Patrick Lavoie est professeur adjoint à la Faculté des sciences infirmières de l’Université de Montréal et chercheur-boursier à l'Institut de cardiologie de Montréal. Ses travaux de recherche se concentrent sur la formation des infirmier·ère·s et des autres professionnels de la santé en soins critiques. Il s'intéresse particulièrement à mieux comprendre l'apprentissage de la prise de décision et du jugement clinique dans les situations où la vie des patients est en danger. Il détient une expertise de l'innovation en formation, de l'apprentissage expérientiel et de stratégies pédagogiques diverses (notamment la simulation clinique, le débriefing et la réflexion). Sur le plan méthodologique, il se spécialise dans les méthodes d'évaluation et de mesure, les méthodes mixtes et la synthèse des connaissances. Grâce à une subvention de la Fondation canadienne pour l'innovation, il a fondé un laboratoire mobile d'étude des mouvements oculaires pour comprendre les jugements cliniques en soins critiques.

Actuellement, ses travaux se penchent sur 1) la prise de décision d'infirmier·ère·s lorsque les patients présentent des hémorragies; 2) l'attention des professionnels de la santé lors de la réanimation cardiorespiratoire; et 3) la préparation des infirmier·ère·s pour intégrer les milieux de soins critiques (formation initiale, programmes d'orientation).

Je recrute des étudiants à la maîtrise et au doctorat dans les domaines suivants :

• formation des infirmier·ère·s et des autres professionnels de la santé en soins critiques et en cardiologie;
• développement et évaluation d'innovation pédagogique;
• modalités innovantes de formation (ex.: simulation clinique, jeux sérieux, réalité virtuelle).

Gagnon-Courville, P. (2020).  La simulation pour former à la collaboration interprofessionnelle lors de la prise en charge de l’insuffisance respiratoire aiguë : Une revue rapide des écrits.

Radermaker, M. (2021). Conception d'une formation en ligne sur l'évaluation en simulation des apprentissages d'étudiants en sciences infirmières dans un programme par compétences.

Depuis 2018:

1. Mailhot, T., Cossette, S., Lavoie, P., Maheu-Cadotte, M-A., Fontaine, G., Bourbonnais, A. et Côté, J. (sous presse). The development of the MENTOR_D nursing intervention: Supporting family involvement in delirium management. Journal of Older People Nursing, e12462. http://doi.org/10.1111/opn.12462
2. Lavoie, P., Lapierre, A., Maheu-Cadotte, M-A., Rodriguez, D., Lavallée, A. et Mailhot, T. (2022). Improving the recognition and management of hemorrhage: A scoping review of nursing and midwifery education. Nurse Education Today, 113, 1-10. https://doi.org/10.1016/j.nedt.2022.105361
3. Lavoie, P., McKenna, L., Fierz, K. et Thorne, S. (2022). More rigor, not more barriers: A dialogue. Nurse Author & Editor, 32(2), 28-30. https://doi.org/10.1111/nae2.12038
4. Lavoie, P., Lapierre, A., Maheu-Cadotte, M-A., Fontaine, G., Khetir, I. et Bélisle, M. (2022). Transfer of clinical decision-making-related learning outcomes following simulation-based education in nursing and medicine: A scoping review. Academic Medicine, 97(5), 738-746. https://doi.org/10.1097/ACM.0000000000004522
5. Marcil, M-J., Cyr, S., Marin, M-F., Rosa, C., Tardif, J-C., Guay, S., Guertin, M-C., Genest, C., Forest, J., Lavoie, P., Labrosse, M., Vadeboncoeur, A., Selcer, S., Ducharme, S. et Brouillette, J. (2022). Hair cortisol change at COVID-19 pandemic onset predicts three-month burnout among health personnel. Psychoneuroendocrinology, 138, 105645. https://doi.org/10.1016/j.psyneuen.2021.10564
6. Lavoie, P. et Clarke, S. P. (2022). Educators’ perceptions of the development of clinical judgment of direct-entry students and experienced RNs enrolled in NP programs. Journal of Nursing Regulation, 12(4), 4-15. https://doi.org/10.1016/S2155-8256(22)00011-4
7. Fontaine G., Zagury-Orly, I., Maheu-Cadotte, M.-A., Lapierre, A., Thibodeau-Jarry, N., de Denus, S., Lordkipanidzé, M., Dupont, P. et Lavoie, P. (2021). A meta-analysis of the effect of paper versus digital reading on reading comprehension in health professional education. American Journal of Pharmaceutical Education, 85(10), 8525. https://doi.org/10.5688/ajpe8525
8. 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—Avancées en formation infirmière, 7(2), Article 4. https://doi.org/10.17483/2368-6669.1272
9. Lavoie, P., Clausen, C., Purden, M., Emed, J., Frunchak, V. et Clarke, S. P. (2021). Nurses’ experience of handoffs on four Canadian medical and surgical units: A shared accountability for knowing and safeguarding the patient. Journal of Advanced Nursing, 77(10), 4156-4169. https://doi.org/10.1111/jan.14997
10. 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
11. Boivin-Proulx, L-A., Doherty, A., Rousseau-Saine, N., Doucet, S., Ly, H. Q., Lavoie, P. et Thibodeau-Jarry, N. (2021). Use of simulation-based medical education for advanced resuscitation of in-hospital cardiac arrest patients with suspected or confirmed COVID-19. Canadian Journal of Cardiology, 37(8), 1267-1270. https://doi.org/10.1016/j.cjca.2021.03.012
12. 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. Simulation in Healthcare, 16 (3), 199-212. https://doi.org/10.1097/SIH.0000000000000512
13. Cyr, S., Marcil, M-J., Marin, M-F., Tardif, J-C., Guay, S., Guertin, M-C., Rosa, C., Genest, C., Forest, J., Lavoie, P., Labrosse, M., Vadeboncoeur, A., Selcer, S., Ducharme S. et Brouillette, J. (2021). Factors associated with burnout, post-traumatic stress and anxio-depressive symptoms in healthcare workers 3 months into the COVID-19 pandemic: An observational study. Frontiers in Psychiatry, 12, Article 668278. https://doi.org/10.3389/fpsyt.2021.668278
14. Maheu-Cadotte, M-A., Lapierre, A., Fontaine, G., Mailhot, T. et Lavoie, P. (2021). Effect of simulation-based education on the preparedness of healthcare professionals for the COVID-19 pandemic: A systematic review and meta-analysis. Science of Nursing and Health Practices, 4(1), 1-21. https://doi.org/10.7202/1077986ar
15. Blanchet Garneau, A., Bélisle, M., Lavoie, P. et Laurent Sédillot, C. (2021). Integrating equity and social justice for Indigenous peoples in undergraduate health professions education: A framework from a critical review of literature. International Journal for Equity in Health, 20, article 123. https://doi.org/10.1186/s12939-021-01475-6
16. Lapierre, A., Arbour, C., Maheu-Cadotte, M-A., Radermaker, M., Fontaine, G. et Lavoie, P. (2021). Effect of simulation on cognitive load in health care professionals and students: Protocol for a systematic review and meta-analysis. JBI Evidence Synthesis, 19(6), 1394-1403. https://doi.org/10.11124/jbies-20-00213
17. Bélisle, M., Lavoie, P., Pepin, J., Fernandez, N., Boyer, L., Lechasseur, K. et Larue, C. (2021). A conceptual framework of student professionalization for health professional education and research. International Journal of Nursing Education Scholarship, 18(1), 20200104. https://doi.org/10.1515/ijnes-2020-0104
18. Fontaine, G., Zagury-Orly, I., de Denus, S., Lorkipanidzé, M., Beauchesne, M-F., Maheu-Cadotte, M-A., White, M., Thibodeau-Jarry, N. et Lavoie, P. (2020). Effects of reading media on reading comprehension in health professional education: A systematic review protocol. JBI Evidence Synthesis, 18(12), 2633-2639. https://doi.org/10.11124/JBISRIR-D-19-00348
19. Lapierre, A., Bouferguene, S., Gauvin-Lepage, J., Lavoie, P. et Arbour, C. (2020). Effectiveness of interprofessional simulation training on teamwork during trauma resuscitation in adult emergency departments: A systematic review. Simulation in Healthcare, 15(6), 409-421. https://doi.org/10.1097/SIH.0000000000000443
20. 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, 49, 19-23. https://doi.org/10.1016/j.ecns.2020.04.004
21. Charette, M., McKenna, L., 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
22. Lavoie, P., Clarke, S. P., Clausen, C., Purden, M., Emed, J., Cosencova, L. et Frunchak, V. (2020). Nursing handoffs and clinical judgments regarding patient risk of deterioration: A mixed-methods study. Journal of Clinical Nursing, 29(19-20), 3790-3801. https://doi.org/10.1111/jocn.15409
23. Lavoie, P., Clarke, S. P., Clausen, C., Purden, M., Emed, J., Mailhot, T., Fontaine, G. et Frunchak, V. (2020). Nurses’ judgments of patient risk of deterioration at change-of-shift handoff: Agreement between nurses and comparison with early warning scores. Heart & Lung, 49(4), 420-425. https://doi.org/10.1016/j.hrtlng.2020.02.037
24. Lavoie, P., Deschênes, M-F., Nolin, R., Bélisle, 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, 22-41. https://doi.org/10.1016/j.ecns.2020.02.001
25. 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, 20(2), 91-100. https://doi.org/10.1051/pmed/2020006
26. Fontaine, G., Cossette, S., Maheu-Cadotte, M-A., Mailhot, T., Lavoie, P., Gagnon, M-P., Dubé, V. et Côté, J. (2020). Traduction, adaptation et évaluation psychométrique préliminaire d’une mesure d’engagement et d’une mesure de charge cognitive en contexte d’apprentissage numérique. Pédagogie Médicale, 20(2), 79-90. https://doi.org/10.1051/pmed/2020009
27. Mailhot, T., Goulet, M-H., Maheu-Cadotte, M-A., Fontaine, G., Lequin, P. et Lavoie, P. (2020). Methodological reporting in feasibility studies: A descriptive review of the nursing intervention research literature. Journal of Research in Nursing, 25(5), 460-472. https://doi.org/10.1177/1744987119883404
28. 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’ clinical practice: Protocol for a systematic review, meta-analysis and meta-regression. Systematic Reviews, 8. Article 305. https://doi.org/10.1186/s13643-019-1227-x
29. Lavoie, P., Pepin, J., Cossette, S. et Clarke, S. P. (2019). Debriefing approaches for high-fidelity simulations and clinical judgment outcomes in baccalaureate nursing students. Collegian, 26(5), 514-521. https://doi.org/10.1016/j.colegn.2019.01.001
30. Castonguay, V., Lavoie, P., Karazivan, P., Morris, J. et Gagnon, R. (2019). Perceptions of emergency medicine residents of multisource feedback: Different, relevant, and useful information. Annals of Emergency Medicine, 74(5), 660-669. https://doi.org/10.1016/j.annemergmed.2019.05.019
31. Lavoie, P., Clarke, S., Clausen, C., Purden, M., Emed, J., Mailhot, T. et Frunchak, V. (2018). Acceptability and feasibility of recruitment and data collection in a field study of nurses’ handoffs using mobile devices. Pilot and Feasibility Studies, 4(163), 1-11. https://doi.org/10.1186/s40814-018-0353-x
32. Lavoie, P. (2018). Web-based educational intervention improves enrolled nurses’ knowledge and performance with deteriorating patients. Evidence-Based Nursing, 22(1), 55. https://doi.org/10.1136/eb-2017-102832.
33. Maheu-Cadotte, M-A., Cossette, S., Dubé, V., Fontaine, G., Mailhot, T., Lavoie, P., Cournoyer, A., Balli, F. et Mathieu-Dupuis, G. (2018). Effectiveness of serious games and impact of design elements on engagement and educational outcomes in healthcare professionals and students: A systematic review and meta-analysis protocol. BMJ Open, 8, e019871. https://doi.org/10.1136/bmjopen-2017-019871
34. Lavoie, P, Michaud, C., Bélisle, M., Boyer, L., Gosselin, É., Grondin, M., Lavoie, S., Larue, C. et Pepin, J. (2018). Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review. Journal of Advanced Nursing, 74, 239-250. https://doi.org/10.1111/jan.13416.
    • Parmi les 20 articles les plus téléchargés (de juin 2017 à juin 2018) du Journal of Advanced Nursing.
35. Mailhot, T., Lavoie, P., Maheu-Cadotte, M-A., Fontaine, G., Cournoyer, A., Côté, J., Dupuis, F., Karsenti, T. et Cossette, S. (2018). Using a wireless EEG device to evaluate E-health and E-learning interventions. Nursing Research, 67, 43-48. https://doi.org/10.1097/NNR.0000000000000260.