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Adaptation De L’Instrument « Évaluation De L’Environnement D’Apprentissage Clinique » : Ajout De La Composante De La Dynamique De Groupe, Marjolaine Dionne Merlin, Frances Gallagher, Stéphan Lavoie

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

Contexte et problématique : Lors d’un stage en groupe, la dynamique entre les stagiaires du groupe peut compromettre leurs apprentissages et nuire à l’expérience de stage. Les instruments de mesure recensés permettent d’évaluer différentes composantes de l’environnement d’apprentissage clinique (EAC) associées à l’expérience d’apprentissage de stagiaires, sans toutefois inclure la composante de la dynamique de groupe en lien avec leur expérience d’apprentissage. Il en est ainsi pour l’instrument de mesure Évaluation de l’environnement d’apprentissage clinique (EEAC), composé de trois sous-échelles. Ce manque ne permet pas de documenter la composante de l’EAC, qui délimite les actions d’amélioration par les personnes …

Mise À L’Essai D’Un Nouveau Modèle De Supervision De Stage En Sciences Infirmières : L’Unité Collaborative D’Apprentissage, Charles Bilodeau, Frances Gallagher, Sylvie Charette, Mélanie Marceau

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

Introduction : L’unité collaborative d’apprentissage (UCA) est un modèle de supervision de stage en sciences infirmières qui pourrait optimiser les ressources dédiées à la formation clinique en partageant la supervision des étudiantes et étudiants au sein d’une équipe de soins. Il s’agit d’un modèle flexible qui peut s’adapter aux particularités des milieux cliniques et universitaires désirant se l’approprier. Cependant, la mise à l’essai de ce modèle n’a pas été documentée en contexte québécois.

But : Cet article présente les résultats du troisième cycle d’une recherche-action qualitative qui avait pour but d’accompagner et de documenter l’appropriation d’une UCA, par et …

Post-Graduate Integration Programs For Recently Graduated Nurse Practitioners: A Rapid Review, Li-Anne Audet, Amale Ghandour, Irene Sarasua

Quality Advancement in Nursing Education - Avancées en formation infirmière

Aim

The purpose of this paper is to present a rapid review of the literature that describes and evaluates post-graduate professional integration programs for recently graduated nurse practitioners.

Background

Recently graduated nurse practitioners face numerous challenges upon entry to practice, these include high patient caseloads, lack of confidence and difficulty integrating into the interprofessional team. In response to these challenges, numerous post-graduate professional integration programs have emerged to support the transition of recently graduated nurse practitioners into practice.

Design

A rapid review was conducted following McMaster University Rapid Review Guidebook’s Guidelines.

Method

Studies describing and evaluating post-graduate professional integration programs …

Caractéristiques Et Qualité Des Ressources Éducatives Libres En Soins Palliatifs Et De Fin De Vie : Une Revue Intégrative, Marie-Violaine Dubé Ponte, Ariane Plaisance, Diane Tapp, Romane Couvrette, Marie-Claude Laferrière

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

Contexte. Les soins palliatifs et de fin de vie (SPFV) visent à soulager la douleur, apaiser la souffrance et à préserver la dignité des personnes présentant un pronostic réservé. À l'échelle mondiale, seulement 14 % des personnes qui en ont besoin bénéficient de SPFV. Pour offrir des SPFV de qualité, les professionnel(le)s de la santé et des services sociaux doivent détenir des connaissances à jour. Les ressources éducatives libres (REL) ont le potentiel d’augmenter et de maintenir les connaissances. Il s’agit de matériel d’enseignement, d’apprentissage ou de recherche disponible en ligne, dont le contenu est protégé par une licence …

Nurse Educator Certification: Overview And Evaluation Of The Canadian Association Of Schools Of Nursing Program, Karin Page-Cutrara, Patricia Bradley, Cynthia Baker

Quality Advancement in Nursing Education - Avancées en formation infirmière

The Canadian Association of Schools of Nursing (CASN) has spearheaded an education institute and fostered the growth of an accessible cadre of innovative educational programming that were built on identified national nursing educator competencies. The purpose of this article is to outline the development and structure of the CASN Canadian Nurse Educator Certification Program, share an analysis of one aspect of program evaluation data and summarize the program’s current value to nurse educators. The program offers flexible professional development for Canadian nurse educators through three online modules that prepare participants to sit the national certification exam and attain the designation …

Éducation Des Patients Diabétiques Hospitalisés : Analyse Des Besoins De Formation Auprès Des Infirmières D’Un Hôpital Libanais, Nisrine Moubarak Ph.D, Frederic Douville Ph.D

Quality Advancement in Nursing Education - Avancées en formation infirmière

Résumé

La conception d’une formation en éducation des patients diabétiques hospitalisés devrait s'inspirer des besoins manifestés par les infirmières concernées en termes de compétences dans ce domaine. L’objectif de cette étude qualitative était d’identifier les besoins de formation des infirmières travaillant dans les unités de médecine et de chirurgie dans un hôpital libanais en matière d’éducation des habiletés essentielles aux patients diabétiques hospitalisés [EHEPDH]. Méthode : la méthode de groupes focalisés a été utilisée pour la collecte des données à l’aide d’un guide d’entrevue semi-dirigée. Les besoins exprimés par les trente-deux infirmières participantes ont été classés dans des catégories du …

Changes In Cognitive Control Following A Novel Resilience-Focused Nursing Educational Program: An Exploratory Study, Shannon Dames, Wendy Young, Olave Krigolson, Kelly Zhang, Lincoln Stoller, Robyn Bartle

Quality Advancement in Nursing Education - Avancées en formation infirmière

Patient care is currently challenged by various factors including stress and nurse fatigue that can negatively impact nurses’ health and patient safety. Emotional exhaustion and burnout among nurses are at an all-time high. Canadian nurses are reporting clinical rates of depression, anxiety, and panic at disproportionately higher rates than other public safety personnel. Innovative educational programs are desperately needed to mitigate stress and relieve distress, which will ultimately promote a healthier and more productive workforce. Little is known about the effectiveness of research informed cognitive control education within a community of practice (COP) to help nurses and nursing students process …

Self-Study: A Method For Continuous Professional Learning And A Methodology For Knowledge Transfer, Judy C. Woods

Quality Advancement in Nursing Education - Avancées en formation infirmière

Purpose: Clinical nursing instructors must participate in continuous professional learning to maintain competency in nursing practice and in clinical instruction to prepare nursing students adequately for professional practice. The purpose of this research was to examine self-study as a method of continuous professional learning in nursing education.

Procedures: A clinical instructor undertook to improve her clinical instruction with regard to five formative assessment strategies illustrated to promote student learning in regular classrooms. She translated and then implemented these strategies in nursing education. This self-study of instructional practice employed a reflective journal and systematic documentation of iterative processes of planning, action, …

Le Compagnonnage Cognitif : Une Approche Pédagogique À Explorer Pour Le Développement Du Raisonnement Clinique Infirmier? - Cognitive Companionship: A Potential Pedagogical Approach To Developing Clinical Reasoning In Nursing?, Marie-France Deschênes, Louise Boyer, Nicolas Fernandez, Johanne Goudreau

Quality Advancement in Nursing Education - Avancées en formation infirmière

L’étalage des processus cognitifs et métacognitifs engagés chez les expertes dans des situations authentiques de la pratique est peu exposé ou exploité dans la formation infirmière : les étudiantes y accèdent rarement ou sporadiquement. En d’autres mots, le savoir tacite développé chez les expertes demeure trop souvent silencieux et les étudiantes n’obtiennent pas d’explication, de justification ou d’articulation intentionnelle des hypothèses et des interventions cliniques avancées par les expertes dans des situations authentiques de la pratique professionnelle. Dès lors, comment mieux tirer profit du raisonnement clinique infirmier des expertes et créer un mode d’accompagnement pour l’apprentissage de la compétence ? …

Building Bridges Through Understanding The Village Workshop: Transforming Nursing Students' Perspectives Of Indigenous People And Canadian History - Atelier « Building Bridges Through Understanding The Village » : Transformer La Vision Qu’Ont Les Étudiantes En Sciences Infirmières Des Peuples Autochtones Et De L’Histoire Du Canada, Donna E. Martin, Kendra Rieger, Suzanne Lennon, Rachel Mangiacotti, Kathi Camilleri, Audrey Richard, David Busolo, Maya Simpson, Jillianne Stewart, Elaine Mordoch

Quality Advancement in Nursing Education - Avancées en formation infirmière

A mixed methods design using a cross-sectional survey was used to describe participants’ experiences of an experiential workshop entitled Building Bridges Through Understanding the Village. The Building Bridges workshops were held at a university located in Western Canada in 2016 with 213 attendees. Informed by Indigenous epistemology, cultural safety, and Kolb’s experiential learning theory, a student-led team comprised of undergraduates, graduates, and faculty members planned, implemented, and evaluated an arts-based experiential workshop. Following acquisition of a signed informed consent, 159 participants consented to evaluate the workshop. The majority of workshop participants were undergraduate nursing students. Overall, the workshop was positively …

Valuing Curriculum Evaluation As Scholarship: A Process Of Developing A Community Of Scholars (Valoriser L’Évaluation De Programmes D’Études Comme Forme De Scholarship : Un Processus De Création D’Une Communauté De Chercheuses), Betty Tate, Marilyn Chapman, Cheryl Zawaduk, Doris Callaghan

Quality Advancement in Nursing Education - Avancées en formation infirmière

Curriculum evaluation is an essential and complex activity intended to foster understanding of how teaching-learning practices serve to meet educational goals. This position paper provides a retrospective from the authors' lived experience of one multi-institutional collaborative nursing programs' history of curriculum evaluation and scholarship growth over twenty-five years. Key themes include an overview of collaborative curriculum evaluation underpinned by three philosophical perspectives, the influence of accreditation and re-mandated post-secondary institutions on scholarship development, an affirmation of curriculum evaluation as a form of knowledge development as supported by Boyer’s model of scholarship, and the development of scholarship expertise across collaborative partners …

Cross-Cultural Experiences During A Visiting Scholar Program: “…A Start[Ing] Not A Finishing Point”, Carla Aa Ventura, Judith E. Mill, Isabel A.C. Mendes, Emanuele Seicenti De Brito, Leanne Johnson

Quality Advancement in Nursing Education - Avancées en formation infirmière

Aim

To describe the Visiting Scholar Program as a context for cross-cultural learning experiences and the development of intercultural competencies.

Background

In 2004, a Visiting Scholar Program (VSP) was developed between the Faculty of Nursing, University of Alberta (UA), Canada, and the University of São Paulo at Ribeirão Preto College of Nursing (USP-EERP), Brazil, with the goal to promote capacity building among nurse researchers. During a cross-cultural exchange program, participants are immersed in a foreign culture and language over an extended period of time, which offers them a potential opportunity to develop intercultural competence.

Methods

A qualitative design was utilized …

Exploring Self-Efficacy And Anxiety In First-Year Nursing Students Enrolled In A Discipline-Specific Scholarly Writing Course, Kim M. Mitchell, Tom Harrigan, Torrie Stefansson, Holly Setlack

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background: Very few studies measuring writing self-efficacy or anxiety in undergraduate nursing students exist in the education literature. The purpose of the present investigation was to identify if changes to writing self-efficacy and writing anxiety will occur in first-year baccalaureate nursing students who are exposed to a discipline-specific scholarly writing course employing scaffolding strategies as the primary instructional method. Concurrently, this study was the pilot test for a new measure assessing writing self-efficacy, The Self-Efficacy Scale for Academic Writing.

Method: A one-group pre-test/posttest design was employed. Sixty-four (64) paired questionnaires were available for analysis. Bandura’s self-efficacy theory and a scaffolding …

Rural-Focused Nursing Education: A Summative Evaluation Of Rns’ Experiences Of The Rural Nursing Certificate Program, Martha Macleod, Jessica Place

Quality Advancement in Nursing Education - Avancées en formation infirmière

Nurses working in rural and remote communities perform multi-dimensional and complex roles. They require education opportunities that support them in providing the best healthcare possible to rural populations. However, the location and content of existing education programs often make them inaccessible and unsuitable to the context of rural nursing practice. In order to address this gap, the Rural Nursing Certificate Program (RNCP) was implemented and evaluated as a pilot project between 2007 and 2010. The RNCP is a provincial program that delivers practice-driven curriculum via e-learning modes and practical experiences to Registered Nurses (RNs) in rural communities throughout British Columbia, …

Clinical Nursing Reasoning In Nursing Practice: A Cognitive Learning Model Based On A Think Aloud Methodology, Johanne Goudreau, Louise Boyer, Dimitri Létourneau

Quality Advancement in Nursing Education - Avancées en formation infirmière

Background. The current context of increasingly complex nursing care requires a high level of clinical reasoning in nursing practice. Still, teaching clinical reasoning in nursing remains a challenge for educators in the field. Although several studies have been conducted to try to understand clinical reasoning in nursing, neither its developmental stages nor the corresponding critical milestones have been uncovered. Therefore, nursing educators cannot rely on a cognitive learning model (a description of how people learn and develop a specific competency) to facilitate the learning of this crucial competency.

Objectives. This study was conducted to develop a cognitive learning model of …