Multicentre implementation of a nursing competency framework at a provincial scale: A qualitative description of facilitators and barriers.

Rationale: Nurses are responsible for engaging in continuing professional development throughout their careers. This implies that they use tools such as competency frameworks to assess their level of development, identify their learning needs, and plan actions to achieve their learning goals. Although multiple competency frameworks and guidelines for their development have been proposed, the literature on their implementation in clinical settings is sparser.

Experiences and perceptions of nurses participating in an interprofessional, videoconference-based educational programme on concurrent mental health and substance use disorders: a qualitative study.

Background: Individuals with co-occurring mental health and substance use disorders (i.e., concurrent disorders) have complex healthcare needs, which can be challenging for nurses to manage.

Optimizing nurses' enacted scope of practice to its full potential as an integrated strategy for the continuous improvement of clinical performance: A multicentre descriptive analysis.

Aim: This study aims at better understanding the relationships between nurses' enacted scope of practice, work environment and work satisfaction, missed care, and organizational indicators of performance.

Background: The enacted scope of practice model describes the determinants and consequences of the actual enactment of the nursing scope of practice.

Method: A correlational design was used to investigate nurses' enacted scope of practice in five Canadian healthcare centres.

Impact of a videoconferencing educational programme for the management of concurrent disorders on nurses' competency development and clinical practice: protocol for a convergent mixed methods study.

Introduction: Extension for Community Healthcare Outcomes (Project ECHO©) is an innovative model for continuing professional development that uses videoconferencing technology to support and train general practitioners remotely. The model has been replicated to a variety of settings and locations for capacity building in healthcare professionals caring for patients with chronic and complex health conditions. Limited research has been conducted so far on the impact of ECHO in the field of concurrent mental health and substance use disorders (ie, concurrent disorders (CDs)).

A conceptual framework of student professionalization for health professional education and research.

Objectives: To present a conceptual framework of student professionalization for health professional education and research.

Methods: Synthesis and discussion of a program of research on competency-based education.

Results: Competency-based education relies on active, situation-based group learning strategies to prepare students to become health professionals who are connected to patient and population needs.

[In Canada, one hundred years of university teaching and consultation].

Education in nursing science began in Canadian universities in 1919. Thanks to inter-university groups, it has never stopped evolving, making it possible to delimit and define different nursing knowledge. All stakeholders work together to meet the complex socio-political issues that affect the profession.

Adaptation and validation of a nursing competencies framework for clinical practice on a continuum of care from childhood to adulthood: A Delphi study.

Background: Too few of nursing competencies framework exceed applicability to a given environment, are validated by a research process or used to guide continuing development of nursing competencies.

Objectives: The study objectives were: 1) to adapt and validate a nursing competencies framework from the continuum of care from childhood to adulthood and 2) to explore implementation strategies.

Design: A collaborative approach including nurses from different practice perspectives.

Theoretical foundations of educational strategies used in e-learning environments for developing clinical reasoning in nursing students: A scoping review.

E-learning environments expand opportunities for the use of educational strategies that may contribute to the development of clinical reasoning in nursing students. The purposes of this scoping review were the following: 1) to map the principles of cognitive companionship and the theoretical foundations underlying the design and implementation of educational strategies used in e-learning environments for developing clinical reasoning in nursing students; and 2) to identify the types of educational strategies used in e-learning environments for developing or assessing clinical reasoning in nursing students. A scoping review was conducted and was based on the Joanna Briggs Institute Framework.

How does questioning influence nursing students' clinical reasoning in problem-based learning? A scoping review.

Background: Problem-based learning is an educational method promoting clinical reasoning that has been implemented in many fields of health education. Questioning is a learning strategy often employed in problem-based learning sessions.

Aim: To explore what is known about the influence of questioning on the promotion of clinical reasoning of students in health care education, specifically in the field of nursing and using the educational method of problem-based learning.

Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

Aim: To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students.

Background: Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent.

Design: Theoretical review.

From a Medical Problem to a Health Experience: How Nursing Students Think in Clinical Situations.

Background: Nursing clinical judgment (NCJ) is a core competency that must be developed in nursing education. The objective of this study is to explore the development of NCJ among undergraduate nursing students, according to teachers and preceptors.

Method: The collaborative group, composed of three educators, three nurse preceptors, and one researcher, analyzed six situations in which students in the program were assessed for NCJ.

Reflective debriefing to promote novice nurses' clinical judgment after high-fidelity clinical simulation: a pilot test.

Background: Novice nurses are increasingly beginning their career paths in critical care areas, where they are expected to care for patients whose lives are potentially threatened. They are unable to benefit from years of experience to facilitate their clinical decisions. Reflection after simulation could possibly improve nurses' clinical judgment in complex situations.

A second generation of the competency-based approach to nursing education.

This article describes the renewal of a baccalaureate program in nursing. This new program was developed to respond to new challenges presented to the profession. A completely new approach was adopted, the competency-based approach (CBA), with a constructivist, holistic foundation that we named 'second generation CBA.