Auswahl der wissenschaftlichen Literatur zum Thema „Compétences collaboratives interprofessionnelles“
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Zeitschriftenartikel zum Thema "Compétences collaboratives interprofessionnelles"
Leclaire, Myriam, und Arnaud Choplin. „Simulation clinique et autoconfrontations collectives : outils pédagogiques de développement des compétences collaboratives interprofessionnelles des étudiants en santé“. Travail et Apprentissages N° 24, Nr. 2 (05.01.2024): 58–76. http://dx.doi.org/10.3917/ta.024.0058.
Der volle Inhalt der QuelleLeclaire, Myriam, Pascal Staccini und Arnaud Choplin. „Le développement de compétences collaboratives interprofessionnelles en fin de formation initiale infirmière“. Carrefours de l'éducation 54, Nr. 2 (06.12.2022): 213–28. http://dx.doi.org/10.3917/cdle.054.0213.
Der volle Inhalt der QuelleWilbur, Kerry, und Tila Pelletier. „Training for Collaborative Care: How Hospital Team Members View Pharmacy Students“. Canadian Journal of Hospital Pharmacy 76, Nr. 3 (05.07.2023): 228–33. http://dx.doi.org/10.4212/cjhp.3283.
Der volle Inhalt der QuelleBourret, Kirsty, Amélie Hien, Sylvie Larocque, Carol Hogue, Kalum Muray, Aurélie Thethe Lukusa und Abel Minani Ngabo. „Recherche Collaborative Entre le Canada et la République Démocratique du Congo. Sages-Femmes et l'Aspiration IntraUtérine Manuelle suite aux Avortements Incomplets dans la Ville de Kinshasa“. European Scientific Journal, ESJ 20, Nr. 12 (29.04.2024): 1. http://dx.doi.org/10.19044/esj.2024.v20n12p1.
Der volle Inhalt der QuelleBélanger, Guy, Marie-Michèle Lemieux und Denis Boisvert. „Mesure et évaluation de la qualité des pratiques de développement des compétences informationnelles au sein du réseau de l'Université du Québec“. Les Annales de QPES 1, Nr. 4 (17.06.2021). http://dx.doi.org/10.14428/qpes.v1i4.62393.
Der volle Inhalt der QuelleBourret, Kirsty, Amélie Hien, Sylvie Larocque, Carol Hogue, Kalum Muray, Aurélie Thethe Lukusa und Abel Minani Ngabo. „Collaborations de Recherche Equitables sur la Pratique des Sages-Femmes : Exploration de l'Intégration de l'Aspiration Intra-Utérine Manuelle Réalisée par des Sages-Femmes Lors des Avortements Incomplets dans la Ville de Kinshasa, en République Démocratique du Congo“. European Scientific Journal ESJ 27 (07.03.2024). http://dx.doi.org/10.19044/esipreprint.3.2024.p159.
Der volle Inhalt der QuelleDissertationen zum Thema "Compétences collaboratives interprofessionnelles"
Bailly, Myriam. „Les compétences collaboratives interprofessionnelles au service de l'apprentissage des étudiants infirmiers : optimisation des scénarisations pour penser autrement la formation initiale“. Electronic Thesis or Diss., Université Côte d'Azur, 2023. http://www.theses.fr/2023COAZ6000.
Der volle Inhalt der QuelleThis thesis focuses on the interprofessional collaboration of future health professionals. It has three objectives. The first is to explore the development of interprofessional collaborative skills of student nurses at the end of their initial training. For nursing education, interprofessionality is a transversal declination of other competences but its teaching is not supported by an explicit reference framework of interprofessional collaborative competences. As a result, interprofessional education formats are rarely used. Interprofessional education, which has been widely advocated in the literature, can be used to optimise collaborative work. The second objective of this work is rooted in our preliminary results. It aims to support the development of interprofessional collaborative skills through an interprofessional learning approach that combines reflexive and developmental dimensions. The organising framework of the research is the the clinical approach of activity. Developed by Clot, the clinical approach of activity gives a central place to work collectives, likely to ensure a mediating function between the subject and his activity. Clinical approach of activity aims to develop existing resources, to bring out new psychological instruments and to give students the capacity to act in the exercise of their activity. The research device is part of the health simulation which brings into play the interprofessional collaboration through a simulated collective care activity between nursing students and massage physiotherapists students. The filmic traces of the simulation, mediated by the researcher, are individual and then collective supports for the students' reflection. Finally, the last objective of this thesis pursues an epistemic aim. The research plans to use the discourses of student nurses and kinésithérapists gathered in a work group to support the design of interprofessional education models in the health sciences and to re-interrogate the training curricula
Chiniara, Lyne. „Apprendre ensemble : attitudes des étudiants en médecine envers la pratique collaborative suite à un cours d’éducation interprofessionnelle impliquant un patient-formateur“. Thesis, 2020. http://hdl.handle.net/1866/24559.
Der volle Inhalt der QuelleInterprofessional education (IPE) courses help cultivate collaborative practice, an essential aspect of contemporary health care delivery that improves patient care. The goal of this study is to explore if an IPE course, using an interprogram workshop and retroaction by a tandem comprised of a patient-partner with an instructor profile and of a teacher, an innovative approach initiated by the Université de Montréal, influences medical students’ attitudes towards IPE and allows developing communication and collaborative skills. Forty-six of the two hundred and fifty medical students participating in the course filled out the Readiness of Health Care Students for InterProfessional Learning Scale. A positive attitude towards IPE is found in the vast majority of students («teamwork and collaboration» section: 88.9±5.8% of student answers = agree/completely agree). Qualitative analysis of more than 1500 written comments made by students showed that students perceived an improvement in their communication and collaboration skills, as well as their confidence in those skills. Overall, they had better understanding of professional roles and responsibilities. Factors influencing their attitudes and beliefs, as well as barriers to IPE, emerged from the analysis; the importance of respect and abolishing prejudices in order to succeed at IPE were raised. By participating to this IPE course, medical students of Université de Montréal have an exceptional opportunity to familiarize themselves with health care involving partnership with patients and collaborative practice. A discussion of barriers for the participation of medical students in pedagogical research and possible solutions to enhance their interest in the future are provided.
Raynault, Audrey. „Apprendre à collaborer en équipe interprofessionnelle et à développer les compétences de la pratique collaborative et de partenariat patient en santé et services sociaux dans un cours universitaire hybride à l’ère du numérique“. Thèse, 2018. http://hdl.handle.net/1866/23562.
Der volle Inhalt der QuelleCollaboration among health professionals is required to contend with population aging, the prevalence of chronic illnesses, and staff shortages in certain health professions (WHO, 2010). As well, to foster optimal collaboration and provide good quality of care, some teams are now adopting a patient partnership approach in which the patient’s experiential knowledge of living with illness is valued as part of the interprofessional collaboration and the patient is integrated into the healthcare team. The Université de Montréal (UdeM) offers a program in interprofessional collaboration education (IPE) geared towards teaching the competencies required for collaborative practice in both health sciences and psychosocial sciences in partnership with patients. The IPE is confronted with a variety of challenges related to logistics, communication, and the compartmentalization of professions, among others. To overcome these obstacles, the UdeM has turned to digital technology to help interprofessional teams of students to collaborate online and in person. This study focused on describing how students in interprofessional teams collaborate in the hybrid course entitled Health Sciences Collaboration in Partnership with Patients, offered by the UdeM. We describe how students collaborate online and in the classroom, and we identify the competencies in the competency framework used. Our study proposes a conceptual framework based on the IPE’s hybrid (online and in person) collaborative learning model, which we constructed using: 1) the model of Chiocchio, Grenier, O’Neill, Savaria, and Willms (2012), to describe how the student teams collaborate and used dimensions of collaboration (communication, synchronisation, explicit and implicit coordination) ; 2) the competency framework for collaborative practice and patient partnership in health and social services (Direction collaboration et partenariat patient [DCPP] and Comité interfacultaire opérationnel de formation à la collaboration, l’Université de Montréal [CIO-UdeM], 2016); and 3) the interprofessional work typology of Xyrichis, Reeves, and Zwarenstein (2018). Our study used a convergent mixed methodology. We conducted this study with a cohort of 1,435 second-year undergraduate students in course CSS2900 coming from 13 20 different UdeM programs. This course is divided in three parts: 1) online training 2) intra- program activity, 3) interprofessional workshop coanimated by a health professional and patient-partner facilitator in classroom. First, we analyzed the online collaboration journal (OCJ) of 12 interprofessional student teams (n = 60). Second, we distributed a questionnaire on Collaboration in Interprofessional Teams to the entire cohort at the end of the course, to which 321 participants responded. The results show that the majority of study participants used the dimensions of collaboration in a similar manner online and in person. Communication and coordination were dependent on synchronization when collaboration occurred online. The use of both social media and an online collaborative writing tool fostered collaboration in hybrid mode. In the classroom, the patient-partner co-facilitator supported the teams as they reviewed their learning (coordination) and, in this way, developed the competencies of the framework for course CSS2900. Under the hybrid study model, the teams were able to collaborate over an extended period, similar to a flipped classroom approach (Figure 29). This fostered development of the framework competencies (DCPP and CIO-UdeM) and helped break down professional boundaries. The learning contexts in which effective competency practices were mobilized appeared analogous to the interprofessional networking and consultative collaboration categories in the typology of Xyrichis et al. (2018).