Les difficultés d'intégrer la perspective interculturelle, dans la pensée d'enseignants et de membres de la direction de trois programmes de formation des maîtres d'une université en région

Dans cette recherche, nous nous intéressons à la façon dont on se représente l'intégration de la perspective interculturelle au sein des programmes de formation dispensés aux futurs enseignants. En effet, l'éducation interculturelle fait modestement son entrée parmi les préoccupations des facultés d'éducation. Ces milieux sont inévitablement confrontés à la nécessité de s'interroger sur l'évolution de cette perspective éducative à cause, d'une part, de l'importance grandissante que prend cette question pour la population en général, et aussi du fait que le gouvernement du Québec a signalé son intention d'intégrer l'éducation interculturelle à la politique de formation des maîtres. L'éducation interculturelle paraît nécessaire pour favoriser l'adaptation des individus et des collectivités au pluralisme ethnoculturel qui, dans notre société moderne, pose des difficultés incontournables. Cependant, le concept même d'éducation interculturelle suscite de nombreux débats car on s'entend mal sur sa définition et sur l'orientation de son contenu. En France, Laacher (1991) souligne que 56 des 316 publications répertoriées par Nasse et Tieche visent à clarifier la notion d'éducation interculturelle. Ce concept fait tout autant l'objet de discussions ici au Québec. Comment peut se traduire, dans de telles conditions, l'intention manifestée par le gouvernement de renforcer la préparation à l'éducation interculturel? […]

Analyse et critique des programmes d'amélioration de quartier à travers leurs applications dans six villes moyennes du Québec

Dans ses champs de recherches ou d'application scientifiques, la géographie se situe au carrefour de nombreuses autres sciences. Tout au cours de son évolution, ce voisinage l'a amené à s'interroger sur le bien-fondé de ses propres assises scientifiques. Bénéficiant, d'une part, de l'apport de d'autres disciplines et donnant naissance, d'autre part, à des sciences autonomes (sociologie, géomorphologie), elle conserve son approche globale et ses applications concrètes. En respectant cette dualité, mon intérêt m'a porté à aborder à la fois la problématique liée aux programmes d'amélioration de quartier et leurs impacts sur les villes moyennes du Québec. Ces petites villes constituent un champ d'investigation encore peu explorée. Cette étude est d'autant plus pertinente que le département de géographie et le centre de recherche en aménagement régional de l'Université de Sherbrooke y ont trouvé leur vocation particulière. Le choix des villes repose sur deux (2) raisons: elles devaient faire l'objet d'un P.A.Q., posséder des caractéristiques particulières dues à son rôle et à sa localisation; six (6) centres urbaines ont été retenus sur cette base : Hull, ville administrative et pôle administratif dans la région de l'Outaouais ; St-Hyacinthe, ville satellite faisant partie des sept (7) villes de la couronne montréalaise ; Longueuil, ville banlieue en expansion accélérée ; Lachine, ville historique située sur l'Île de Montréal ; Sherbrooke, ville à caractère manufacturier et pôle régional dans l’Estrie ; Drummondville, ville à caractère manufacturier et pôle régional dans la région centre du Québec. Notre démarche est relativement simple. Afin de vérifier si les objectifs des P.A.Q. et les solutions véhiculées dans les programmes de même nature correspondent aux situations que nous aurons nous-mêmes observées, il nous faut analyser tout d'abord les caractéristiques physiques et socio-économiques des quartiers centraux, leur structure et leurs relations avec l'ensemble de leur agglomération respective. Cette description fera l'objet des premier et deuxième chapitres. Pour compléter cette analyse, nous croyons qu'il est nécessaire de composer une seule image avec l'ensemble de ces quartiers pour obtenir l'approche globale que nous désirons. Nous utiliserons l'analyse factorielle pour obtenir une définition de ces quartiers. Nous pourrons ainsi vérifier si elle est contenue dans problématique liée aux programmes de rénovation urbaine. Cette redéfinition constitue la démarche principale du troisième chapitre […].

Do Children's Health Resources Differ According to Preschool Physical Activity Programmes and Parental Behaviour? A Mixed Methods Study

Preschool can have positive effects on the development of a healthy lifestyle. The present study analysed to what extent different conditions, structures and behavioural models in preschool and family-children's central social microsystems-can lead to differences in children's health resources. Using a cross-sectional mixed methods approach, contrast analyses of "preschools with systematic physical activity programmes" versus "preschools without physical activity programmes" were conducted to assess the extent to which children's physical activity, quality of life and social behaviour differ between preschools with systematic and preschools without physical activity programmes. Differences in children's physical activity according to parental behaviour were likewise assessed. Data on child-related outcomes and parent-related factors were collected via parent questionnaires and child interviews. A qualitative focused ethnographic study was performed to obtain deeper insight into the quantitative survey data. Two hundred and twenty seven (227) children were interviewed at 21 preschools with systematic physical activity programmes, and 190 at 25 preschools without physical activity programmes. There was no significant difference in children's physical activity levels between the two preschool types (p = 0.709). However, the qualitative data showed differences in the design and quality of programmes to promote children's physical activity. Data triangulation revealed a strong influence of parental behaviour. The triangulation of methods provided comprehensive insight into the nature and extent of physical activity programmes in preschools and made it possible to capture the associations between systematic physical activity promotion and children's health resources in a differential manner.

Les programmes de compensation de la biodiversité dans l'industrie minière : Analyse multicritère des types de programmes

La biodiversité est une ressource essentielle à la vie humaine sur terre. En effet, elle fournit une multitude de biens et de services dont la société moderne dépend. Toutefois, les pressions anthropiques grandissantes sur les milieux naturels constituent un réel danger pour la santé de la biodiversité mondiale. Parmi ces pressions, il y a l’industrie minière. Afin de diminuer cet impact négatif, plusieurs compagnies, gouvernements et organisations mettent en place des programmes de compensation de la biodiversité. Ces programmes peuvent se réaliser sous plusieurs formes, dont trois qui sont analysées dans cet essai : les projets sur mesure, les banques de compensation et les frais compensatoires. L’objectif de cet essai est d’évaluer la performance de ces trois types de programmes de compensation de la biodiversité afin de déterminer lequel a la meilleure performance selon les critères d’analyse choisis. Les résultats de l’analyse démontrent clairement que les projets sur mesure sont le type de programme qui performe le mieux parmi les trois types à l’étude et selon les critères d’analyse définis. En effet, les projets sur mesure se distinguent notamment en raison du lien direct entre le site dégradé et le site de compensation et par l’implication des parties prenantes qui accompagne normalement ces projets. Les deux autres types de programmes ont eu une moins bonne performance, surtout dans le cas des frais compensatoires. Ce dernier a eu le moins bon résultat, notamment en raison de la dissociation des compagnies minières quant à la réalisation des compensations et du manque d’encadrement des programmes. Les conclusions de l’analyse permettent donc de constater que, lorsque possible, les projets sur mesure sont le meilleur choix en matière de compensation de la biodiversité et qu’ils devraient être appliqués en priorité par rapport aux deux autres types de programmes. De façon générale, indépendamment du type de programme utilisé, quelques recommandations ont été suggérées. Il est notamment recommandé d’assurer l’implication des parties prenantes, d’adhérer à la hiérarchie de mitigation et de miser sur l’équivalence.

The Impact of a Simulated Clinical Experience on CEGEP Nursing Students’ Perceptions of Self-Efficacy and Achievement

Abstract : Providing high-quality clinical experiences to prepare students for the complexities of the current health-care system has become a challenge for nurse educators. Additionally, there are concerns that the current model of clinical practice is suboptimal. Consequently, nursing programs have explored the partial replacement of traditional in-hospital clinical experiences with a simulated clinical experience. Despite research demonstrating numerous benefits to students following participation in simulation activities, insufficient research conducted within Québec exists to convince the governing bodies (Ordre des infirmières et des infirmiers du Québec, OIIQ; Ministère de L’Éducation supérieur, de la Recherche, de la Science et de la Technologie) to fully embrace simulation as part of nurse training. The purpose of this study was to examine the use of a simulated clinical experience (SCE) as a viable, partial pedagogical substitute for traditional clinical experience by examining the effects of a SCE on CEGEP nursing students’ perceptions of self-efficacy (confidence), and their ability to achieve course objectives. The findings will contribute new information to the current body of research in simulation. The specific case of obstetrical practice was examined. Based on two sections of the Nursing III-Health and Illness (180-30K-AB) course, the sample was comprised of 65 students (thirty-one students from section 0001 and thirty-four students from section 0002) whose mean age was 24.8 years. With two sections of the course available, the opportunity for comparison was possible. A triangulation mixed method design was used. An adapted version of Ravert’s (2004) Nursing Skills for Evaluation tool was utilized to collect data regarding students’ perceptions of confidence related to the nursing skills required for care of mothers and their newborns. Students’ performance and achievement of course objectives was measured through an Objective Structured Clinical Examination (OSCE) consisting of three marked stations designed to test the theoretical and clinical aspects of course content. The OSCE was administered at the end of the semester following completion of the traditional clinical experience. Students’ qualitative comments on the post -test survey, along with journal entries served to support the quantitative scale evaluation. Two of the twelve days (15 hours) allocated for obstetrical clinical experience were replaced by a SCE (17%) over the course of the semester. Students participated in various simulation activities developed to address a range of cognitive, psychomotor and critical thinking skills. Scenarios incorporating the use of human patient simulators, and designed using the Jeffries Framework (2005), exposed students to the care of families and infants during the perinatal period to both reflect and build upon class and course content in achievement of course objectives and program competencies. Active participation in all simulation activities exposed students to Bandura’s four main sources of experience (mastery experiences, vicarious experiences, social persuasion, and physiologic/emotional responses) to enhance the development of students’ self-efficacy. Results of the pre-test and post-test summative scores revealed a statistically significant increase in student confidence in performing skills related to maternal and newborn care (p < .0001) following participation in the SCE. Confidence pre-test and post-test scores were not affected by the students’ section. Skills related to the care of the post-partum mother following vaginal or Caesarean section delivery showed the greatest change in confidence ratings. OSCE results showed a mean total class score (both sections) of 57.4 (70.0 %) with normal distribution. Mean scores were 56.5 (68.9%) for section 0001 and 58.3 (71.1%) for section 0002. Total scores were similar between sections (p =0.342) based on pairwise comparison. Analysis of OSCE scores as compared to students’ final course grade revealed similar distributions. Finally, qualitative analysis identified how students’ perceived the SCE. Students cited gains in knowledge, development of psychomotor skills and improved clinical judgement following participation in simulation activities. These were attributed to the « hands on » practice obtained from working in small groups, a safe and authentic learning environment and one in which students could make mistakes and correct errors as having the greatest impact on learning through simulation.

L’accès aux ressources alimentaires : facteurs prédicteurs de l’insécurité alimentaire sévère parmi les ménages bénéficiers des programmes communautaires en sécurité alimentaire à Montréal

Objectif : Examiner la relation entre l’accès aux ressources alimentaires et le degré de l’insécurité alimentaire du ménage parmi les nouveaux utilisateurs des organismes communautaires d’intervention en sécurité alimentaire de Montréal. Méthode : Étude observationnelle transversale. Elle consiste en une analyse secondaire de données (n=785) qui proviennent du premier temps de mesure de l’enquête sur les effets des interventions en sécurité alimentaire à Montréal menée entre 2011 et 2012. La variable dépendante a été l’insécurité alimentaire. Les variables indépendantes ont été le mode de transport utilisé pour transporter les aliments, l’emplacement de l’épicerie la plus fréquentée par le participant, la distance entre l’organisme communautaire fréquenté par le participant et son domicile, la proximité de l’épicerie la plus fréquentée, la satisfaction quant à l’acceptabilité et le caractère abordable des aliments dans l’épicerie la plus fréquentée, et les difficultés d’accès aux aliments. Des régressions logistiques furent effectuées afin d’évaluer la relation entre les variables indépendantes et le degré de l’insécurité alimentaire, en utilisant l’insécurité sévère comme catégorie de référence. Résultats : Nos données suggèrent que la sévérité de l’insécurité alimentaire est associée à la difficulté d’accès aux aliments à cause de la cherté des aliments (pour la sécurité alimentaire, OR=0.13; CI : 0.07-0.25 et pour l’insécurité alimentaire modérée, OR=0.42; CI : 0.28-0.63), au fait de faire l’épicerie à l’extérieur du quartier ou de faire rarement l’épicerie (pour l’insécurité alimentaire modérée, OR=0.50, CI : 0.30-0.84), au fait d’avoir accès au transport collectif (pour l’insécurité alimentaire modérée, OR=1.73; CI : 1.09-2.73), au fait de résider à une distance moyenne (soit entre 1000 et 2000 mètres) d’un organisme communautaire en sécurité alimentaire (pour l’insécurité alimentaire modérée, OR=1.83; CI : 1.14-2.92), et à la difficulté d’accès aux aliments à cause de contraintes de transport (pour la sécurité alimentaire, OR=0.18, CI : 0.06-0.52). Conclusion : L’accès aux ressources alimentaires est associé au degré de l’insécurité alimentaire des nouveaux ménages participant aux interventions en sécurité alimentaire à Montréal.

Portugal at the cross road of international chronic respiratory programmes

July 1-4, 2015 two meetings will be held with the Directorate General of Health in Lisbon, Portugal to discuss chronic respiratory programmes of the WHO Global Alliance against Chronic Respiratory Diseases (GARD)1,2 and European Innovation Partnership on Active and Healthy Ageing (EIP on AHA)3 (AIRWAYS ICPs: Integrated Care Pathways for airway diseases).4 The goals of these meetings will be to make an update of these two international actions and to strengthen the WHO noncommunicable disease (NCD) action plan (2013---2020).

Assessment of positive parenting programmes in the Autonomous Region of the Basque Country (Spain)

This paper presents the results of a study aimed at identifying and assessing positive parenting programmes and activities carried out in the Autonomous Region of the Basque Country (ARBC), Spain. The study is a development of the III Inter-institutional Family Support Plan (2011), drafted by the Basque Government's Department of Family Policy and Community Development, and its aim is to offer a series of sound criteria for improving existing programmes and ensuring the correct design and implementation of new ones in the future. It analyses 129 programmes and gathers data relative to institutional management and coordination, format, quality of the established aims, adaptation to the theoretical proposal for an Optimal Positive Parenting Curriculum, scientific base, use of the framework of reference for competences, working method, assessment techniques, budgets and publicity, among others. The results highlight the good quality of the programmes' aims and content, and the poor systematic assessment of these same aspects. The study concludes with a series of recommendations for improving the initiatives, integrated into a proposal for a system of indicators to assess and implement positive parenting programmes.

Recognition in programmes for children with special needs

The purpose of this article is to examine the factors that affect the inclusion of pupils in programmes for children with special needs from the perspective of the theory of recognition. The concept of recognition, which includes three aspects of social justice (economic, cultural and political), argues that the institutional arrangements that prevent ‘parity of participation’ in the school social life of the children with special needs are affected not only by economic distribution but also by the patterns of cultural values. A review of the literature shows that the arrangements of education of children with special needs are influenced primarily by the patterns of cultural values of capability and inferiority, as well as stereotypical images of children with special needs. Due to the significant emphasis on learning skills for academic knowledge and grades, less attention is dedicated to factors of recognition and representational character, making it impossible to improve some meaningful elements of inclusion. Any participation of pupils in activities, the voices of the children, visibility of the children due to achievements and the problems of arbitrariness in determining boundaries between programmes are some such elements. Moreover, aided by theories, the actions that could contribute to better inclusion are reviewed. An effective approach to changes would be the creation of transformative conditions for the recognition and balancing of redistribution, recognition, and representation. (DIPF/Orig.)

A New Concept of Interprofessional Education in Planning Programmes: Reflections on Healthy Urban Planning Project

Although widely debated, some of the defining professional characteristics of planners appear to be competencies in coordination , mediation and multidisciplinary working. Despite this, there is little pedagogical reflection on how interprofessional skills are promoted in planning programmes. This paper reflects on the experience of bringing together undergraduate students from medicine and planning to explore the concept of Healthy Urban Planning in a real life context of an urban motorway extension. This reveals a number of unexpected outcomes of such collaboration and points to the value of promoting interprofessional education, both as a way of increasing interest in some of the key challenges now facing society and in order to induce greater professional reflection amongst our students.

Effectiveness of Depression-Suicidal Behaviour Gatekeeper training among police officers in three European regions: outcomes of the Optimising Suicide Prevention Programmes and their Implementation in Europe (OSPI-Europe) study

Background: Gatekeeper training for community facilitators, to identify and respond to those at risk of suicide, forms an important part of multi-level community-based suicide prevention programmes. Aims: This study examined the effects of gatekeeper training on attitudes, knowledge and confidence of police officers in dealing with persons at risk of suicide. Methods: A total of 828 police officers across three European regions participated in a 4-hour training programme which addressed the epidemiology of depression and suicidal behaviour, symptoms of depression, warning signs and risk factors associated with suicidal behaviour, motivating help-seeking behaviour, dealing with acute suicidal crisis and informing bereaved relatives. Participants completed internationally validated questionnaires assessing stigmatising attitudes, knowledge about depression and confidence in dealing with suicidal persons pre- and post-training. Results: There were significant differences among countries in terms of previous exposure to suicidal persons and extent of previous training. Post-training evaluation demonstrated significant improvements in stigmatising attitudes, knowledge and confidence in all three countries. Conclusion: The consistently positive effects of gatekeeper training of police officers across different regions support inclusion of this type of training as a fundamental part of multi-level community-based suicide prevention programmes and roll-out, nationally and internationally.

Barriers and facilitators to initial and continued attendance at community-based lifestyle programmes among families of overweight and obese children: a systematic review

The success of childhood weight management programmes relies on family engagement. While attendance offers many benefits including the support to make positive lifestyle changes, the majority of families referred to treatment decline. Moreover, for those who do attend, benefits are often compromised by high programme attrition. This systematic review investigated factors influencing attendance at community-based lifestyle programmes among families of over-weight or obese children. A narrative synthesis approach was used to allow for the inclusion of quantitative, qualitative and mixed-method study designs. Thirteen studies met the inclusion criteria. Results suggest that parents provided the impetus for programme initiation, and this was driven largely by a concern for their child's psychological health and wellbeing. More often than not, children went along without any real reason or interest in attending. Over the course of the programme, however, children's positive social experiences such as having fun and making friends fostered the desire to continue. The stigma surrounding excess weight and the denial of the issue amongst some parents presented barriers to enrolment and warrant further study. This study provides practical recommendations to guide future policy makers, programme delivery teams and researchers in developing strategies to boost recruitment and minimise attrition.

Preparing fitness programmes

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