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Accompagner grâce au vivant / Juliette Cheriki-Nort in Le sociographe, Hors série n°14 (Novembre 2021)
Titre : Accompagner grâce au vivant : Vingt-cinq ans d’animation et de médiation par la nature Type de document : Article Auteurs : Juliette Cheriki-Nort Année de publication : 2021 Article en page(s) : p. 21-38 Langues : Français (fre) Descripteurs : HE Vinci
Ecologie ; Educateur ; Education à l'environnement ; Environnement d'apprentissage ; Nature ; Psychologie environnementale ; Relation homme/natureRésumé : Depuis 25 ans, Juliette Cheriki-Nort invite la nature dans ses pratiques d’animation, de formation et même de thérapie. La forêt, le ruisseau, la nuit, le jardin deviennent des tiers, des médiateurs qui favorisent le contact avec la nature, la rencontre avec soi et avec l’Autre. Elle peut régulièrement observer comment des actions telles que construire une cabane (y compris en ville) ou créer une œuvre de land-art permettent aux personnes de donner du sens à ce qui les entoure, d’organiser le chaos, de s’inscrire dans un espace-temps. Elle constate également comme les expériences de contact des personnes avec la nature ont tendance à disparaître et comme une faille s’est créée entre les humains et leur environnement et leur capacité d’inventivité. Malgré tout, elle continue d’agir pour que des expériences de nature, permettent à tous, aux enfants comme aux résidents d’EHPAD, d’exercer leur sensibilité et de construire leur identité. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.cairn.info/revue-sociograph [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=285131
in Le sociographe > Hors série n°14 (Novembre 2021) . - p. 21-38[article]
Titre : Belongingness in undergraduate/pre-licensure nursing students in the clinical learning environment: A scoping review Type de document : Article Auteurs : Diana L. Singer ; Alysha Sapp ; Kathy A. Baker Année de publication : 2022 Article en page(s) : 103422 Note générale : https://doi.org/10.1016/j.nepr.2022.103422 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissages premiers (cycle des) ; Elève infirmier ; Environnement d'apprentissageMots-clés : Belonging Belongingness Clinical experience Clinical learning environment Pre-licensure nursing students Undergraduate nursing students Résumé : Aim The aim of this scoping review was to map the literature investigating belongingness in undergraduate/pre-licensure nursing students in the clinical learning environment. Background The concept of belongingness, which encompasses feelings of acceptance, connection and value alignment, has been tied to positive outcomes in undergraduate/pre-licensure nursing students including increased learning, participation, confidence and professional socialization. It is critical for educators and clinical staff to foster a sense of belongingness for nursing students to promote positive and effective clinical learning experiences. Design The scoping review strategy established by the Joanna Briggs Institute was followed. The databases searched were CINAHL Complete (EBSCO), Education Source, Medline Complete (EBSCO), APA PsycINFO (EBSCO) and Epistemonikos. Methods Following a search of the five databases, studies were screened by title and abstract by two independent reviewers for inclusion. Data including population, concept, context, methods and key findings relevant to the review question were extracted and synthesized using an instrument developed by the reviewers. Results A total of 47 articles with varying methodologies were critically appraised. Three overarching focus areas emerged: outcomes resulting from feelings of belongingness versus alienation, factors that contribute to a sense of belongingness in the clinical learning environment and interventions to promote a sense of belongingness while students are immersed in the clinical learning environment. Conclusions Belongingness in the clinical learning environment is an important concept that lends itself to positive learning experiences and increased satisfaction of undergraduate/pre-licensure nursing students. Environmental, relational and experiential factors can be maximized and specific interventions employed to promote belongingness. This review identifies a lack of evidence on measured interventional effectiveness at the student, school and clinical unit level. Future research to address these gaps is recommended. Tweetable abstract Scoping review suggests environmental, relational and experiential factors promote positive outcomes in belongingness of nursing students. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300250
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103422[article]
Titre : A bridge over troubled water? – Exploring learning processes in a transition program with newly graduated nurses Type de document : Article Auteurs : Annika Eklund ; Stephen Billett ; Maria Skyvell Nilsson Année de publication : 2021 Article en page(s) : 102982 Note générale : https://doi.org/10.1016/j.nepr.2021.102982 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Environnement d'apprentissage ; Formation ; Processus d'apprentissageMots-clés : Infirmières nouvellement diplômées Programme de transition Résumé : Successful preparation of newly graduated nurses (NGN) is a critical concern for the healthcare sector. This study explores the learning processes enacted in a transition program with NGNs implemented in hospitals in western Sweden. Group interviews with NGNs and ward managers were conducted, with the data analyzed using qualitative thematic analysis. The following themes were identified as the learning processes secured through the program: Recognizing the NGNs' role as novice practitioners, Emphasizing newly graduated nurses as learners, and Progressing towards a comprehensive nursing role. To support these learning processes, the program should provide opportunies to consolidate and reconcile NGNs’ experiences as novices in healthcare environments where effective performance is crucial. If NGNs are supported in these ways, the program can make salient contributions to develop the knowledge bases of their occupational expertise. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=266058
in Nurse Education in Practice > Vol. 51 (February 2021) . - 102982[article]
Titre : Clinical learning environment, supervision and nurse teacher (CLES+T) scale: Translation and validation of the Arabic version Type de document : Article Auteurs : Khadija Guejdad ; Ali Ikrou ; Camilla Strandell-Laine ; Redouane Abouqal ; Jihane Belayachi Année de publication : 2022 Article en page(s) : 103374 Langues : Anglais (eng) Descripteurs : HE Vinci
Analyse statistique factorielle ; Corps enseignant et administratif de l'école d'infirmières ; Elève infirmier ; Environnement d'apprentissage ; MarocMots-clés : Echelle CLES+T Résumé : Aim This study aimed to translate the Clinical Learning Environment, Supervision and Nurse Teacher (CLES + T) scale into Arabic and to evaluate its psychometric properties in the context of Morocco. Background The CLES + T scale is internationally valid and reliable instrument used to evaluate the quality of the clinical learning environment for students in the health professions. Design Transcultural validation study Methods The present study was carried out between March and May 2019 at two public nursing education institutions in Morocco. The sample included 1550 undergraduate students enrolled in the first, second and third year of nursing, midwifery and health-techniques degree program and who have just completed a course of clinical practicum in hospital ward or primary healthcare settings. The CLES + T scale was translated into Arabic and back-translated. Internal consistency reliability and construct validity using exploratory and confirmatory factor analysis were conducted. Results The CLES+T scale showed alpha coefficients ranging from 0.71 to 0.92 and the five factors identified explained 55% of the variance, with ?Role of nurse teacher? and ?Supervisory relationship? as the two main factors explaining 41% of the variance. Confirmatory factor analysis approved the factor structure of the Arabic version of the instrument. Conclusion The Arabic version of CLES+T displayed suitable psychometric properties for using it in evaluating the quality of clinical learning environment of nursing students in Morocco and likely in other Arabic speaking countries. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=297097
in Nurse Education in Practice > Vol. 63 (August 2022) . - 103374[article]
Titre : Development of the professional competence and professional self-concept of undergraduate nursing students during the clinical practice period: A cross-lagged panel analysis Type de document : Article Auteurs : Guoyong Yang ; Xianxian Zang Année de publication : 2022 Article en page(s) : 103360 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissages premiers (cycle des) ; Compétence professionnelle ; Concept du soi ; Elève infirmier ; Environnement d'apprentissageRésumé : Aim To explore the relationship of the development of professional competence and professional self-concept of undergraduate nursing students during the clinical practice period. Background Clinical practice is one of the most important aspects of nursing education. Nursing students combine theoretical knowledge, psychomotor skills and emotions in a professional socialization process through clinical practice sessions. Design A two-time point longitudinal design was performed. A cross-lagged model was employed to analyze the relationship between the development of professional competence and professional self-concept of undergraduate nursing students during their clinical practice period. Methods A total of 210 undergraduate nursing students were included in this study. The questionnaire was distributed two months and six months after their clinical practice started. Professional Self Concept of Nurses Instrument and Professional Competence Scale for Undergraduate Nursing Students were the two main instruments. Results Both the professional competence and professional self-concept of Undergraduate nursing students increase at the end of the sixth month compared with the end of the second month after their clinical practice started. The results of the cross-lagged analysis showed that the professional self-concept was partially responsible for the development of professional competence. The effect of professional competence on the development of professional self-concept, in contrast, was not found in this study. Conclusions Clinical nursing educators should pay greater attention to the development of the professional self-concept of undergraduate nursing students. More attention should be paid to creating a supportive clinical learning environment to facilitate the improvement of undergraduate nursing students? professional self-concept and professional competence. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=297103
in Nurse Education in Practice > Vol. 63 (August 2022) . - 103360[article]
