Translating Emergency Knowledge for Kids (TREKK): using research evidence to improve outcomes for children and families in emergency departments across Canada

Lisa Knisley; Lisa Hartling; Mona Jabbour; David W. Johnson; Eddy S. Lang; Shannon MacPhee; Sarah Reid; Shannon D. Scott; Doug Sinclair; Antonia S. Stang; Matthieu Vincent; Terry P. Klassen

doi:10.1007/s43678-021-00205-9

Translating Emergency Knowledge for Kids (TREKK): using research evidence to improve outcomes for children and families in emergency departments across Canada

Lisa Knisley, Lisa Hartling, Mona Jabbour, David W. Johnson, Eddy S. Lang, Shannon MacPhee, Sarah Reid, Shannon D. Scott, Doug Sinclair, Antonia S. Stang, Matthieu Vincent, Terry P. Klassen

Medicine

Résultat de recherche: Comment/debate › examen par les pairs

8 Citations (Scopus)

Langue d'origine	English
Pages (de-à)	12-15
Nombre de pages	4
Journal	Canadian Journal of Emergency Medicine
Volume	24
Numéro de publication	1
DOI	https://doi.org/10.1007/s43678-021-00205-9
Statut de publication	Published - janv. 2022

ASJC Scopus Subject Areas

Emergency Medicine

PubMed: MeSH publication types

Editorial

Accès au document

10.1007/s43678-021-00205-9

Autres fichiers et liens

Citer

Knisley, L., Hartling, L., Jabbour, M., Johnson, D. W., Lang, E. S., MacPhee, S., Reid, S., Scott, S. D., Sinclair, D., Stang, A. S., Vincent, M., & Klassen, T. P. (2022). Translating Emergency Knowledge for Kids (TREKK): using research evidence to improve outcomes for children and families in emergency departments across Canada. Canadian Journal of Emergency Medicine, 24(1), 12-15. https://doi.org/10.1007/s43678-021-00205-9

Knisley, L, Hartling, L, Jabbour, M, Johnson, DW, Lang, ES, MacPhee, S, Reid, S, Scott, SD, Sinclair, D, Stang, AS, Vincent, M & Klassen, TP 2022, 'Translating Emergency Knowledge for Kids (TREKK): using research evidence to improve outcomes for children and families in emergency departments across Canada', Canadian Journal of Emergency Medicine, vol. 24, n° 1, pp. 12-15. https://doi.org/10.1007/s43678-021-00205-9

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AU - Klassen, Terry P.

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