Étude des autoévaluations des étudiants en soins infirmiers au décours d’expériences cliniques

Abstract

RECHERCHE ET PERSPECTIVESAbstract -Context: Nursing education requires implementing self-assessment procedures that actively involve students in their learning process. In this context, educational interviews implemented in nursing schools in France, provide many opportunities for teachers to probe students on their learning experiences. Aim: This qualitative and exploratory pilot study is designed to describe and examine the self-assessment content produced by nursing students following two types of interviews: elicitation interviews and conventional interviews. Method: Eleven students volunteered to take part in the self-assessment of the care they provided during clinical internships. Two self-assessments were asked from each student: one after a conventional interview and another after a elicitation interview. The 22 self-assessments were then analyzed. Results: Students are generally able to clearly and confidently assess themselves relying on a range of arguments to justify their evaluative judgment. The arguments are based on internal and external factors and vary depending on the type of interview conducted beforehand (elicitation interview or conventional interview). They show how reflective practice and self-assessment are linked. Conclusion: The evaluative judgment and the arguments used by the students in reflective practice vary in nature. The role of teachers is essential in helping students express their views. As a result teachers will be in a position to adapt their support.

Miroir, mon beau miroir

“…Deux articles publiés dans ce numéro [1,2] abordent la question de l'auto-évaluation en formation initiale des professionnels de la santé. Ces contributions illustrent en partie certaines évolutions récentes dans la manière de concevoir cette problématique et de l'aborder dans l'apprentissage en santé.…”

“…La réflexivité est une des formes que peut prendre cette démarche. Comme décrit dans l'article de Grevellec et Marchand [2] , tout particulièrement si elle est guidée par un enseignant ou un mentor, elle peut notamment permettre de rendre explicites les critères internes ou externes que les individus utilisent comme données pour s'évaluer. Ainsi, les réactions physiologiques telles que l'accélération du rythme cardiaque, peuvent suggérer une forte émotion, de l'anxiété par exemple, que les individus auront tendance à associer à un faible niveau de maîtrise de la tâche à effectuer [8] .…”