle, M. (2022). La simulation clinique pour la formation des professionnels de la santé : innovations pédagogiques et pistes de recherche. L’infirmière clinicienne, 19 (Supplément), 4-6, https://revue-infirmiereclinicienne.uqar.ca/Parutions/documents/Ledouxetal2022_RevueInfClinicienneVol19Supppp4-6.pdf#Article2

Rochette, A., Roberge-Dao, J., Roche, L., Kehayia, E., Ménard, L., Robin, J.-P., Sauvé, M., Shikako-Thomas, K., St-Onge, M., Swaine, B., Thomas, A., Vallée-Dumas, C., & Fougeyrollas, P. (2022). Advancing social inclusion of people with disabilities through awareness and training activities: a collaborative process between community partners and researchers. Patient Education and Counseling, 105(2), 416–425. https://doi.org/10.1016/j.pec.2021.05.032  


Thomas, A., Amari, F., Mylopoulos, M., Vachon, B., Menon, A. et Rochette, A. (2022). Being and becoming an expert evidence-based practitioner: occupational therapists’ journey towards expertise. American Journal of Occupational Therapy, 77(5).


*Zaccagnini, M., Bussières, A., Mak, S., Boruff, J., West, A., et Thomas, A. (2022). Scholarly practice in healthcare professions: findings from a scoping review. Advances in Health Sciences Education : Theory and Practice, 28(3), 973–996. https://doi.org/10.1007/s10459-022-10180-0  

2021

Allard, É., Leclerc-Loiselle, J., Lavallée, A., *Vinette, B. et Larue, C. (2021). PhD nursing students' changing needs relative to the comprehensive doctoral examination. Nurse Education in Practice, 50, 102917. https://doi.org/10.1016/j.nepr.2020.102917

Blanchet Garneau, A., Bélisle, M., Lavoie, P. et Laurent Sédillot, C. (2021). Integrating equity and social justice for Indigenous peoples in undergraduate health professions education: A framework from a critical review of literature. International Journal for Equity in Health, 20(123). https://doi.org/10.1186/s12939-021-01475-6

Bélisle, M., Lavoie, P., Pepin, J., Fernandez, N., Boyer, L., Lechasseur, K. et Larue, C. (2021). A conceptual framework of student professionalization for health professional education and research. International Journal of Nursing Education Scholarship, 18(1), 20200104. https://doi.org/10.1515/ijnes-2020-0104

Boyer, L., Dubois, S., Descôteaux, R., Bouchard, K., Pepin, J., Déry, J., Lavoie, P., Goudreau, J. et Robinette, L. (2021). L’histoire du Référentiel de compétences infirmières en milieu de soins québécois de l’enfant à l’adulte (RéCI) : une vision coconstruite de la pratique infirmière. Perspective infirmière, 18(4). https://www.oiiq.org/web/guest/le-referentiel-de-competences-infirmieres-de-son-origine-a-aujourd-hui

Charlin, B., Deschênes, M-F. et Fernandez, N. (2021). Designing learning by concordance (LbC) tools to develop professional reasoning skills: What are the stages and issues to consider? Association for Medical Education in Europe (AMEE)-Guide no 141, Medical Teacher. 43(6), 614-621. https://doi.org/10.1080/0142159X.2021.1900554

*Chicoine, G., Côté, J., Pepin, J., Fontaine, G., *Maheu-Cadotte, M.-A., Hong, Q.N., Rouleau, G., Ziegler, D. et  Jutras-Aswad, D. (2021). Effectiveness and experiences of the Extension for Community Healthcare Outcomes (ECHO) Model in developing competencies among healthcare professionals: a mixed methods systematic review protocol. Systematic Reviews BMC, 10, 313. https://doi.org/10.1186/s13643-021-01832-0

*Chicoine, G., Côté, J., Pepin, J., Boyer, L., Pluye, P., Rouleau, G., Fontaine, G., J. et Jutras-Aswad, D. (2021). Impact of a videoconferencing educational program for co-occurring disorder management on nurses’ competencies development and clinical practice: protocol for a convergent mixed methods study. BMJ Open, 16(11). http://dx.doi.org/10.1136/bmjopen-2020-042875 

Deschênes, M-F., Létourneau, D. et Goudreau, J. (2021). Script concordance approach in nursing education. Nurse Educator, 46(5), E103-E107. https://doi.org/10.1097/NNE.0000000000001028

Deschênes, M-F. et Goudreau, J. (2021). Script concordance testing and the think-aloud method to understand the hypothesis processes. Multiple case study. Journal of Nursing Education and Practice, 11(6), 73-84. https://doi.org/10.5430/jnep.v11n6p73

Fernandez, N. et *Gulino, N. (2021). Observation d’une équipe interprofessionnelle pour documenter le parcours de développement de la compétence de collaboration interprofessionnelle. Dans Gremion, C., De Power, C. (Dirs.) Autour des processus et finalité de la professionnalisation Comment évaluer la professionnalité émergente ? (pp.45-60). Bruxelles: De Boeck.

*Fournier, C., Blanchet Garneau, A. et  Pepin, J. (2021). Understanding the expanded nursing role in indigenous communities: a qualitative study. Journal of Nursing Management, 29(8), 2489-2498. https://doi.org/10.1111/jonm.13349

Gaboury, I., Tousignant, M., Corriveau, H., Menear, M., Le Dorze, G., Rochefort, CM., Rochette, A., Vachon, B., Gosselin, S., Michaud, F., Bollen, J. et Dean, S. (2021). Effects of telerehabilitation on patient adherence to a rehabilitation plan: Protocol for a mixed methods trial. JMIR Res Protoc, 10(10). https://doi.org/10.2196/32134

Lavoie, P., Ledoux, I., *Maheu-Cadotte, M-A., St-Pierre, L. et Banville, F. (2021). La recherche en simulation dans la formation en soins infirmiers. Perspective infirmière, 18(4), 10. https://www.oiiq.org/la-recherche-en-simulation-dans-la-formation-en-soins-infirmiers

Lavoie, P., Deschênes, M-F., Richard, V., Pepin, J., Tanner, C. A. et Lasater, K. (2021). Traduction et adaptation d’un modèle du jugement clinique infirmier pour la recherche et la formation infirmière en contexte francophone. Quality Advancement in Nursing Education—Avancées en formation infirmière, 7(2). https://doi.org/10.17483/2368-6669.1272

*Lapierre, A., Arbour, C., *Maheu-Cadotte, M-A., *Radermaker, M., Fontaine, G. et Lavoie, P. (2021). Effect of simulation on cognitive load in health care professionals and students: Protocol for a systematic review and meta-analysis. JBI Evidence Synthesis, 19(6), 1394-1403. https://doi.org/10.11124/jbies-20-00213

Lechasseur, K., Hegg, S., Gagnon, J., Gagnon, M-P. et Goudreau, J. (2021). Développement du raisonnement clinique chez des étudiantes en sciences infirmières : une étude pilote. Pédagogie médicale, 22, 167-176. https://doi.gor/10.1051/pmed/2021022 

*Lemieux-Doutreloux, S., *Blais, S., Gosselin, É., Marceau, M., Lavoie, P., *Lapierre, A., *Provost, J., Couturier, C. et Ledoux, I. (2021). La simulation in situ : une formule gagnante pour améliorer la sécurité des soins. Perspective infirmière, 18(3), 46-52. https://www.oiiq.org/simulation-in-situ-methode-pedagogique-efficace-pour-rehausser-les-competences-professionnelles

*Maheu-Cadotte, M.A., Cossette, S., Dubé, V., Fontaine, G., Lavallée, A., Lavoie, P, Mailhot, T. et Deschênes, M-F. (2021). Efficacy of serious games in healthcare professions education: a systematic review and meta-analysis. The Journal of the Society for Simulation in Healthcare, 16(3), 199-212. https://doi.org/10.1097/SIH.0000000000000512

*Maheu-Cadotte, M.-A., Dubé, V., Cossette, S., *Lapierre, A., Fontaine, G., Deschênes, M-F. et Lavoie, P. (2021). Involvement of end users in the development of serious games for health care professions education: systematic descriptive review. JMIR Serious Games, 9(3), e28650. https://doi.org/10.2196/28650

Thomas, A., Al Zoubi, F., Mayo, N., Ahmad, S., Amari, F., Bussières, A., Letts, L., MacDermid, J., Polatajko, H., Rappolt, S., Salbach, N., Valois, M-F. et Rochette, A. (2021). Individual and organizational factors associated with evidence-based practice among physical and occupational therapy recent graduates: A cross-sectional national study. Journal of Evaluation in Clinical Practice. 27(5), 1044–1055. https://doi.org/10.1111/jep.13518

* Zaccagnini, M., Bussières, A., Nugus, P., West, A., & Thomas, A. (2021). Exploring the professionalization of respiratory therapy in canada. Canadian Journal of Respiratory Therapy : Cjrt = Revue Canadienne De La Therapie Respiratoire : Rctr, 57, 129–137. https://doi.org/10.29390/cjrt-2021-046  

2020

Bélisle, M., Mazalon, E., Bélanger, M., et Fernandez, N. (2020). Les stages cliniques dans la formation des professionnels de la santé : analyse de leurs caractéristiques et de leurs retombées sur la professionnalisation par une étude de la portée des écrits scientifiques. Pédagogie médicale, 21(1), 21-38. https://doi.org/10.1051/pmed/2020029

Boyer, L., Pepin J., Dubois, S., Descôteaux, R., Robinette, L., Déry, J., Brunet, F., Bolduc, J. et *Deschênes, M-F. (2020). Adaptation and validation of a nursing competencies framework for clinical practice on a continuum of care from childhood to adulthood: A Delphi study. Nurse Education Today, 93. https://doi.org/10.1016/j.nedt.2020.104530

Charette, M., Goudreau, J. et Bourbonnais, A. (2020). Soutenir la transition d’infirmières nouvellement diplômées : une résidence en soins infirmiers? Perspective infirmière, 17(5), 54-59. https://www.oiiq.org/soutenir-les-infirmieres-nouvellement-diplomees

Charette, M., McKenna, L. G., *Deschênes, M-F., Ha, L., *Merisier, S. et Lavoie, P. (2020). New graduate nurses’ clinical competence: A mixed methods systematic review. Journal of Advanced Nursing, 76, 2810–2829. https://doi.org/10.1111/JAN.14487

Charette, M., Mc Kenna, L. G., *Maheu-Cadotte, M.-A., *Deschênes, M.-F., Ha, L. et *Merisier, S. (2020). Measurement properties of scales assessing new graduate nurses’ clinical competence: A systematic psychometric review. International Journal of Nursing Studies, 110. https://doi.org/10.1016/j.ijnurstu.2020.103734

*Deschênes, M.-F. et Goudreau, J. (2020). L’apprentissage du raisonnement clinique infirmier dans le cadre d’un dispositif éducatif numérique basé sur la concordance de scripts. Pédagogie Médicale. 21(3), 143-157. https://doi.org/10.1051/pmed/2020041

*Deschênes, M-F., Goudreau, J. et Fernandez, N. (2020). Learning strategies used by undergraduate nursing students in the context of a digital educational strategy based on script concordance: A descriptive study, Nurse Education Today, 95: 104607. https://doi.org/10.1016/j.nedt.2020.104607

Henriksen, C., Jobin, V., *Deschênes, M-F., Tremblay, C., Charlin, B. et Fernandez, N. (2020). Formation par concordance avec rétroaction multi-source aux questions qui émergent de la pratique médicale en contexte de pandémie COVID-19. Pédagogie médicale, 21(4). 203-205.
https://doi.org/10.1051/pmed/2020049

*Lapierre, A., Bouferguene, S., Gauvin-Lepage, J., Lavoie, P. et Arbour, C. (2020). Effectiveness of interprofessional manikin-based simulation training on teamwork among real teams during trauma resuscitation in adult emergency departments: A systematic review. Simulation in Healthcare, 15(6), 409-421. https://doi.org/10.1097/SIH.0000000000000443

*Lapierre, A., Lavoie, P. et Arbour, C. (2020). Le développement d’activités de simulation à la salle d’urgence pour soutenir le travail d’équipe en traumatologie : Que disent les écrits ? Soins d’urgence, 1(1), 24-30. https://aiiuq.qc.ca/wp-content/uploads/2020/05/MAI-RevueAIIUQ-formation.pdf

Lavoie, P., *Deschênes, M-F., Nolin, R., Bélisle, M., Blanchet Garneau, A., Boyer, L., *Lapierre, A. et Fernandez, N. (2020). Beyond technology: A scoping review of features that promote fidelity and authenticity in simulation-based health professional education. Clinical Simulation in Nursing, 42, 22-41. https://doi.org/10.1016/j.ecns.2020.02.001

Lavoie, P., *Deschênes, M-F., Brien, L.-A., *Radermaker, M. et Boyer, L. (2020). Évaluation Objective Structurée de l’Animation du Débriefing (ÉOSAD) : Traduction, adaptation et validation d’une rubrique. Pédagogie Médicale, 20(2), 91-100. https://doi.org/10.1051/pmed/2020006

*Létourneau, D., Langlois, S., Charette, M., Ha, L., Deschênes, M.-F. et *Merisier, S. (2020). Perspective d’étudiants sur le doctorat en sciences infirmières : démystifier un parcours offrant de nombreuses possibilités. Perspectives infirmières, 41-46.

Luconi, F., Rochette, A., Grad, R., *Hallé, MC., Chin, D., Marini, C., Habib, B. et Thomas, A. (2020) A multifaceted continuing professional development intervention to move stroke rehabilitation guidelines into professional practice: An exploratory case-Study. Topics in Stroke Rehabilitation Journal, 27(6), 401-441. https://doi.org/10.1080/10749357.2019.1711339

*Luu, C., Morel, M., Beaulieu, J., Rochette, A., et Vachon, B. (2020). Le portfolio d’apprentissage utilisé lors de la formation universitaire en ergothérapie : la perspective des étudiants//The learning portfolio used in university occupational therapy training: students’ perspectives. Actualités ergothérapiques : Des connaissances à la pratique//OTNow : Knowledge to practice, 22(1), 14-16. 


*Maheu-Cadotte, M.-A., Cossette, S., Dubé, V., Fontaine, G., *Deschênes, M.-F., *Lapierre, A., et Lavoie, P. (2020). Differentiating the Design Principles of Virtual Simulations and Serious Games to Enhance Nurses' Clinical Reasoning. Clinical Simulation in Nursing, 49, 19-23. https://doi.org/10.1016/j.ecns.2020.04.004

Pepin, J., Lavoie, P., et Boyer, L. (2020). Au Canada, 100 ans de formation universitaire et de concertation. Soins, 65(846), 45-47. https://doi.org/10.1016/S0038-0814(20)30118-3

Rochette, A., Rousseau, M., Vachon, B., Engels, C., Amari, F. et Thomas A. (2020). What occupational therapists’ say about their competencies’ enactment, maintenance and development in practice? A two-phase mixed methods study. BMC Medical Education, 20(191).  https://doi: 10.1186/s12909-020-02087-4

2019

Charette, M., Goudreau, J., et Bourbonnais, A. (2019). Factors influencing the practice of new graduate nurses: a focused ethnography of acute care settings. Journal of Clinical Nursing, 28(19/20), 3618-3631. https://doi: 10.1111/jocn.14959

Charette, M., Goudreau, J., et Bourbonnais, A. (2019). How do new graduate nurses from a competency-based program demonstrate their competencies? A focused ethnography of acute care settings. Nurse Education Today, 79, 161-167. https://doi: 10.1016/j.nedt.2019.05.031

Charette, M., Goudreau, J., et Bourbonnais, A. (2019). Un modèle de développement et de déploiement de compétences pour les enseignants et les formateurs cliniques en sciences infirmières / A model of competency development and deployment for nurse academics and clinical educators. Quality Advancement in Nursing Education - Avancées en formation infirmière, 5(2), 1-32. https://doi: 10.17483/2368-6669.1188

Charlin, B., *Deschênes, M-F., Dumas, J-P., Lecours, J., Vincent, A-M., Kassis, J., Guertin, L., Gagnon, R., Robert, D., Foucault, A., Lubarsky, S. et Fernandez, N. (2019). Concevoir une formation par concordance pour développer le raisonnement professionnel : quelles étapes faut-il parcourir ? Pédagogie médicale, 19 (3), 1- 8. https://doi.org/10.1051/pmed/2019019 

*Deschênes, M.-F., Goudreau, J., Fontaine, G., Charette, M., Baptista da Silva, K., *Maheu-Cadotte, M.-A., et Boyer, L. (2019). Theoretical Foundations of Educational Strategies Used in E-Learning Environments for Developing Clinical Reasoning in Nursing Students: A Scoping Review. Nurse Education in Practice, 41, 1-9. https://doi: 10.1016/j.nepr.2019.102632 

Lavoie, P., Deschênes, M-F., Brien, L-A., *Radermaker, M. et Boyer, L. (2019). Traduction, adaptation et validation d’un rubrique d’évaluation de la qualité du débriefing en simulation. Annals of Simulation. https://www.cureus.com/posters/1522-traduction-adaptation-et-validation-dune-rubrique-dvaluation-du-dbriefing-en-simulation?utm_medium=email&utm_source=transaction

Lavoie, P., Pepin, J., Cossette, S. et Clarke, S. P. (2019). Debriefing approaches for high-fidelity simulations and clinical judgment outcomes in baccalaureate nursing students. Collegian, 26(5), 514-521. https://doi.org/10.1016/j.colegn.2019.01.001

*Luu, C., Morel, M., Beaulieu, J., Rochette, A., et Vachon, B. (2019). Le portfolio d’apprentissage utilisé lors de la formation universitaire en ergothérapie : La perspective des étudiants. Actualités ergothérapiques, 22 (1) : 14-16.

2018

Craig-Duchesne, C., Rochette, A., Vachon, B., et Scurti, S. (2018). Occupational therapy students’ experience with using a journal in fieldwork and factors influencing its use. Reflective Practice, 19(5): 609–622. https://doi.org/10.1080/14623943.2018.1538953

*Deschênes, M-F., Boyer, L., Fernandez, N. et Goudreau, J. (2018). Le compagnonnage cognitif : une approche pédagogique à explorer pour le développement du raisonnement clinique infirmier? Quality Advancement in Nursing Education – Avancées en formation infirmière, 4(2). https://doi.org/10.17483/2368-6669.1156 

Halle, MC., Myopoulo,M., Rochette, A., Vachon, B., Menon, A., McCluskey, A., Amari, F. et Thomas, A. (2018). Attributes of evidence-based occupational therapists in stroke rehabilitation. Canadian Journal of Occupational Therapy, 85(5),351-364. https://doi.org/10.1177/0008417418802600

Harvey, L., Héon, M., Pepin, J. et Boyer, L. (2018). La classe inversée : une activité d’apprentissage novatrice pour favoriser le sentiment d’efficacité personnelle en soutien à la compétence de rigueur scientifique chez des étudiantes au baccalauréat en sciences infirmières. Avancées en formation infirmière / Quality Advancement in Nursing Education, 4(1). https://qane-afi.casn.ca/journal/vol4/iss1/

*Laramée, M.C. et Blanchet Garneau, A. (2018). Développement de la compétence culturelle infirmière : perspective d'étudiantes de leur environnement d'apprentissage lors d’un stage clinique à l’international. Recherche en soins infirmiers. 4(135): 30-37. https://doi.org/10.3917/rsi.135.0030

Lavoie, P., Michaud, C., Bélisle, M., Boyer, L., Gosselin, É., Grondin, M., Lavoie, S., Larue, C. et Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing, 74, 239-250. https://doi.org/10.1111/jan.13416

*Merisier, S., Larue, C. et Boyer, L. (2018). How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review. Nurse Education Today, 65, 108-115.https://doi.org/10.1016/j.nedt.2018.03.006

Vachon, B., Foucault, M-L., Giguère, C-E., Rochette, A., Thomas, A. et Morel, M. (2018). Factors influencing acceptability and perceived impacts of a mandatory ePortfolio implemented by an occupational therapy regulatory organization. Journal of Continuing Education in the Health Professions, 38(1). 25-31. https://doi.org/10.1097/CEH.0000000000000182. 

2017

Blanchet Garneau, A., Lavoie, P. et Grondin, M. (2017). Dichotomy and dialogue on conceptualizations of competence in health science education. Journal of Nursing Education and Practice, 7(6), 18-26. https://doi.org/10.5430/jnep.v7n6p18

Blanchet Garneau, A., Pepin, J. et Gendron, S. (2017). Nurse-environment interactions in the development of cultural competence. International Journal of Nursing Education Scholarship, 14(1). https://doi.org/10.1515/ijnes-2016-0028 

Brien, L.-A., *Charette, M. et Goudreau, J. (2017). Nursing Students’ Perceptions of the Contribution of High-Fidelity Simulation and Clinical Placement in a Critical Care Course. Clinical Simulation in Nursing, 13(9), 436-441. https://doi: 10.1016/j.ecns.2017.05.005

*Deschênes M.-F. et Goudreau, J. (2017). Addressing the development of both knowledge and clinical reasoning in nursing through the perspective of script concordance: an integrative literature review. Journal of Nursing Education and Practice, 7(12), 28-38. https://doi.org/10.5430/jnep.v7n12p28

Foucault, M-L., Vachon, B., Thomas, A., Rochette, A. et Giguère, C-E. (2017). Utilisation of an electronic portfolio to engage occupational therapists in continuing professional development: Results of a provincial survey. Disability and Rehabilitation, 14:1-9. https://doi.org/10.1080/09638288.2017.1300335 

Goudreau, J. et Boyer, L. (2017). Dix ans de mise en oeuvre d’un programme de 1ercycle universitaire en sciences infirmières basé sur l’approche par compétences : toujours des enjeux d’évaluation. Dans Poumay, M., Tardif, J., Georges, F. (dir.), Organiser la formation à partir des compétences. Un pari gagnant pour l’apprentissage dans le supérieur, (chapitre 3). Bruxelles : DeBoeck.

Lavoie, P., Boyer, L., Pepin, J., Goudreau, J. et Fima, O. (2017). Accompagner les infirmières et les étudiantes dans la réflexion sur des situations de soins : Un modèle pour les formateurs en soins infirmiers. Quality Advancement in Nursing Education—Avancées en formation infirmière, 3(1). https://doi.org/10.17483/2368-6669.1100

Lavoie, P., Pepin, J. et Cossette, S. (2017). Contribution of a reflective debriefing to nursing students’ clinical judgment in patient deterioration simulations: A mixed-methods study. Nurse Education Today, 50, 51-56. https://doi.org/10.1016/j.nedt.2016.12.002

Pepin, J., Goudreau, J., Lavoie, P., Bélisle, M., Blanchet Garneau, A., Boyer, L., Larue, C. et Lechasseur, K. (2017). A nursing education research framework for transformative learning and interdependence of academia and practice. Nurse Education Today, 52, 50-52. https://doi.org/10.1016/j.nedt.2017.02.001

2016

Blanchet Garneau, A. (2016). Critical reflection in cultural competence development: a framework for undergraduate nursing education. Journal of Nursing Education, 55, 125-132. https://doi.org/10.3928/01484834-20160216-02

*Huard, S., Blanchet Garneau, A., Pepin, J. et  Larue, C. (2016). Activité réflexive novatrice auprès d’étudiantes en sciences infirmières sur la diversité culturelle dans les soins. Quality Advancement in Nursing Education - Avancées en formation infirmière, 2(6). https://doi.org/10.17483/2368-6669.1069 

*Lavoie, P., Cossette, S. et Pepin, J. (2016). Testing nursing students clinical judgment in patient deterioration simulations: Development of a situation awareness instrument. Nurse Education Today, 38, 61-67. https://doi.org/10.1016/j.nedt.2015.12.015

Lechasseur, K. Caux, C., Legault, A. et Dollé, S. (2016). Ethical competence in nursing : an integrative review. Nursing Ethics, sept, 1-13.

Vachon, B; Rochette, A; Thomas, A, Désormeaux, W; Huynh, A-T. Professional portfolios used by occupational therapists: How can they be improved? (2016) The Open Journal of Occupational Therapy, 4(3), 549-560. http://dx.doi.org/10.15453/2168-6408.1280. 

2015

Blanchet Garneau, A. et Pepin, J. (2015). A constructivist theoretical proposition for cultural competence development in nursing. Nurse Education Today, 35, 1062-1068. https://doi.org/10.1016/j.nedt.2015.05.019 

Blanchet Garneau, A. et Pepin, J. (2015). Cultural competence: A constructivist definition. Journal of Transcultural Nursing, 26, 9-15. https://doi.org/10.1177/1043659614541294 

Boyer, L., Tardif, J. et Lefebvre, H. (2015). From a medical problem to a health experience: How nursing students think in clinical situations. Journal of Nursing Education, 54(11), 625-632. https://doi.org/10.3928/01484834-20151016-03 

Goudreau, J., Pepin, J., Larue, C. Dubois, S., Descôteaux, R., *Lavoie, P. et Dumont, K. (2015). A competency-based approach to continuing education: Implementing a series of 30-minute reflective practice sessions on eight units of care. Nurse Education in Practice, 15, 572-578. https://doi.org/10.1016/j.nepr.2015.10.013 

Larue, C., Pepin, J. et Allard, É. (2015). Simulation in preparation or substitution for clinical placement: A systematic review of the literature. Journal of Nursing Education and Practice. 5(9). https://doi.org/10.5430/jnep.v5n9p132 

*Lavoie, P., Pepin, J. et Cossette, S. (2015). Development of a post-simulation debriefing intervention to prepare nurses and nursing students to care for deteriorating patients. Nurse Education in Practice, 15, 181-191. https://doi.org/10.1016/j.nepr.2015.01.006

2014

Bélisle, M. et Fernandez, N. (2014). Exercer un leadership pédagogique. Dans N. Rege Collet et D. Berthiaume (dir.), La pédagogie de l’enseignement supérieur : Repères théoriques et applications pratiques. Volume 2 – Se développer au titre d’enseignant du supérieur, p. 235-251. Peter Lang.

*Charette, M., Goudreau, J. et Alderson, M. (2014). Une analyse évolutionniste du concept de compétence. Recherche en soins infirmiers, 116, 28-39. https://doi.org/10.3917/rsi.116.0028 

Goudreau, J., Boyer, L. et *Létourneau, D. (2014). Clinical nursing reasoning : A cognitive learning model based on a think aloud methodology. Quality Advancement in Nursing Education, 1(1), 1-18. https://doi.org/10.17483/2368-6669.1009 

2013

Larue, C., Dubois, S., Girard, F., Goudreau, J. et Dumont, K. (2013). Le développement continu des compétences de raisonnement clinique et de leadership : Facteurs personnels et facteurs organisationnels. Recherche en soins infirmiers, 112, 76-87. https://doi.org/10.3917/rsi.112.0076 

*Lavoie, P., Pepin, J. et Boyer, L. (2013). Reflective debriefing to promote novice nurses’ clinical judgment after high-fidelity clinical simulation: A pilot test. Dynamics, 24(4), 36-41. https://papyrus.bib.umontreal.ca/xmlui/handle/1866/24862