Tesis sobre el tema "Institut de formation en soins infirmiers"
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Durand, Canzian Delphine. "Usages et pratiques du numérique au prisme des compétences non académiques des étudiants en soins infirmiers". Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0014.
Texto completoThe world of healthcare has changed completely, and patients must be cared for efficiently. Health professionals must develop soft skills. The major issue at stake is making the necessary changes in the development of training programs, which are based on university programs and generally do not include soft skills. Yet to be successful, nursing students must not merely absorb information conveyed to them; they must also acquire skills such as these. In March 2020, the world health emergency obliged teaching and training establishments to deal with a situation that was completely novel for most of them. While the use of digital technology allowed the necessary pedagogical continuity, it forced many teachers and trainers to reconsider their procedures and practices. Our research concerns the choice of pedagogical methods in relation to digital uses and practices with the aim of fostering soft skills in nursing students, including a comparison of the NTI that were already using digital technology before the pandemic and those that were barely “digitally connected”. We will consider the differing attitudes of trainers and their degree of adequacy in response to students’ expectations during the pandemic period, when a hybrid approach was favoured. To do so, we adopted a method of qualitative and quantitative comparison, carried out in six NTIs, in order to understand the uniqueness of each institute’s approach to digital learning methods and the effects on the development of soft skills. Through a self-administered questionnaire given to 436 second-year university students, we investigate the impact the use of digital tools during the pandemic had on social interactions, the involvement of individuals and groups in their work, and the feeling of being useful. Through the questioning of twelve trainers, we additionally investigate changes in their didactic intentions and the attitudes displayed in their pedagogical relationships. By means of interviews conducted with twelve students, we also attempt to determine whether they noted any changes in their manner of learning and working together and in their perceptions of the process of becoming a health care professional. Lastly, the use of a professional notebook to record informal meetings with colleagues and students allowed us to identify avenues of reflection regarding digital technology and collaborative work. The most striking results revealed that the principal differences lay in the degree of digital connectedness of the various institutes, as well as in the students’ previous background, which could help them assimilate distance-learning courses in a more structured manner despite the lack of a social environment and pedagogical interaction. Collaborative projects were carried out during the pandemic with positive outcomes. Another interesting result was the effect that remote work had on trainers, leading them to question the meaning of their work. In particular, disparate levels of skill in terms of digital uses and practices were found to be an obstacle to pedagogical methods. The analysis of the results allows a better understanding of the needs of students and of pedagogical possibilities. Hybrid training, which is becoming more widespread following the transition from face-to-face training to full distance-learning as required by the pandemic, seems to be better suited to students’ time requirements. In regard to the goal of revamping the nurses training program in 2025, our study allows a collective reflection on the stakes involved in learning and the use of digital technology in training, including, in situ, an experimental “upside down” approach to tutorials with the aim of developing the soft skills that are so essential in this profession of providing care for others
Thilly, Sébastien. "Les identités professionnelles des formateurs en IFSI dans le contexte de l’universitarisation des formations paramédicales". Thesis, Reims, 2021. http://www.theses.fr/2021REIML001.
Texto completoIn the context of the universitarization of paramedical training, the purpose of this thesis is to study evolutions in the identity of trainers who train people in their former profession through the example of nurses who have become nursing trainers. The main questioning of this research is the impact of the process of paramedical training universitarization and the inherited nurse identity on identity dynamics and on the professional recognition of trainers in Nursing Training Institute (IFSI). The theoretical framework is mainly constructed from the model of the double transaction (Dubar, 2010) to which we have associated identity dynamics and projects of Oneself (Kaddouri, 2002). The methodology of this research articulates two complementary approaches: a quantitative survey by questionnaires followed by a qualitative survey based on a series of semi-structured interviews with a comprehensive aim. The results show that IFSI trainers in particular who claim a strong inherited nurse identity feel more threatened by the process of paramedical training’s universitarization, which would result in a dynamic of identity transformation with a project of Self on self often oriented towards a proximity management function. On the contrary, a not very persistent inherited nurse identity in the present invested identity of IFSI trainers would lead to a dynamic of identity continuity of a trainer, most often with a self-maintenance project in the function of the trainer
Szyba, Conchita. "L’universitarisation de la formation infirmière : radiographie d’une réforme dans les IFSI publics lorrains". Thesis, Université de Lorraine, 2016. http://www.theses.fr/2016LORR0039/document.
Texto completoThis thesis intends to make an appraisal of the implementation of the 2009 repositoryin Lorraine public nursing schools called IFSI. The evolution of nursing educationprograms also relects a complexity of nursing practices related to the evolution ofhealthcare within our society and the evolution of medical breakthroughs. Indeed,this program is creating signiicant disruption in the nursing profession, which hasbeen through several identity crises related to its need for recognition and its requestfor empowerment. This process disrupts the theory/practice connection becauseit operates a radical change in the previous ranking and cognitive representationsof knowledge: we are deinitely taking a “learning to learn” approach. With this newprogram (also called training engineering), nursing education is at an important turningpoint, as it is today in a context of globalization of trade. In addition, it give future healthprofessionals the opportunity to pursue higher education. This empirical research,carried out in six stages, includes all actors involved in this change in the nursingcurriculum, and will attempt to realize an appraisal on the impact of the LMD programon the Lorraine public nursing schools
Haberey-Knuessi, Véronique. "L'engagement dans les soins infirmiers : un enjeu de formation entre éthique et sens". Rouen, 2013. http://www.theses.fr/2013ROUEL003.
Texto completoThe nursing practice can not be imagined outside a dimension of engagement that constitutes one of its essential foundations (Dallaire, 2008). However, the commitment is not a notion highly valued in our society today. In the professional world, it is even less valued than the working conditions are deteriorated and the satisfaction of a job well done is reduced, leaving more room for the frustration of always having to work to fill the gap. But this dialectic between the deontological pole, the pole of prescribed duty and the teleogical pole, the one that aims, the implementation of what the subject considers good and which correspond to his axiological principles, must be in a balance so that the professional can find meaning in his practice. Meaningless, commitment loses its rationale and implications are then to be expected and the motivation of the individual, on his identity or even on his health. Faced with this major challenge, a reflection is needed upstream : what role the education could play in supporting the student in order that they are able to develop a commitment that makes sense to him, according to his ethics, his experience and goals. The main objective is to prepare them to cope with and position themselves in a challenging work environment, to defend the values that underpin his interest in humans. A model to support the construction of the commitment was designed which required to be validated, to clearly define the concept, especially in its ethical dimension, and examine what are the main features, the foundations axiological founding principles, explanatory concepts, brakes and energizing factors. This is what we tried to achieve through a comprehensive and hermeneutical research, combining several data collections with 44 students, teachers and practitioners instructors (professional caregivers supervising nursing students in trainingsperiod). This approach seemed even more essential that the challenge is threefold : individual-level the caregiver himself, collective-level because of the identity of the profession and its values, but also societal-level because of the consideration given to humans
Pettini, Jacqueline. "La formation des infirmiers du travail". Bordeaux 2, 1991. http://www.theses.fr/1991BOR2M077.
Texto completoNkoum, Benjamin Alexandre. "De l'évaluation scolaire à l'évaluation des pratiques professionnelles en santé : cas de la formation initiale et spécialisée en santé". Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10126.
Texto completoMoubarak, Nisrine. "Éducation des habiletés essentielles aux patients diabétiques hospitalisés : développement et mise en œuvre d'une formation auprès des infirmières hospitalières". Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67898.
Texto completotopics is a global phenomenon (Bagweneza et al., 2019; Ross et al., 2019; Alotaibi, Al-Ganmi, Gholizadeh, & Perry, 2016). Nurses have an essential role in supporting diabetic patients throughout the continuum of successful disease management. Over the past decade patient education has become an integral component of chronic disease management, including diabetes treatment. Education is critical to supporting nurses’ diabetes knowledge and skills (American diabetes association, 2020; Canadian diabetes association, 2018; Yacoub et al., 2014). Additionally, educating frontline nurses in the education of inpatients concerning their diabetes management is one of the avenues of exploration in increasing capacity for its delivery (Nassar, Montero, & Magee, 2019). This background is the basis for the development, implementation and evaluation of nurse education to improve the teaching of essential skills for diabetic inpatients. A mixed methodology and Malcolm Knowles (1995) stages of development of training was used for this study. This allowed for the development of training following the assessment of training needs of nurses in a tertiary (or community) Lebanese hospital targeted specifically to essential skills education for hospitalized diabetics. This involved the use of nursing focus groups, a knowledge test about diabetes management, and finally an evaluation on the practice of essential skills education for diabetic inpatients. Betty Neuman’s model (Neuman & Fawcett, 2002) provided a framework for understanding the central phenomenon of the pilot: improving the practice of inpatient diabetes education by the involvement of nurses in diabetes education and the improvement of both their knowledge and skills in diabetes care. The needs assessment formed the basis for learning objectives, refinement of content and preferred learning strategies. The knowledge assessment also provided a baseline for the evaluation of training efficacy by comparing pre/post performance data. Additionally, to ensure sustainability, the feasibility and acceptability of training as an educational intervention was evaluated alongside the evaluation of this novel, pilot study training. The pilot study was comprised of 33 nurses from medical and surgical care units. A convenient sampling method bolstered continued participation for the study’s duration. The competency-based approach was used to develop teaching and learning for the pilot training. Consistent pedagogical scenarios chosen were consistent to promote learning that would enable nurse learners to perform the tasks or activities assigned to them in teaching essential skills to diabetic inpatients. Results confirmed the feasibility and acceptability of the educational intervention as well as nurses’ satisfaction with the training. Additionally, statistically significant differences were observed in pre/post training regarding nurses’ comfort, familiarity and knowledge of diabetes management as well as their skills in providing essential education to hospitalized diabetic patients. In conclusion, this study shows that nurse education improve nurses’ ability to effectively educate patients.
Haute, Jean-Charles. "Penser le loin : du phénomène au savoir et à la formation". Nantes, 2010. http://www.theses.fr/2010NANT3013.
Texto completoThe care is a particular form of knowledge. It differs from the human sciences in that it is not derived from philosophy. Knowledge of care is also separate from medicine in that it relies on a humanistic paradigm rather than on biology. Born of an empiric practice, however, care has developed a specific engineering. The lack of infrastructure pose theoretical difficulties for the development of knowledge and interpretation of the clinic. The research project is to build a speculative and theoretical for care from a philosophical reading of it, this from an approach that takes care as a phenomenon and in different historical situations of care. The analysis allows a description in which the care varies depending on the situation and to identify elements of its essence, then describe the construction and operation. The development of specific concepts, such as general care, care first, the care professional can specify how the task is being built. It is therefore possible to reflect the care process as a vehicle for the preservation and development of the person care rather than palliative for the disease or disability. I will be able to account for apparent contradictions and peculiarities of the device as caring relationship. At last the search led to laying the groundwork for developing an ethic of care and proposes a way of renewing the research carefully
Boissart, Marielle. "La formation infirmière : l'ingenium à l'œuvre d'une organisation professionnalisante pour les étudiants et les cadres de santé formateurs". Rouen, 2014. http://www.theses.fr/2014ROUEL013.
Texto completoAt a time when Health Organizations are changing, within the framework of the reform of the Nursing Training System of Reference, and the one of the ever changing professional identities, this doctoral thesis is intending to highlight the question of the objectives and the assessment of the phenomenon related to all the different changes induced by the Nursing Training system of Reference, which confined the impact of the student's professionalization to the executive health trainer's professionalization. At the starting point of an aprioristic research methodology, some different views coming from the spheres of vocational didactics, of anthropology, psychology, sociology and from the philosophy of education, enable us to contemplate the influence of the re-engineering of the Nursing Training, on the professionalization of well targeted actors, but also on the professionalization of different organizations and on professionalization as a profession in itself, so as to master the meaning of the nursing work as a profession. With the purpose of bringing out a systemic vision of the training apparatus and to put some training processes into perspective, a triangulation of sources, rooted in a territorial comparative practice within three different systems, is convened. Furthermore, falling within the scope of the complexity paradigm, professionalization is linked to a specific process, where intrinsic and extrinsic factors to the individual, and to the organizations, enter into dialogue within the fluctuating and unsettled background of the overhaul of paramedical diplomas. This way, whatever the level of professionalization to achieve is, the professionalization-process is committing the collective working party and is also questioning it, while evolving from what is simple to what is more complex, and what is singular to what is collective, with the constant characteristics of the inner-influence and interdependence of the inter-organizational and the interpersonal interactions. From then on, Ingenium acting as an interface between complexity and implexité (the complexity of implications), is inviting itself into the training systems, to leave it up to the human and living character already pre-existing within any organization. This way, referring to men, to their acts, and to the way they are able to develop their genius into acting to learn, is implying a linking-up force at work (« une reliance »), to lead to the understanding and the conception of an inventive and evolutional engineering. Finally the phenomena at stake and the tensions generated from that engineering are highlighting a professionalizing organization, the reflexive culture of which would be the founding mainstay of a professionalizing reciprocity, between the student and the executive health trainer. The transformations generated by that Nursing Training System of Reference, enable us to anticipate the real issue of the passage from practical intelligence (mètis) to practical wisdom (phronésis)
Joutard, Thierry Merle Pierre. "Evaluer les stagiaires en formation par alternance la situation des étudiants en soins infirmiers /". Rennes : Université Rennes 2, 2008. http://tel.archives-ouvertes.fr/tel-00267726/fr.
Texto completoPerrenoud, Broillet Béatrice. "Ethique de la relation d’accompagnement : analyse de l’activité des formateurs en soins infirmiers". Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM3004.
Texto completoPhD thesis is part of the field research on ethics in the educational relationship. She is interested in the commitment of the trainer to guide his activity in a relationship of coaching in the field of continuing professional education in nursing. It is hypothesized that this commitment can only be ethical and oriented in an ethics of the relationship.The research problematic focuses on the relationship of coaching to professionalization in nursing, a professional field crossed by different finalities. Methodologically, the research relies on the analysis of the activity, using visual and auditory traces in the development of the understanding of the ethical commitment to direct action. The investigation of the activity of six trainers in the relationship of coaching is conduct from double analysis, discourse analysis and interpretative analysis on the basis on indicators developed from the theoretical framework.The results shed light on the extreme variability of the trainers' ethical orientation and on the importance of the experience in the deployment of a deliberative reflexivity. This variability has consequences on how to conduct the relationship of coaching, to deal with its dilemmas and with the training mission. An ethics of the relationship implements a coaching allowing professionalization process as power of action by the reliance with the nursing culture.The purpose of this research is part of a didactic dedicated to the teacher training. Using the collective appears as a mean that can be used by a trainer to develop an interpretation of action and of himself, and the ability to deliberate on the legitimacy of his actions
Joutard, Thierry. "Evaluer les stagiaires en formation par alternance : la situation des étudiants en soins infirmiers". Phd thesis, Université Rennes 2, 2008. http://tel.archives-ouvertes.fr/tel-00267726.
Texto completoPotvin, Pronovost Diane. "Intégration de la philosophie des Soins de Santé Primaires au programme de formation initiale de niveau collégial en soins infirmiers". Mémoire, Université de Sherbrooke, 1995. http://hdl.handle.net/11143/11205.
Texto completoDaigle, Nicole. "Étude du lien entre la formation collégiale en Soins Infirmiers et le développement du Moi". Mémoire, Université de Sherbrooke, 1994. http://hdl.handle.net/11143/11186.
Texto completoMarceau, Mélanie. "Développement et évaluation d'une activité de formation continue adaptée aux infirmières et infirmiers oeuvrant en traumatologie". Mémoire, Université de Sherbrooke, 2009. http://savoirs.usherbrooke.ca/handle/11143/4003.
Texto completoMounou, Yotoungabe. "Professionnalisation par la recherche en formation initiale des agents socio-sanitaires au Tchad". Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM3072/document.
Texto completoThe professionalization by the approach of research is increasingly used by vocational, as well original a organization that continues. This study attempts to analyze the components and the conditions of the existence of such a search. What is research professional and what would be the conditions for it to be. Several dimensions are at work. The plurality of the trainers and the conduct of a tutoring, academic knowledge which are neither theoretical production of action, not in relation to new representations. Opportunities offered by the practice and, finally, passing through an obligation to scientific writing whose characteristics Nestle in the interbreeding theory/practice of theoretical models of health and learning of these processes.The study takes as an example, the teaching of theoretical/practical models and learning process for the establishment of scientific writing in initial training of health staff. Initial vocational training with more fragile characteristics to this sort of training in view of its quality
Collette, Caroline. "Effet d'un programme de formation offert aux infirmières et infirmiers responsables de personnes incontinentes". Sherbrooke : Université de Sherbrooke, 2001.
Buscar texto completoMilhomme, Daniel. "Étude descriptive des facteurs facilitant et contraignant le développement de la compétence des infirmières en soins critiques". Master's thesis, Université Laval, 2010. http://hdl.handle.net/20.500.11794/21939.
Texto completoPolicard, Florence. "Formateurs en soins infirmiers et simulation clinique : profils et manifestations de l'engagement dans l'activité". Thesis, Paris 10, 2018. http://www.theses.fr/2018PA100089/document.
Texto completoThis thesis in education science focuses on the nurse trainers using full-scale clinical simulation in their training plans. This educational tool, based on experiential apprenticeship and reflexivity on the practice, is considered both innovative and complex to use. It especially requires questioning the customary practices of teaching. The author’s has tried to identify what determines and characterizes the commitment of the trainers in this activity, and to understand how and according to which logics that commitment manifests itself at the heart of their practices. The search crossed the sociocognitive theoretical framework of Bandura (1977) and the vocational didactics (Pastré, 1997, 2002); it also used models of commitment and of teaching practice. This study has a descriptive approach of the commitment profiles in the activity and a comprehensive approach of their demonstrations. The empirical material was obtained from semi-directive interviews, observations in situation followed by self-confrontation interviews. It was handled according to qualitative and quantitative mixed methods. The results highlight a dominant profile, favouring the dialogical and hermeneutic logics, and a second profile, underlined by logics rather personal and technical; hence allowing the author to propose a typology of commitment profiles in the activity. The observed and analysed practices reveal the influence of the commitment profile on the educational perspective. A strong tension between a control position and a “let it go” position was identified, the latter being the sign of a transformation in the implementation of learning beliefs
DURAND, POTIER MARGUERITE. "Les mots pour le dire : un vocabulaire pour les soins infirmiers, un dictionnaire pour les sciences infirmieres". Caen, 2000. http://www.theses.fr/2000CAEN1307.
Texto completoTremblay, Pierre-Luc. "Développement et évaluation d’une activité de formation continue pour les infirmières et infirmiers œuvrant en soins critiques pédiatriques concernant le processus de don d’organes". Mémoire, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/8959.
Texto completoGélinas, Colette. "Analyse des besoins de formation des étudiantes en sciences de la santé (sciences infirmières), formation initiale, de l'Université Laval dans le domaine de l'informatique appliquée aux soins infirmiers". Master's thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/29392.
Texto completoChabot, Marie-Pierre. "Priorités déterminées par des experts infirmiers et médecins pour une formation interprofessionnelle visant la gestion en collaboration de la douleur à l'unité de soins intensifs". Mémoire, Université de Sherbrooke, 2009. http://savoirs.usherbrooke.ca/handle/11143/4015.
Texto completoPoisson, Michel. "L'école Internationale d'Enseignement Infirmier Supérieur (Lyon, 1965-1995) : fabrique d'une élite et creuset pour l'émancipation des infirmières françaises du XXe siècle". Thesis, Normandie, 2018. http://www.theses.fr/2018NORMLH20/document.
Texto completoIn 1960, after 40 years of vocational development, the French nurses were endowed with an original model of occupation strongly structured demonstrating that their qualification had undeniably gained in thickness. The Great War and its repercussions had furthered the penetration of the Anglo-American professional prototype in France. Even if this influence was limited, in 1960 the French model was comparable in numerous points to the historical English model and its American successor. On the other hand, the French nurses knew nothing about their colleagues’ career prospects and the way to University, which was unthinkable at the time. In 1965, the creation of the EIEIS in Lyon, gave to a small number of them this opportunity and established a tremendous occasion for the development of the nursing profession in France. The very active elite turned out thanks to this institution managed to change opinions about nursing profession among doctors, hospitals’ managers, academic people and public authorities. It also conduced to change French nurses’ practices and relationship to the world. Nurses even invented an original movement of protest at the end of 1980s. Finally, this School laid the foundations for an academic development of nursing in France. Though it was unrivalled in the country, it closed in 1995, due to the lack of necessary means to preserve its activity. “New public management”, more and more present in hospitals, promoted the rationalization of organizations and a strictly accounting management rather than an academic development of nursing in France
Silva, Helena Sofia Rodrigues Ferreira da. "Soigner à l'hôpital : histoire de la profession infirmière au Portugal (1886-1955)". Paris, EHESS, 2010. http://www.theses.fr/2010EHES0020.
Texto completoThe aim of this work is to analyse the historical process of the hospital nursing professionalization in Portugal by defining its original characteristics, despite the French and British influences. Several factors contributed to the development of nursing as a profession especially the continuous changes in the Portuguese political and religious situation, the progress in medicine and hospitals' improvements. This. Analysis starts by describing the Portuguese historical background, underlining the role played by several religious orders and institutions such as the Misericordias in the care of the sick when nursing becomes a profession. The development of nursing as a profession requires first a training, then the organisation of a restricted group, socially recognized and with a unique identity. The existing original characteristics are revealed by examining the nursing schools from their creation until their standardisation in Portugal, pointing out their organisation as well as the training they provided. The profile and the results of the students of two private nursing schools (managed by Oporto's and Braga'sMisericordias) will be analysed in detail. We will study the evolution of the nursing profession until its regulation and the creation of a system controlling its practice. The nursing associations and their publications will also be taken into account since they contributed to exchange knowledge and to reinforce the group identity. Finally, the analysis of nursing practice at the Hospital GeraI de Santo Antonio (Oporto) enables us to understand how this practice evolved and what changed for the nursing professionals
Guinard, Martine. "Quand l'infirmière écoute, conseille et éduque à la séxualité : quelle formation initiale ?" Besançon, 2009. http://www.theses.fr/2009BESA1039.
Texto completoCarbuccia, Hervé. "La formation des infirmières et des infirmiers au cours du XXe siècle : de l'apprentissage du genre social au genre professionnel". Aix-Marseille 1, 2010. http://www.theses.fr/2010AIX10099.
Texto completoMansour, Amal. "La place de l' infirmière dans le système de santé au Liban". Bordeaux 2, 2001. http://www.theses.fr/2001BOR20838.
Texto completoThe objective of this thesis is to study the situation of nurses in Lebanon based on a long experience in this field in this country. We decide to seek the causes of this occultation and list the encountered problem. We have started in 1996 study that has shown that nurses in Lebanon belong to a young, single female population with a very short professional carrier averaging 5 years. Nurses live badly due work conditions described, as stressful and hard. The load is both physical and mental. The burn out syndrome affects the majority, of this group. Adding to their lifestyle, the lack of esteem to their not well defined profession. This social group was unable to find structures that will help him to be organized. The study helps us to identify the problems that impeach this group from having its well-defined identity. We were able to formulate four major causes : - The immaturity of the young nurses. - The lack of the elaboration of their specific science. - The lack of structure. Suggestions, that can help this social group to find itself and acquire a real identity, the structures that well help this group to be organized. The reorientation of teaching programs towards specific knowledge, consequently, towards an essential role able to repond to health needs of the human being
Jetté, Sylvie. "Perceptions de finissantes et finissants du volet collégial de la formation infirmière intégrée, de leurs ressources en informatique en soins infirmiers". Thèse, Université de Sherbrooke, 2009. http://savoirs.usherbrooke.ca/handle/11143/4288.
Texto completoBERTHOLET, CHRISTIANE. "Du jugement a la construction de la competence ethique en soins infirmiers. Role de la formation initiale et de l'experience professionnelle". Nantes, 2000. http://www.theses.fr/2000NANT3025.
Texto completoGiroux, Josée-Ann. "Les Soeurs de la Charité (Soeurs Grises) et la fondation de l'Hôpital Maisonneuve, 1949-1954". [S.l. : s.n.], 2007.
Buscar texto completoRibeiro, Santana Fabiana. "Promotion de la santé et prévention des maladies dans la formation professionnelle en soins infirmiers : recherche socio-clinique au Brésil et en France". Thesis, Cergy-Pontoise, 2016. http://www.theses.fr/2016CERG0840.
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Bellegarde, Croteau Suzanne. "Influence de la formation en communication au regard des attitudes envers la personne mourante dans le programme de Soins infirmiers à l'ordre d'enseignement collégial". Mémoire, Université de Sherbrooke, 1995. http://hdl.handle.net/11143/11180.
Texto completoBodin-Cheneveau, Anne-Marie. "Soin, formation au soin, management du soin, trois "métiers impossibles" : former au soin, transmettre et faire vivre l'art de l'agir soignant par la compétence sensible". Thesis, Tours, 2019. http://www.theses.fr/2019TOUR2015.
Texto completoThe thesis presented here raises the difficulty for professionals of care, management of care, training to care, to adjust their daily action as close to the needs of the patient, the supervised caregiver, the nursing student. It may be that sensible reason, better recognized and valued, is part of this adjustment. Intimately intertwined in a more formal reasoning, and attentive to reciprocal emotional messages, it would help to refine the understanding of a singular situation, leading the professional towards an art of caregiving. The survey carried out gathers these indices favorable to the correctness of the action, committing to study how to support such a process. Thus the nursing trainer may have to orient his pedagogical posture and his conception of engineering, towards the transmission to the future nurse under construction, of this sensitive approach of care
Briot, Catherine. "L'effet du travail collectif sur les compétences professionnelles des formateurs en soins infirmiers dans les activités visant l'amélioration des processus réflexifs chez les étudiants". Grenoble, 2010. http://www.theses.fr/2010GRENH020.
Texto completoThis research project aimed to study the modalities of professional development of nursing teachers involved in collective work. The goal of the study is to characterize the conceptualization processes underlying individual activities which are articulated within a group. The main hypothesis is that development of professional competencies may result from social interactions between teachers. The modification of professional competencies was evidenced : 1) by the identification of the teachers' individual operational model which organizes their activity, 2) by their shared cognitive model. The experimental protocol established crossed self-confrontations between two groups of teachers and compared their conceptualizations in two work situations. The methods focuses on a critical task, in nursing studies program, called "individual interview of pedagogical supervision". The purpose of such interviews is to develop the reflexivity of the nurse student about his or her formation and to improve the control of his or her own activity as a future professional. The results showed a professional development in four, of five studied teachers. 1) There is an extension of the teachers' professional environment used to lead their activity. This extension developed interconnections between fields either close or distant from the task. 2) The teachers' individual operational model demonstrates an enhancement of metacognitive and collective processes which are used in the constructive part of their activity in highly dynamic situations. Moreover, the shared cognitive model deducted from the individual operational model seems to reflect an important collective work within the teacher group
Penchaud, Anne-Laurence. "En quête d'un style : la socialisation professionnelle des internes en psychiatrie". Bordeaux 2, 2007. http://www.theses.fr/2007BOR21456.
Texto completoAmiot, Ginette. "Les liens entre la compétence, le concept de soi et le développement du sentiment de compétence d’un groupe de finissantes de formation collégiale en soins infirmiers". Mémoire, Université de Sherbrooke, 1992. http://hdl.handle.net/11143/11190.
Texto completoBartholome, Cécile. "Parcours et dédalités dans les formations aux métiers de la Relation : en-jeux d’alternances. Entretiens auprès de 4 néo-diplômés en soins infirmiers". Thesis, Pau, 2019. http://www.theses.fr/2019PAUU1052/document.
Texto completoThe changes in nurse training and its inclusion as part of the university system since July 2009 allow for a reassessment of the system of alternation in its skills-based approach. This new partnership, between the Nursing School, the student internship placements, and the University, requires clarification of this complex network. New features, such as the portfolio and practice analysis, are part of an intersubjective dialogue to help students build their skills. They can do more than train to join a human-oriented profession, they can also transform themselves for a human-oriented profession based on Relationships, through the challenges of alternations in the system and challenges of alternations in a reciprocal and recurrent Relationship which participates in a co-construction of the training path and the co-emergence of each student. In this context, we chose to consider the student’s training path in terms of a percursus, a voyage of initiation with a peratological approach. The student becomes transformed between his professional aspirations and singular possibilities, in a unique path examined through the symbolism of 3 labyrinths: unicursal, Irrweg, rhizome. In this manner, through this process of enaction, with a part of mètis, he could be Daedalus, at once the architect, master, and artisan of his own complex training path. In this way the student can construct himself, and interact in a relationship with others and himself, as he navigates this dédalités. In order to examine this training path, we conducted non-directive interviews with four newly graduated nurses. These interviews were carried out according to two formats: a content analysis by categories and a statistical approach. The main results are interpreted in terms of dédalités and labyrinthine paths, between Movements, Spaces, and Relationships. As practitioners/researchers, our own involvement was called into question, in a subjective process in which our role as a practitioner enriched our role as a researcher, which enriched our role as… navigating our own unique path, which was also called into question in this work
Bisson, L'Archevêque Diane. "Identification des facteurs influençant le choix de l'organisation des enseignements théoriques, des laboratoires-collèges et des laboratoires-cliniques dans un programme de formation collégiale en soins infirmiers". Mémoire, Université de Sherbrooke, 1992. http://hdl.handle.net/11143/11181.
Texto completoKühne, Nicolas. "Les pratiques de soins sous l'influence de la recherche : une approche cognitive de la diffusion du modèle des pratiques fondées sur des preuves scientifiques (Evidence-Based Practice) en soins infirmiers, en ergothérapie et en kinésithérapie en Suisse". Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10135.
Texto completoLéone, Elsa. "La formation du personnel soignant pour une meilleure prise en charge des troubles du comportement des résidents vivant en EHPAD et présentant une démence : une perspective non médicamenteuse encourageante". Nice, 2012. http://www.theses.fr/2012NICE2019.
Texto completoAlzheimer's disease is characterized by a cognitive decline but equally behavioral disturbances being major difficulties in the taking care, affecting patients' activities of daily living, patients' and caregivers' quality of life. This background is asking the question of possible treatments and those most suitable. There are numerous non pharmacological treatment targeting various issues in dementia, nevertheless there are few proof of their efficacy especially for decrease of behavioral and psychological symptoms of dementia. This thesis aims at establishing a rigorous assessment of the effectiveness of a non pharmacological treatment and the factors to be favored, in order to offer an appropriate care and to improve care as well as the quality of life of residents with a diagnosis of dementia and living in nursing home. Our first study, TNM-EHPAD, showed benefits of a staff teaching and training program to manage “positive” behavioral disturbances in residents with a diagnosis of dementia and living in nursing home, with a significant decrease of residents’ agitation and aggressiveness. The second study, STIM-EHPAD, showed benefits of a staff teaching and training program to manage apathy, with a significant decrease of residents emotional blunting and loss of initiative. A third study was realized to determine stimuli and conditions increasing the duration of engagement of residents in an activity. This study underlines that individualized and guided interventions increase the duration of engagement and lead to a positive attitude among residents, even those with a diagnosis of apathy. From a clinical point of view up to applied research, the effectiveness of our staff teaching and training program in the care of residents with dementia and living in nursing homes was proved through this thesis. In addition, our works confirmed that care should meet individual’s needs based on the research of residents’ interests, to increase their engagement and ensure a positive attitude. Those researches have also strengthened links and collaborations between the CMRR of Nice University Hospital and the nursing homes both at departmental and national level. Tools developed in this thesis are used and disseminated within this network
Rasho, Ohannes. "Le clinicien entre le cerveau et le visage : écoute et formation de l'équipe soignante dans la prise en charge des sujets déments". Bordeaux 2, 1991. http://www.theses.fr/1991BOR2M129.
Texto completoRoussel, Chantal. "Analyse du niveau de complexité de situations évaluatives de compétences utilisées par des enseignantes et des enseignants de la formation professionnelle au secondaire: le cas du programme de Santé, assistance et soins infirmiers". Thèse, Université de Sherbrooke, 2014. http://savoirs.usherbrooke.ca/handle/11143/158.
Texto completoGourde, Marie-Andrée. "L'effet d'une formation interprofessionnelle pour une pratique en collaboration centrée sur la personne sur la modification des attitudes des étudiants de trois différentes disciplines en contexte de soins et de services de première ligne". Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28127/28127.pdf.
Texto completoMorenon, Olivier. "Vulnérabilité et processus de résilience en formation infirmière : quels tuteurs pour les étudiants vulnérabilisés ?" Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2097/document.
Texto completoThe vast majority of French nursing students succeed in their studies despite having experienced stress factors, that can often be associated or, indeed, lead to burnout. We conducted a literature review followed by a semi-structured interview of 30 nursing students. The aim was to explore the concepts of vulnerability and resilience and how nursing students use these to succeed in their studies. Our main results confirm that nursing training places students in a situation of temporary vulnerability. Personal factors of vulnerability identified were: the stakes due to learning during the youth or later in adult life and the process of identity. The main factors of vulnerability relating to the environment were; the difficulty in measuring the gap between the ideal and reality, the emotional experience with the patient during their placement and establishment of difficult relationships with supervisors, who are often suffering in their work. The main consequences observed were stress, anxiety, insomnia, or loss of hope. These symptoms are sometimes the expression of post-traumatic stress disorder or of a professional burnout.On the other hand, the survey revealed that resilient processes can be observed during the studies. The main protective factors identified in the study that gave the students resilience were ; learning in oneself and supportive teachers, which allows the mentalization process. Defense mechanisms are also activated during training. Altruism in the supportive relationship both with mentors and the camaradery formed with fellow students were particularly evident amongst the interview responses. Potential sources of resilience identified were: student groups, trainers, directors, health managers / supervisors, nurses, nursing aides and psychologists. In summary, we have analyzed the new elements that this research has shown and compared to previous studies that have been conducted about the risk of among nursing students. We identified the main characteristic of their resilience tutors that emerged from our investigation: compassion. Finally, we considered the pedagogical follow-up and the analysis of professional practice as the two sequences of learning to promote resilience
Viard, Philippe. "Le soin communicant : un espace de médiation en vue de la construction d'une professionnalité soignante". Thesis, Dijon, 2014. http://www.theses.fr/2014DIJOL036/document.
Texto completoIn the french context of nursing care teaching, this thesis aims at conceiving nursing as a process of mediation and communication notably between especially patients and care givers. The identified communication process involving values, self-identification and representation help to build up and express the caring professionalism. The background documents are organized from 5 types of data which are media focuses, caring acts, professional situation reports, life stories and monographs. These data allow the comprehension of the communication items which are used in the health care context, also the effects of the observed practice meanings and finally the care giver way of acting and relating. The carers build medical encounter and distance relationships. This is presented as the “world-body” concept. As part of the new care exercises and the nurse teaching evolution, the health care organizations are faced with strategic questionings. In order to answer those interrogations, the central concept of “communicating-care” is developed. This leads to define the care act as a meaningful and complex interaction system. This concept tries to formalize mediation areas which are specific to the building of a relevant and coherent caring professionalism as regards with looking at the new challenges in nurse care teaching
Delvaux, Nicole. "Contribution à l'évaluation des effets de la formation psychologique des soignants en oncologie". Doctoral thesis, Universite Libre de Bruxelles, 1999. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211848.
Texto completoBourdin, Julie. "Maieutique et interculturalité : analyse de l'activité professionnelle et de formation des infirmières spécialisées en obstétrique à travers l'exemple de la ville de Belo Horizonte dans l' Etat du Minas Gerais au Brésil". Thesis, Normandie, 2022. http://www.theses.fr/2022NORMR012.
Texto completoIn 2014, the results of the national research on childbirth in Brazil, "Nascer no Brazil", provided the basis for the recommendations for the paradigm shift in childbirth desired by the brazilian federal authorities. This national survey highlighted what has been called since 2009 the "brazilian perinatal paradox" (maternal and infant mortality rates still high and high level of inappropriate medicalization of childbirth through the use of practices not based on Evidence Based Practice). Thus, Brazil has involved public health policies aimed at the humanisation of childbirth. Among the strategies deployed to achieve this objective, the brazilian government has focused on the development of a professional group: the obstetric nurses.This thesis aims to characterise the professional activity and formation of obstetric nurses through the analysis of their real and prescribed work. It also questions their professionalization and the universality of midwifery through an attempt to conceptualize the latter by identifying operational invariants.The theoretical framework used to conduct this work was that of interculturality, professionalization and professional didactics.This study was conducted using a qualitative approach with a descriptive and comprehensive aim. The methodological tools used were the study of texts and referential, direct observations and semi-directive interviews with obstetric nurses, women, professors and coordinators and students.The results show that the elements drawn from the analysis of real and prescribed work make it possible to characterise a culture of midwifery and that reveals a professional group in full negotiation and social transaction. Moreover, these elements allow us to envisage a conceptualization of midwifery with the aim of questioning its universality in other socio-cultural contexts according to a systemic approach
Kwocz, Fabienne. "Les cadres de santé à la croisée du management et du prendre soin : formation et usages de la recherche dans l'accompagnement des équipes soignantes". Thesis, Tours, 2017. http://www.theses.fr/2017TOUR2032/document.
Texto completoThe position of nursing team managers in public hospital facilities has changed dramatically over the past ten years. It is now strongly focused on organization and administrative tasks, which draw them away from their role as nursing team managers dedicated to quality care to patients. Some of them resent this change in their job profile and find it very difficult to cope with this evolution. The intent of this thesis is to look into what causes this strain and to examine which elements in the training program could help prevent it. Among those elements, could research training (in a specific type of research to be defined further on) enable nursing team managers to enjoy their professional activity? First the author will define the function of nursing team manager through its history, its evolution and training methods. The author will then consider its specificities in the present day, based on three primary concepts: organization, management and support. Finally he will clarify the ‘care’ issue in the scope of the nursing team manager’s activity. These elements will give an understanding of how the research approach can promote the ‘art’ of ‘caring’ in the nursing team manager’s activity
Danan, Jeanne-Laure. "Santé, éthique et développement durable : place de la recherche en sciences infirmières". Thesis, Université de Lorraine, 2015. http://www.theses.fr/2015LORR0125.
Texto completoHealth systems in France and in the world are in tension. The determinants of those pressures are linked to demography, economy and care organization Chronic non-infectious diseases are on the rising. Allergic disease alone respect 25% of individuals in France (15 million people). In Europe, 100 million people suffer from allergic rhinitis and 70 million suffer from asthma. By 2020, it is 40% of the world population will be suffering from an allergic disease. The declaration of RIO, founding text of sustainable development, puts health as a major concern. It is necessary to think of new management models, new training and distribution of different skills from new business perimeters for health caregivers. The primary objective of this research is to identify: innovative models of health in a systematic multidisciplinary vision and ethics of care. .the Secondary objective is to define the concept of innovative practices in health in the French health system, clarify the regulatory framework for innovative practices, identify training needs, qualification of new businesses and new tools and finally review the adequacy of generational training for health science students. The method used is a review of the literature on sustainable development, environmental medicine, training of health professionals. The confrontation with the regulatory framework of practice nurse at the nursing of advanced nursing practices is made. The study design is the allergy disease. An online survey assessed the level of skills, training and policy of nurses in Europe. This study was conducted in collaboration with the European department of Haute Ecole de Namur, the University of Nottingham, and High School of Health of Freiburg, University of Porto, and School of Advanced Studies in Public Health in Rennes. This survey identifies five high levels of expertise that are 5 skills training according to Dublin descriptors for advanced practice nurses. A master level training program for APRN in allergy practice is developed Finally four steps of innovation were identified: management, ownership, widespread practice and absorption by the system.The results highlight that innovation is a deliberate process requiring practice by introducing new pedagogical, organizational and e-Health .Changing nurse’s diagnosis decision and support tools are highlighted. The nursing diagnosis on individual adaptation to environment is also considered. Eventually, two main recommendations are presented, firstly to develop training program according to the new French law in France, and secondly to considered the social determinants of the students in health science to make those training