Les caractéristiques, le contexte et les processus d’implantation et de pérennisation d’une activité de développement professionnel par une équipe d’infirmières

La mise à jour des connaissances par les infirmières et leur engagement dans un processus continu d’apprentissage est garant de soins de qualité à la population (Nesbitt, 2013; OIIQ, 2011b; Raelin, 2008; Wilson et al., 2015). Au Québec depuis 2012, les infirmières doivent être inscrites à un minimum de 20 heures de formation annuellement (OIIQ, 2011a). Les milieux de soins offrent de la formation souvent ponctuelle. Garcia, Meek, et Wilson (2011) soulignent que l’implantation d’activités pérennes de développement professionnel en milieu de travail demeure un défi. La présente étude avait pour but de documenter les caractéristiques, le contexte et les processus d’implantation et de pérennisation d’une activité de développement professionnel par une équipe d’infirmières. Il s’agissait d’un club de lecture dans un centre hospitalier universitaire (CHU) d’une grande métropole québécoise. Fondée sur le modèle de Pettigrew et Whipp (1991) Content, Context, and Process model of strategic change adapté par Stetler, Ritchie, Rycroft-Malone, Schultz, et Charns (2007), la méthode d’étude de cas a été choisie. Des entrevues individuelles (n=7), des focus groups (n=2) et des périodes d’observation (n=2) ont été réalisés afin de décrire les éléments de succès de l’implantation et de la pérennisation de cette activité. Il résulte comme caractéristique qu’une activité où les infirmières sont engagées et actives est une stratégie gagnante. Le contexte, une équipe de gestionnaires qui valorise la pratique clinique et la pratique fondée sur les résultats probants, soutient la pérennité. Une trajectoire avec des retombées concrètes pour la pratique, les soins aux patients et l’identité professionnelle des participantes est l’élément principal du processus qui contribue à ce que l’activité soit pérenne.

La programmation informatique dans la recherche et la formation en mathématiques au niveau universitaire

Une étude récente auprès de 302 mathématiciens canadiens révèle un écart intriguant : tandis que 43% des sondés utilisent la programmation informatique dans leur recherche, seulement 18% indiquent qu'ils emploient cette technologie dans leur enseignement (Buteau et coll., 2014). La première donnée reflète le potentiel énorme qu'a la programmation pour faire et apprendre des mathématiques. La deuxième donnée a inspiré ce mémoire : pourquoi existe-t-il un tel écart ? Pour répondre à cette question, nous avons mené une étude exploratoire qui cherche à mieux comprendre la place de la programmation dans la recherche et la formation en mathématiques au niveau universitaire. Des entrevues semi-dirigées ont été conduites avec 14 mathématiciens travaillant dans des domaines variés et à différentes universités à travers le pays. Notre analyse qualitative nous permet de décrire les façons dont ces mathématiciens construisent des programmes informatiques afin d'accomplir plusieurs tâches (p.e., simuler des phénomènes réels, faire des mathématiques « expérimentales », développer de nouveaux outils puissants). Elle nous permet également d'identifier des moments où les mathématiciens exposent leurs étudiants à certains éléments de ces pratiques en recherche. Nous notons toutefois que les étudiants sont rarement invités à concevoir et à écrire leurs propres programmes. Enfin, nos participants évoquent plusieurs contraintes institutionnelles : le curriculum, la culture départementale, les ressources humaines, les traditions en mathématiques, etc. Quelques-unes de ces contraintes, qui semblent limiter l'expérience mathématique des étudiants de premier cycle, pourraient être revues.

Validation d’une échelle d’observation comportementale du confort d’enfants brûlés lors de procédures douloureuses

An interdisciplinary team of a pediatric university teaching hospital in the Montreal area, who treats annually a considerable number of child burn victims, developed a behavioral observation scale on the comfort of children of 7 years of age and less during painful procedures «Échelle d’observation comportementale du confort d’enfants brûlés» (OCCEB- BECCO). The goal of this study was to initiate the validation of OCCEB-BECCO, a new tool for evaluation of comfort for child burn victims. With samples of 16 patients and 5 experts, we proceeded to the evaluation of content validity, internal consistency and criterion validity. Results have shown adequate content validity, internal consistency with (T1) r = 0,96 p < 0,0001, (T2) r = 0,95 p < 0,0001, (T3) r = 0,95 p < 0,0001 and criterion validity with Cronbach alpha at 0,82. A future study with a larger sample and on a longer period of time would be required to pursue validation of this new scale.

Estudio de las referencias bibliográficas recomendadas en los programas de las asignaturas universitarias : un indicador de calidad.

La comunicación que se presenta se refiere a una parte de una investigación mayor sobre la evaluación de la docencia universitaria usando el programa de al asignatura como indicador básico de la misma. Las referencias bibliográficas, presentadas en los programas, se entienden como el nexo con los conocimientos compartidos con la comunidad científica, sus corrientes y escuelas. La investigación que se plantea es la comparación, en los diferentes tipos de estudios, de las referencias bibliográficas de una misma asignatura entre diferentes universidades españolas. Los títulos coincidentes, los años de publicación, la diversidad de tipos de publicaciones (libros, revistas.) son elementos que se han estudiado utilizando tanto técnicas descriptivas como correlaciones entre los valores hallados.

La importancia de la evaluación por competencias en contextos clínicos dentro de la docencia universitaria en Salud

La evaluación por competencias (ExC) ha renovado la manera de determinar el desempeño clínico de los profesionales en Salud. Para tal efecto, el docente universitario requiere del dominio conceptual y metodológico de las distintas técnicas de evaluación formativa. Este artículo da cuenta de las principales técnicas de evaluación por competencias en escenarios clínicos, concibiéndola como una competencia fundamental para la docencia universitaria en Salud.

Propuesta de una pedagogía humanista.

Resumen basado en el de la publicación

Avaliação escolar no ensino superior de letras: entre o discurso e a prática

O objeto desta pesquisa é a avaliação da aprendizagem, tendo como foco central a análise dos discursos e práticas dos professores de Cursos de Licenciatura de Letras. Este estudo foi desenvolvido com docentes de duas instituições de ensino superior do interior do estado da Paraíba, localizado no nordeste brasileiro. O objetivo geral deste estudo é: analisar as semelhanças, diferenças e contradições resultantes da comparação entre os discursos e o que se pratica na avaliação da aprendizagem dos professores de Letras do Ensino Superior de uma instituição de ensino superior particular de Patos/PB e os de uma pública de Catolé do Rocha/PB. Esta foi uma pesquisa qualitativa com uma amostra de cinco docentes de cada estabelecimento de ensino superior, somando-se dez ao todo. Foram feitas entrevistas com perguntas abertas e fechadas, cujas respostas tiveram uma análise de conteúdo, e o resultado desta foi confrontado com os dados da observação das práticas de sala de aula dos professores da amostra. Constatou-se que há casos de professores que têm discursos diferentes da sua prática de avaliação da aprendizagem. Há também problemas de interação entre docentes e discentes em relação à avaliação da aprendizagem que aumentam o índice de reprovação do alunado, o que poderia ser evitado. No entanto, de modo geral há um compromisso com a qualidade de ensino dos docentes entrevistados. Os autores e teóricos que inspiraram esta pesquisa foram: Wachowicz (2000), Castanho (2000), Berbel (2001), Sacristán e Gómez (1998), Hoffman (1996 e 2003), Luckesi (1994), Vasconcelos (2000) e Villas Boas (2000), entre outros.

Acute stroke predisposes to oral gram-negative bacilli - a cause of aspiration pneumonia?

Objectives: To assess any change in the oral flora in the mouths of stroke patients during the acute and rehabilitation phases and to determine whether this is related to episodes of aspiration pneumonia and clinical outcome. Materials and Methods: This observational study was carried out in hospital wards in a University teaching hospital. The subjects were patients immediately post-stroke and during the rehabilitation period, acute admissions and a group of healthy volunteers. An assessment of dentition and swallow in the presence or absence of oral aerobic gram-negative bacilli (AGNB) was correlated. Results: Of the acute stroke patients 52% had an unsafe swallow. AGNB carriage was documented in 34% of the acute stroke group. Of the 11 patients who died 55% had AGNB, 73% had an unsafe swallow and 36% had a combination of both. Conclusion: AGNB is a common finding in acute stroke patients. It is not a consequence of age or acute hospitalisation and is associated with an unsafe swallow and a higher mortality. Copyright (C) 2003 S. Karger AG, Basel.

Under-investigation of older people with abnormal chest radiographs

Background: Whilst many authors have previously suggested that older people are under-represented in the investigation and management of lung cancer, few data are available as to the effect of age on the subsequent investigation and management of a patient with an abnormal chest radiograph. Methods: During a 3-month period in a university teaching hospital, all abnormal chest radiographs suggestive of a possible diagnosis of lung cancer were identified, and patients subsequently followed to determine investigation, management and date of death over a 5-year period. Results: Thirty-seven younger (less than or equal to69 years, median age 62 years) and 43 older patients ( 670 years, median age 80 years) were identified. Of the 80 patients with a possible bronchial carcinoma only 59% had a further chest radiograph performed. Bronchoscopy was performed in 34% of patients, but a biopsy of the lesion was undertaken in only 24% of patients. Sixteen of the 80 patients, irrespective of what investigations had been undertaken, were referred for an oncological or surgical opinion. During the study period ( 3 months), 24% of the patients died. At 6, 24 and 60 months, respectively, the total deaths were 40, 78 and 88%. Conclusion: Older patients compared with those aged less than 70 years were less likely to be investigated, further, were more likely to be managed differently (i.e., less aggressively) and more likely to die within each time interval. In more of the older group a presumed death certificate diagnosis of pneumonia was made. When an abnormal chest radiograph raises the possibility of an underlying bronchial carcinoma, the finding of this study suggests that an ageist attitude influences the subsequent management of some patients. Copyright (C) 2005 S. Karger AG, Basel.

Ofício, Estresse e Resiliência: desafios do Professor Universitário.

The objective of this study was to investigate the elements that contribute to the state of stress which often affects those who embrace the university teaching career, and also to learn whatever strategies professors use to cope with stressing situations in order to develop resilience and a sound exercise of their profession. To the very nature of university teaching belong a variety of attributions, demands and challenges which, together, may contribute to the development of stress. The epistemological principles which guided this research were those of Complex Thinking, which facilitate a deeper comprehension of the human and social phenomena as viewed through the lens of complexity principles: the dialogical principle, the organizational recursivity principle and the hologramatical principle. Fully acknowledging the many difficulties brought about by any attempt that would try to explain human phenomena based only on one theoretical reference, we have elected multi-referentiality as the support for this study, thus being able to dialogue with a variety of authors about the same phenomenon. This was a qualitative research in which questionnaires and interviews were used as instruments for the empirical work. The data has been articulated into categories and subcategories, allowing for a thematic analysis. Participants of the study were seventeen professors from two different colleges in the city of Natal, state of Rio Grande do Norte. Bad working conditions, demands from the institution, student s lack of commitment, long working hours, low salaries, lack of incentives to university teachers, uncertainty concerning timetable and difficulties in proper time administration are the variables that contribute to the stress of professors. Although this is a problem that affects the group as a whole, strategies to cope with it are individually sought and vary from trying to find different leisure options, opening one s heart to colleagues or relatives, individual planning, prayer, rational facing of the situation, to simply giving in to exhaustion. The study has proposed institutional as well as personal actions that may foster a development among professors which takes into account a resilience development in a collective perspective. Also, it shows some articulations that are already under way so that professors may be attended to.

Ser bacharel e professor: sentidos e relações entre o bacharelado e a docência universitária

The need to research about meanings and relationships between individuals with Bachelor s degrees and Teaching can be considered an exercise capable of aiding in the comprehension of the very performance of the Bachelor as teacher. The guiding question of this study asks: what relationships are established by Bachelors, who are teachers, between their professional education and their performance as a teacher? My objective is to understand the meanings attributed by the Bachelor teachers to teaching at the university level, seeking indicators about the relationships established by them, between their professional education and being a teacher. For this, the methodology used was the Comprehensive Interview, which permits, through the individual s oral discourse, the interpretation of meanings and values expressed by the teachers about their actions. The research is done through oral discourse collected in interviews and from these I analyze the elements that are revealed, and those which help me in the development of this object of study. I understand that the contribution about the possibilities of action and continued education for Bachelors who act as instructors in Higher Education is increasingly necessary, through research, because through continuing education teachers can revisit their actions and reformulate meanings they attribute to teaching as a profession. I consider the debate about meanings about teaching and the relationships with the initial education is not only necessary in the investigation of the Bachelors who act as professors, but also the credentialed teachers, because the teacher s sense of identity and their professional development is constructed through a historical process and in relation to the alternative positioning in the contexts of which they are a part

O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG)

This research has the objective of studying the teacher-engineers awareness regarding their teaching practice of courses Civil, Electrical and Materials at the Federal University of Campina Grande. It presents and analyses major themes concerning the teaching work. At the same time, it pinpoints the need to develop good teaching practice in higher education. The study is based on the concepts of bricolage (KINCHELOE; BERRY, 2007) and multi-referentiality (ARDOINO, 1998). The Case Study procedure was adopted as an investigation strategy (YIN, 2004; AFONSO, 2005). The data collection was done through the application of questionnaires based on the teacher education paradigms (ZEICHNER, 1983; SACRISTAN, 1998; ALTET, 2001; BRÜTTEN, 2008). The theoretical background for the thematic axis is oriented by reflections on university teaching (MASETTO, 2003; 2007; ZABALZA, 2004; CUNHA et al, 2005; GRILLO, 2008; PIMENTA; ANASTASIOU, 2010 ); on Engineering teaching (BAZZO, 2001; MASETTO, 2009) and on the present-day relationship between educational policies and higher education (MENEZES, 2001; SANTOS, 1995;2005; BOSI, 2007). The data analysis was done by means of a quantitative and qualitative approach (SAMPIERI; COLLADO; LUCIO, 2006), allow us to understand how the teachers surveyed live their professional activity. The results make it possible to generalize that the teacher-engineers give value to research as part of their teacher education and they view the university pedagogy as an important aspect to improve their practice. A considerable number of them is interested in being part of reflection groups, aiming to enhance teaching at higher education. The teacher-engineers dedicate themselves to university teaching without sharing their experience with other teachers, consolidating a present tendency seen in the international and national literature. They tend to apply a pedagogy originated from their daily teaching practice, because they believe that teaching is perfected through practice, though they admit that practice alone is not sufficient for professional development. In the view of most informants, good teaching requires willingness, along with the political element, the mastery of the lesson contents and familiarity with the discipline objectives, if we regard teachers as advisors in the educational process. Throughout the teaching process, the teachers use diversified pedagogical strategies, such as contextualization and exemplification of the lesson contents, epistemological basis in the scientific field, and group work. They do not share any bond of relationship between them and the students, though they consider it important. In general terms, they lack preparation for university teaching and no involvement or interest in institutional issues, by supporting and improving the teaching quality