Publications scientifiques

Deschênes, M.-F. (2021). Le raisonnement clinique. Regards rétrospectif et prospectif sur le concept. Pédagogie médicale. 22(4), 195-197.  https://doi.org/10.1051/pmed/2021020

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. Vol. 7: Iss. 2, Article 4. https://doi.org/10.17483/2368-6669.1272

Deschênes, M. F., Charlin, B., Phan, V., Grégoire, G., Riendeau, T., Henri, M., Fehlmann, A. et Moussa, A. (2021). Educators and practitioners’ perspectives in the development of a learning by concordance tool for medical clerkship in the context of the COVID pandemic. Canadian Medical Education Journal, 12(6), 43-54. https://doi.org/10.36834/cmej.v12i6

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

Deschênes, MF, Létourneau, D et Goudreau, J. (2021). Script concordance approach in nursing education. Educator, 46(5), e103-e107. https://doi.org/10.1097/NNE.0000000000001028

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

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

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

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, 204-205, https://doi.org/10.1051/pmed/2020049

Jackson M., Descôteaux A., Nicaise L., Flora L., Berkesse A., Codsi M.-P., Karazivan P., Dumez V., Deschênes M.-F., Charlin B. (2020). Former en ligne au recrutement de patients partenaires : l’apport des formations par concordance. Pédagogie Médicale, 21 (2), 102-106. https://doi.org/10.1051/pmed/2020035

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

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

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, 103734, https://doi.org/10.1016/j.ijnurstu.2020.103734

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

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. doi: https://doi.org/10.1016/j.ecns.2020.04.004

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. 104530 https://doi.org/10.1016/j.nedt.2020.104530

Lavoie, P., Deschênes, M.-F., Nolin, R., Belisle, 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(C), 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, 1-10. http://doi.org/10.1051/pmed/2020006

Fontaine, G., Cossette, S., Maheu-Cadotte, M.-A., Deschênes, M.-F., Rouleau, G., Lavallée, A., Pépin, C., Ballard, A., Chicoine, G., Lapierre, A., Lavoie P., Blondin, J. et Mailhot, T. (2019). Effect of implementation interventions on nurses’ behaviour in clinical practice: a systematic review, meta-analysis and meta-regression protocol. Systematic Reviews, 8, article no. 305. https://doi.org/10.1186/s13643-019-1227-x

Fontaine, G., Cossette, S., Maheu-Cadotte, M.-A., Mailhot, T., Deschênes, M.-F., Mathieu-Dupuis, G., Côté, J., Gagnon, M.-P. et Dubé, V. (2019). Efficacy of adaptive e-learning for health professionals and students: a systematic review and meta-analysis. BMJ Open, 9, e025252. https://doi.org/10.1136/bmjopen-2018-025252

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. Nursing Education in Practice, vol 41, e102632. https://doi.org/10.1016/j.nepr.2019.102632

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. (2018).  Concevoir une formation par concordance pour développer le raisonnement professionnel : quelles étapes faut-il parcourir ? Pédagogie médicale, 18(3), 143-149. https://doi.org/10.1051/pmed/2019019

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: Volume. 4: Iss. 2, Article 5. https://doi.org/10.17483/2368-6669.1156

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

Fontaine, G., Cossette, S., Maheu-Cadotte, M.-A., Mailhot, T., Deschênes, M.-F. et Mathieu-Dupuis, G. (2017). Effectiveness of adaptive e-learning environments on knowledge, competence and behaviour in health professionals and students: a systematic review protocol. JMIR Research Protocols, 6(7), e128. https://doi.org/10.2196/resprot.8085

Deschênes M.-F., Charlin, B., Gagnon, R., Goudreau, J. (2011). Use of a script concordance test to assess development of clinical reasoning in nursing students. Journal of Nursing Education, 50(7), 381-387. doi : 10.3928/01484834-20110331-03.

Chapitre de livre

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. ISBN 9781989648216.