A 1-day point-prevalence study was conducted in our 141-bed tertiary cardiac care hospital in order to determine our patients' and their significant others' level of understanding of cardiac risk factors in general and of the patients' personal cardiac risk factors. There were 3 parts to the study: patient interviews, significant other (SO) interviews, and an audit of the participating patients' charts. Of the 87 patients who were able to participate, 71 completed the interviews as did 53 significant others. From recall, only 14 patients and 11 significant others were able to define what a cardiac risk factor was ("Habits or factors that contribute to heart disease") and they were unable to identify many general risk factors. However, when given a recognition task where cardiac risk factors were interspersed with sham factors, the overall mean general knowledge score was 13.6 for patients and 13.9 for significant others out of 16. The correlation between the patients' understanding of their cardiac risk factors and the significant others' understanding of them was reasonably good (r = 0.58, P < .0001), as was the correlation between the SOs' understanding and the charts (r = 0.58, P < .0001). There was less agreement between the patients' understanding and the chart documentation of cardiac risk factors (r = 0.36, P < .01). The findings of this study have implications for patient teaching as well as for documentation of cardiac risk factors.

Ce texte présente les résultats d'une recherche exploratoire menée dans dix entreprises manufacturières québécoises. Après avoir défini brièvement la notion de e-learning, on présente les objectifs poursuivis par les applications de e-learning étudiées ainsi que les raisons pour lesquelles ces entreprises ont opté pour le e-learning. A la suite de quoi, cet article traite des pratiques et des politiques de ces entreprises qui favorisent l'adoption et l'appropriation des technologies qui soutiennent le e-learning. En ce qui concerne l'adoption de ces technologies, les facteurs de perception de l'employé quant à l'avantage relatif et à la facilité d'utilisation de ces technologies sont plus spécifiquement examinés. Pour ce qui est de l'appropriation, l'analyse se concentre sur deux facteurs susceptibles de la favoriser, le soutien moral et technique qui est offert aux employés ainsi que l'accessibilité à des ressources pertinentes et valorisées.ABSTRACT. This article presents the results of an exploratory research carried among 10 manufacturing companies in Quebec. We begin with a brief definition of the concept of e-learning, followed by the objectives pursued by the use of e-learning and the reasons why these organizations chose e-learning. We then take a look at these organization's practices and policies that promote the adoption and appropriation of technologies that support elearning. Regarding the adoption of these technologies, two factors are more closely considered, i.e. the perception of employees concerning their relative advantages and ease of use. With regards to the appropriation of these technologies, we analyse two factors that support it, i.e. moral and technical support from technicians to employees and accessibility of relevant and valued resources.

Enrolling in the wake of an administrative and educational reform, the implementation of a new "results-based" management is shaking the schools' traditional values and practices, so the culture that characterizes them. In light of the results of three descriptive studies conducted with different groups of stakeholders concerned by this change, this text examines some of the main facilitators and barriers associated with schools' readiness to implement new regulation and evaluation practices. It also shed some light on competencies needed by school principals and their assistants to manage such a cultural change.

Pour les adultes, l’accès à la formation reste inégalitaire dans de nombreux pays. Habituellement traité, en France notamment, sous l’angle de la difficulté pour certaines populations (au regard d’un certain nombre de caractéristiques sociologiques) d’accéder à la formation, il est abordé comme variable explicative de la non-participation à la formation. Ce texte se propose, à travers le concept d’« obstacle à la formation », développé plutôt dans le monde anglo-saxon, de montrer que la non-participation à la formation relève de problématiques plus larges. Ce changement de perspective permet de prendre en compte tout à la fois la difficulté des individus à participer à la formation, mais également celles des organisations à favoriser cette participation. Ce déplacement de focale permet de mieux articuler les problématiques individuelles et organisationnelles, d’en comprendre les ressorts et les conséquences, de mieux identifier et catégoriser ces obstacles... permettant ainsi l’accès d’un plus grand nombre à la formation. Une typologie d’obstacles à la formation en entreprise est alors proposée à partir de l’ensemble des travaux qu’il est possible de trouver sur cette question.

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Résumé Cet article traite du recours à l’apprentissage en ligne en milieu manufacturier. Pour débuter, il propose une définition de cette approche de formation appuyée par les technologies de l’information et de la communication (TIC). En s’inspirant des résultats d’une recherche menée auprès de 10 entreprises manufacturières, il présente ensuite les types de savoirs et de savoir-faire qui peuvent être transmis grâce à cette approche de formation basée sur les technologies. En vue d’illustrer ces différents objectifs, des exemples tirés d’observations sur le terrain sont offerts. Dans le cadre de cet article, l’apprentissage en ligne est considéré comme une innovation et, de ce fait, une analyse est proposée en vue de déterminer sa valeur ajoutée dans le contexte de la formation en milieu manufacturier. Pour terminer, les conditions préalables à l’adoption de cette approche de formation ainsi que ses limites possibles sont discutées.

This research aimed to identify HRM training themes deemed most important for new principals following the implementation of a recent accountable school result-based management system in the Province of Quebec, Canada. The research favored a mixed exploratory methodology. It took place in nine Quebec's volunteered school boards and was carried out in two phases. At first, semi-structured individual and group interviews were conducted with forty-four key informants from nine school boards. Then, a questionnaire was developed and administered to 375 principals and vice-principals drawing on the results of these interviews. Data were analyzed using a theoretical framework based primarily on Runhaar's HRM practice "domains" and Buller and McEvoy's HRM practice levels. A major bundle of practices considered by principals as being at the heart of their most important training needs relate to staff professional practices supervision. Professional Development, Work Design, and Staff Selection and Induction practice domains complete an operational and integrated framework presenting a singular vision of processes related to school human resources management.

The general objective of this study is to examine the coaching offered by Québec school boards to new school principals during their professional integration period. More specifically, it aims to study coaches' perceptions of: 1) the positive impacts expected from executive coaching, 2) the factors that facilitate this coaching, and 3) the factors that impede it. The data-gathering tool is a semi-structured interview. A total of 33 coaches from five school boards in the same large region of Québec, Canada were interviewed. This study offers insight into coaches' perceptions regarding the factors that can facilitate or impede the coaching provided to new school principals during their professional integration, factors which can be grouped according to whether they relate more to characteristics of the coaches, characteristics of the coachees, the coach-coachee relationship, or the coach's approach. Determining these factors allows us to identify a number of possible opportunities for improving the coaching offered to new principals. A more in-depth analysis suggests that some parameters of the coaching mechanism might have an impact on the facilitating/impeding factors. More concretely, these parameters correspond, for example, to the coachselection process, the support and training available to coaches, and the recognition given to them.