Une démarche d'exploration réflexive sur le sens donné à leur pratique par des infirmières du milieu de la santé au Saguenay-Lac-Saint-Jean /

Abstract

This research, of the exploratory and descriptive type, is interested in the meaning given to the proceeding by nurses practicing in a professional and organizational context of Quebec health environment, which has been confronted to numerous transformations in the few years. The problem in this study is the lack of access to the usage theory of these professionals to become aware of their reality frequently marked by dissatisfaction, isolation, suffering, and a lack of reflexive dialogue on their professional action. Some nurses are in need of a space and of time within the clinic environment to reflect in depth and share the meaning they give to their professional action.The epistemological framework of action-science, within which theory preceding practice is an imposed choice, mobilises nurses to undergo a praxis process "within and on" their practice thus making the usage theory accessible. In this perspective, the creation of a space and a time favourable to an in-depth reflection on the meaning conferred to their practice was given to a group of 10 nurses, working in the health environment of the Saguenay -Lac-St-Jean region, wishing to pursue a reflexive exploration process on the different dimensions sustaining their practice. The goal of this research is to present, firstly, fresh avenues pertaining to new practice knowledge or to a usage theory stemming from the analysis and inductive interpretation of the content of the reflections on the nursing discipline. Reflections collected first from my own experience, from individual interviews, from writings, and subsequently, from groups of nurses with the help of practice narratives, round-tables, and logbooks which have permitted in-detail study of multiple facets of the meaning given to the current nursing practice. These reflections will allow a better comprehension of their practice; sustain their behaviours, their beliefs, their values, their motivation, and their projects. Secondly, the reflexive exploration approach represents an innovative learning process of a quest for sense that not only facilitates access to hidden knowledge, but also to the development of abilities and favourable attitudes in relation to a reflexive dialogue promoting reconciliation with the self as with others. Lastly, the end result of the installation of this learning process may add value to the practice in a clinical environment and in the teaching approach in nurse training.