Teaching nursing No 119, 2014/4 - pagesPages 7 to 7Keywords with high stakes for nursing science: Identification, visibility, and actionBy Ljiljana Jovic, Didier LecordierPages 8 to 40Teaching nursing in France: Programs and strategiesBy Ljiljana Jovic, Didier Lecordier, Michel Poisson, Marie-André Vigil-Ripoche, Bruno Delon, Anne-Marie Mottaz, Dorsafe Bourkia, Thierry Joutard, Margot TenzaPages 41 to 43BelgiumBy Nataly FilionPages 44 to 47BrazilBy Cinira Magali Fortuna, Carla Aparecida Spagnol, Eliana Aparecida Villa, Isabela Silva Câncio VellosoPages 48 to 50FranceBy Martine NovicPages 51 to 54ItalyBy Anne DestrebecqPages 55 to 58LebanonBy Rima Sassine KazanPages 59 to 62QuebecBy Johanne GagnonPages 63 to 65SwitzerlandBy Anne-Claude AllinPages 66 to 74SwitzerlandBy Diane Morin, Anne-Sylvie RameletPages 75 to 84Nursing training: A non-audible discipline with variable geometryBy Michel NadotPages 85 to 98Nursing training at university in Brazil: Three experiencesBy Cinira Magali Fortuna, Fabiana Ribeiro Santana, Carla Aparecida SpagnolPages 99 to 112Nursing training at bachelor’s level: The process for developing a shared visionBy Gora da Rocha, Chantal Regat-Bikoï, Chantal Montreuil, Odette DoyonPages 113 to 124Teaching management disciplines in nursing training in Brazil: The experience of a group of teachers from the Federal University of Minas GeraisBy Carla Aparecida Spagnol, Eliana Aparecida Villa, Márcia dos Santos Pereira, Isabela Silva Câncio VellosoPages 125 to 132Nursing training in Spain: Background and current programBy Maria Consolacion Cano Sanchez
