Revisiting Frameworks for Nursing Education Knowledge Development Repenser les cadres guidant le développement des connaissances en formation infirmière

Keywords:

• nursing education,
• knowledge development,
• nursing education research framework

In 2017, Pepin et al. proposed a trifold nursing education research framework for transformative learning and interdependence of academia and practice (Pepin et al., 2017). This proposition intended to respond to international calls regarding the imperatives of transformative education for health care professionals and of collaboration between health and education milieux to prepare those professionals for practice in complex health care environments (Benner et al., 2010; Frenk et al., 2010). The three research pillars projected for nursing education knowledge development in the trifold framework were as follows: “1) collaborative delineation of nursing education outcomes, 2) clarification of how and why educational interventions contribute to the development of competencies and change practices, and 3) identification of nursing education sensitive patient and system outcomes” (Pepin et al., 2017, p. 51). Almost 10 years later, we ask: What future directions are required to guide nursing education knowledge development while considering the ever-evolving complexity of health care and educational environments, including the integration of artificial intelligence (AI) and socio-economic and political contexts? What future directions are required to shape the increased research productivity on health professions education? This issue’s interview with Dr. Shannon MacDonald showcases the integration of nursing education and research for the development of public health competencies and changing system practices for improved vaccine access and population health outcomes. First, let us illustrate the current trends in nursing education knowledge published by summarizing the findings of our analysis (Pepin & Duncan, 2025) of titles of articles published in Quality Advancement in Nursing Education - Avancées en formation infirmière (QANE-AFI) in the last 3 years (2023, 2024, and 2025). We asked: What are the recent topics published in regular issues and the methods used for knowledge development? Data comprised 61 peer-reviewed articles written in English (n = 48) or in French (n = 13). We searched for key concepts or words for topics and methods. We classified them within our journal’s four objectives: 1) contributes to an enhanced understanding of the current and emergent approaches to pedagogy and a greater appreciation of empirical knowledge that serves to inform best teaching and learning practices (n = 19); 2) informs faculty of current scholarly perspectives as they engage in their role as educators or administrators (n = 1); 3) augments quality teaching and learning within the context of nursing and interprofessional education (n = 29) and 4) contributes directly to the realization of CASN’s mission and priorities for the advancement of excellence in nursing education and research (n = 12). Central in the last 3 years are articles on reconciliation and Indigenous education as well as inclusion and accommodations for students with disabilities. The focus of studies on current and emergent approaches to pedagogy (objective 1) involving technology—simulation, virtual simulation, serious games, online learning or e-learning, immersive simulation—rapidly evolved towards generative AI over the last 3 years. Other studies concerned clinical learning in the context of practicums and collaborative learning units. Also among the published topics are pilot testing of approaches to examine issues such as bullying (video vignettes) and ageism (e-learning) and strategies to address climate change and harm reduction in practice. A second group of articles, relating to objective 3, focused on student experiences (nursing and interprofessional) of racism, of transition into a program, or of clinical practice, to name a few. Articles also dealt with professional identity formation as well as peer mentorship or group dynamics. A third group of articles, relating to objective 4, attracted the most readership. These articles discussed the creation of educational frameworks for nursing competency development in community health, …