Jacinthe Pepin

Affiliations: 
Nursing Université de Montréal, Montréal, Canada 
Area:
Nursing, Health Education
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"Jacinthe Pepin"
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Publications

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Boyer L, Pepin J, Dubois S, et al. (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: 104530
Lavoie P, Michaud C, Bélisle M, et al. (2017) Title: Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing
Pepin J, Goudreau J, Lavoie P, et al. (2017) A nursing education research framework for transformative learning and interdependence of academia and practice. Nurse Education Today. 52: 50-52
Blanchet Garneau A, Pepin J, Gendron S. (2017) Nurse-Environment Interactions in the Development of Cultural Competence. International Journal of Nursing Education Scholarship
Lavoie P, Pepin J, Cossette S. (2016) Contribution of a reflective debriefing to nursing students' clinical judgment in patient deterioration simulations: A mixed-methods study. Nurse Education Today. 50: 51-56
Lavoie P, Cossette S, Pepin J. (2015) Testing nursing students' clinical judgment in a patient deterioration simulation scenario: Development of a situation awareness instrument. Nurse Education Today
Bilodeau K, Dubois S, Pepin J. (2015) The care continuum with interprofessional oncology teams: Perspectives of patients and family. Canadian Oncology Nursing Journal = Revue Canadienne De Nursing Oncologique. 25: 23-36
Goudreau J, Pepin J, Larue C, et al. (2015) A competency-based approach to nurses' continuing education for clinical reasoning and leadership through reflective practice in a care situation. Nurse Education in Practice. 15: 572-8
Blanchet Garneau A, Pepin J. (2015) A constructivist theoretical proposition of cultural competence development in nursing. Nurse Education Today. 35: 1062-8
Lavoie P, Pepin J, 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: 181-91
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