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Raucent, Benoît; Verzat, Caroline; Villeneuve, Louise

doi:10.3917/dbu.rauce.2010.01

Cited by 24 publications

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“…It has become clear that the two clinical departments are not well established for all educators to solve their clinical education problems. However, Villeneuve's studies (2010) say that tutors allow trainees to have a preparatory experience to practice the profession [21]. In addition, these students argue that the internship is the only method of learning to be prepared to be effective in the labor market.…”

Section: Discussionmentioning

confidence: 99%

Clinical Preceptor’s Role in the Development of Nursing Training Based on Professional and Competency Frameworks in Two Health Care Facilities of Bujumbura

Nicoyishimiye¹,

Gasaba²,

Niyonzima³

et al. 2021

OJN

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Background: The aim of clinical preceptors is to support the development of expertise related to the preceptorship of groups of trainees among nurses in clinical settings by the acquisition and use of theoretical knowledge, know-how and know-that. The support of students remains a major problem in hospitals, because the requirements of the preceptors according to the standards are not considered. The lack of guidelines on nursing preceptorships, theoretical application based on the professional curriculum, and professional expertise were the main problems assessed in the two Health Care (HUCK, VNC) in this study. The purpose of this study is to assess the knowledge of nurses and learners during their preceptorship practices and to contribute to the direction of evidence-based preceptorship. Method: A descriptive cross-sectional study design was used in this study during the 3-month period. A sample of 121 nurses as well as 56 learners were selected from 381 nurses and 80 learners using Alain Bouchard's formula. A questionnaire developed according to the guidelines of Ernestine Wiedenbach's theory of care, was distributed. The data were analyzed using the Microsoft Excel and the software program version 16 (SPSS-16). Results: The current study found that the majority of nurses do not know the importance of the clinical tutor. The results state that students experience clinical practice problems, thus clinical preceptorship is required. Nurses showed that there are different barriers often encountered during their practices. The overall nurse preceptorship process is not optimal and the average of 97.6% of nurses does not have expertise in coaching interns in clinical settings. Conclusion: Although that nurses have some experience at work, they express their weakness based on a low level of education,

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Section: Discussionmentioning

confidence: 99%

Clinical Preceptor’s Role in the Development of Nursing Training Based on Professional and Competency Frameworks in Two Health Care Facilities of Bujumbura

Nicoyishimiye¹,

Gasaba²,

Niyonzima³

et al. 2021

OJN

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“…Le coach professionnel, dont la formation a été validée par un processus de certification inscrit au Répertoire National des Certifications Professionnelles ou par un diplôme universitaire, offre un accompagnement méthodologique et personnalisé pour mobiliser avantageusement les ressources des individus. Les coachs sont fréquemment sollicités dans le monde étudiant, par exemple, pour optimiser les méthodes de travail, favoriser le développement de la motivation, aider à la préparation aux examens, apprendre la gestion du stress, acquérir de l'autonomie, mieux se connaître et définir des choix d'avenir professionnel (Barreau, 2017;De Ketele, 2014;Raucent, Verzat et Villeneuve, 2010).…”

Section: Introductionunclassified

Réveil des talents à l’université et place de l’enseignant-coach

Machouart¹

2020

ripes

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Tutoring and Mentoring: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive Orientation to Self-regulated Learning

Rémy¹

2015

Practice and Theory in Systems of Education

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With a specific focus on tutoring among future teachers this article proposes a model of self-regulated learning. The focus on different mechanisms inherent to the tutoring relationship will consider Affective impacts or motivation, Reflexive or metacognitive and Cognitive resolutions. The ARC combination proposes that personal skills will be gained and beneficial transfers into the class will be possible. This approach with a model considers explicit learning as a part of tutoring relationship successes. A prospective study on a short scale provides a few indicators in this direction and will be followed by a mentoring study. As private companies also present services in the shadow of the official educational system some recommendations will illustrate the tutoring original pedagogical relation with specific limits and the potential for new understanding.

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Accompagner des étudiants

Cited by 24 publications

References 0 publications

Clinical Preceptor’s Role in the Development of Nursing Training Based on Professional and Competency Frameworks in Two Health Care Facilities of Bujumbura

Clinical Preceptor’s Role in the Development of Nursing Training Based on Professional and Competency Frameworks in Two Health Care Facilities of Bujumbura

Réveil des talents à l’université et place de l’enseignant-coach

Tutoring and Mentoring: An A.R.C. Model for Future Teachers: Affective, Reflexive and Cognitive Orientation to Self-regulated Learning

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