Jacinthe Pepin

Nursing Université de Montréal, Montréal, Canada 
Nursing, Health Education
"Jacinthe Pepin"
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Pepin J, Lavoie P, Boyer L. (2020) [In Canada, one hundred years of university teaching and consultation]. Soins; La Revue De Reference Infirmiere. 65: 45-47
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
Contandriopoulos D, Duhoux A, Roy B, et al. (2015) Integrated Primary Care Teams (IPCT) pilot project in Quebec: a protocol paper. Bmj Open. 5: e010559
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
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