Reflexive tool for improving coaching quality of nursing internships by tutors.

Transcription

1 Reflexive tool for improving coaching quality of nursing internships by tutors. BONTE Catherine Haute Ecole Louvain en Hainaut département soins infirmiers Tournai Mouscron Belgique 1

2 Plan Teaching context and Care Institutions context School/Care Institutions partnership Training plan Encouraging reports Points of attention Our reflexive feedback 2

3 The context Teaching context Reference to professional skills Courses-internships cycles Supervision by teachers and by nurses Increase of the number of students Care institutions context Rationalization of health costs Reduction of duration of stay Workload Increase 3

4 In the junction, the partnership School - Care institutions Reference nurses Function of animation Function of support and training Function of evaluation Function of mediation and connection PELPEL P., Teaching skills - Individual and collective considerations - Implication of all in the supervision of the students 4

5 Training plan Who is concerned? What are the teaching intentions? What is the implemented process? «Reflexive tool» - Feedback about the action Written transfer - a single page! " Reflective - interactive interview between student and nurse Feedback and progress of the student LAFORTUNE L.,2012 5

6 The «reflexive tool» 6

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9 The encouraging reports The reflexive process Describe the positive aspects and the aspects to be improved Anchor the future action on the resources Explain and make links Anticipate the future action 9

10 The encouraging reports The link in the development of professional skills Pause Cross the points of view of the teacher, the nurse and the student 10

11 The encouraging reports Interaction student - nurse Take time Facilitate interaction Leave the advising style Ask questions with high reflexive value 11

12 The encouraging reports Interaction student nurse Train the nurses in the reflexive approach Request professionally committed nurses 12

13 The points of attention The written transfer The generalization of the process The motivation and the question of the sense The necessary time 13

14 Our reflexive return Information and awareness about the approach and the use of the tool Always begin again Quality of the collaborative work Institutional support Necessity to write a teaching process 14

15 Bibliography Boutet, M. & Pharand, J. (2008). L accompagnement concerté des stagiaires en enseignement. Québec : Presses universitaires du Québec. Lafortune, L. (2012). Une démarche réflexive pour la formation en santé, Québec : Presses de l université du Québec. Lafortune, L. (2012). Des stratégies réflexives-interactives pour le développement de compétences, Québec : Presses de l université du Québec. Lafortune, L. (2011). Démarche réflexive en BSI Guide enseignant, HELHa Département soins infirmiers - Sites Mouscron/Tournai, Année académique , Document inédit. Pelpel, P. (1995). Guide de la fonction tutorale, Paris : Editions d Organisation. Perrenoud, P. (2001). Mettre la pratique réflexive au centre du projet de formation, in Cahiers Pédagogiques, janvier 2001, n 390, pp Page consultée le 10 avril 2012, Adresse URL : html Pillonel, M. & Rouiller, J. (2002). Faire appel à l auto-évaluation pour développer l autonomie de l apprenant, Résonances, 7, 28-31, Page consultée le 10 avril 2012, Adresse URL : Vidal, M. (2008). L approche réflexive : lien entre théorie et pratique (le modèle ALACT de Korthagen), Page consultée le 10 avril 2012, Adresse URL : 15

16 Thank you for your attention Haute Ecole Louvain en Hainaut département soins infirmiers Tournai Mouscron Belgique 16