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Статті в журналах з теми "Institut de formation en soins infirmiers":
Bourdreux, Patrick, and Françoise Bridon. "Psychanalyse dans un Institut de formation en soins infirmiers." Recherche en soins infirmiers N° 73, no. 2 (June 1, 2003): 112–15. http://dx.doi.org/10.3917/rsi.073.0112.
G’Betie, Martin. "Réseaux sociaux et institut de formation en soins infirmiers." Soins Cadres 25, no. 100 (November 2016): 48–49. http://dx.doi.org/10.1016/j.scad.2016.09.012.
Garnier, Chantal, and Claire Marchand. "Portfolio en Institut de formation en soins infirmiers : Mythe ou réalité." Recherche en soins infirmiers N° 110, no. 3 (2012): 98. http://dx.doi.org/10.3917/rsi.110.0098.
Chandezon, David. "Processus de formation et dispositifs d’écoute en Institut de Formation en Soins Infirmiers." Clinique de la formation, no. 98 (October 1, 2011): 7–8. http://dx.doi.org/10.35562/canalpsy.2301.
Convert, Sandrine, Nadine Cotte, and Delphine Volozan. "Institut de formation en soins infirmiers, réfléchir au prendre soin de la personne âgée." Soins Gérontologie 26, no. 148 (March 2021): 44–46. http://dx.doi.org/10.1016/j.sger.2021.01.013.
Jajkiewicz, Nathalie. "Approche praxistique de l’intervention éducative en Institut de Formation en Soins Infirmiers." Recherche en soins infirmiers N° 74, no. 3 (September 1, 2003): 5–30. http://dx.doi.org/10.3917/rsi.074.0005.
Picard, Anne, Martine Ferrand, Laurent Brocker, and Anita Flechel. "Une démarche qualité en partenariat avec un institut de formation en soins infirmiers." Soins Cadres 25, no. 98 (May 2016): S24—S26. http://dx.doi.org/10.1016/j.scad.2016.04.009.
Galbadon, Pascale, Christian Egret, and Éric Petel. "Instituts de formation en soins infirmiers, mutualisation des stages." Soins Cadres 26, no. 103 (September 2017): S22—S24. http://dx.doi.org/10.1016/j.scad.2017.08.007.
Le comité de lecture de DDS. "Jurisprudence et pratique des soins infirmiers (formation et instituts de formation)." Droit, Déontologie & Soin 9, no. 4 (December 2009): 394–414. http://dx.doi.org/10.1016/j.ddes.2009.10.008.
Huchon, Catherine. "Réflexion autour de la situation de retour de stage en institut de formation en soins infirmiers :." Recherche en soins infirmiers N° 83, no. 4 (2005): 34. http://dx.doi.org/10.3917/rsi.083.0034.
Дисертації з теми "Institut de formation en soins infirmiers":
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.
The 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.
In 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.
This 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.
The 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.
Nkoum, 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.
Moubarak, 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.
topics 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.
The 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.
At 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.
Книги з теми "Institut de formation en soins infirmiers":
Harel-Biraud, Hélène. Manuel de psychologie à l'usage des soignants: (élèves des instituts de formation en soins infirmiers). 2nd ed. Paris: Masson, 1994.
Gassier, Jacqueline. Tests psychotechniques et entretien: Admission en instituts de formation en soins infirmiers. 2nd ed. Paris: Masson, 1995.
Lanza, Danièle. Rencontres au bout du monde: L'histoire d'une vie au service des soins infirmiers. Genève: Le Bon Secours, 1994.
Soucy, Olivette. Programme de formation: Soins infirmiers ethnoculturels en gériatrie. 2nd ed. [Montréal]: Direction des soins infirmiers, Institut universitaire de gériatrie de Montréal, 1999.
Winock, Elisabeth. Soins infirmiers, 1: Concepts et théories, démarches de soins et soins généraux. Paris: Vernazobres-Grego, 2003.
Tison, Brigitte. Soins et cultures: Formation des soignants à l'approche interculturelle. Paris: Elsevier Masson, 2007.
Moran, Vicki, Rita Wunderlich, and Cynthia Rubbelke. Simulation : bonnes pratiques pour la formation en soins infirmiers. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37058-8.
Gérard, Jean-Louis. Infirmiers en psychiatrie: Nouvelle génération : une formation en question. Paris: Lamarre, 1993.
Raoult, Alain. Référentiel pour la formation infirmière. Paris: Vuibert, 2003.
Askenasi, Robert. Manuel de formation médicale de l'infirmier(e) d'urgence. Paris: Maloine, 1985.
Частини книг з теми "Institut de formation en soins infirmiers":
Doureradjam, R., and S. Dorsaz. "Simulation et formation dans le domaine des soins infirmiers." In La simulation en santé De la théorie à la pratique, 99–107. Paris: Springer Paris, 2013. http://dx.doi.org/10.1007/978-2-8178-0469-9_12.
Moran, Vicki, Rita Wunderlich, and Cynthia Rubbelke. "Normes en simulation." In Simulation : bonnes pratiques pour la formation en soins infirmiers, 9–16. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37058-8_2.
Moran, Vicki, Rita Wunderlich, and Cynthia Rubbelke. "Simulation en sciences infirmières." In Simulation : bonnes pratiques pour la formation en soins infirmiers, 1–7. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37058-8_1.
Moran, Vicki, Rita Wunderlich, and Cynthia Rubbelke. "Environnements de simulation." In Simulation : bonnes pratiques pour la formation en soins infirmiers, 17–23. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37058-8_3.
Moran, Vicki, Rita Wunderlich, and Cynthia Rubbelke. "Exemples de simulations." In Simulation : bonnes pratiques pour la formation en soins infirmiers, 47–62. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37058-8_6.
Moran, Vicki, Rita Wunderlich, and Cynthia Rubbelke. "Élaborer des simulations." In Simulation : bonnes pratiques pour la formation en soins infirmiers, 25–35. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37058-8_4.
Moran, Vicki, Rita Wunderlich, and Cynthia Rubbelke. "Mise en œuvre de simulations." In Simulation : bonnes pratiques pour la formation en soins infirmiers, 37–45. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37058-8_5.
Male, Fanny. "Chapitre 47. D’une formation initiale à une formation continue… ou continuée ?" In Entretien motivationnel en soins infirmiers, 429–33. Dunod, 2019. http://dx.doi.org/10.3917/dunod.dumon.2019.01.0429.
Gaurier, Philippe. "Un regard sur la formation en soins infirmiers." In Quand les soignants témoignent, 153–61. Elsevier, 2009. http://dx.doi.org/10.1016/b978-2-294-70856-5.00012-7.
Fristalon, Isabelle, and Marc Durand. "Travail inter-actif et formation professionnelle : analyse et réflexion à partir du cas des soins infirmiers." In Processus interactionnels et situations éducatives, 277. De Boeck Supérieur, 2008. http://dx.doi.org/10.3917/dbu.filli.2008.01.0277.