Analyse dimensionnelle du construit « formation par la recherche »

Initial nursing training programs in France have been included under the umbrella of university studies since 2009, when the ministry of higher education recognized an undergraduate program in nursing. The formal training system places great emphasis on research, and a teaching unit that enables nursing students to become acquainted with the research process has been introduced. Knowledge construction now involves the use of research approaches, and the interdependent practice–theory–research triad is implicitly recognized. Research training programs have thus far received little study. I chose to use Schatzman’s dimensional analysis method to clarify the meaning and use of the concept. From my results, nine dimensions of the “research training programs” construct emerged : 1) problematization of the situation, 2) different representations, 3) updating or developing knowledge and changing students’ relationship to knowledge and the world, 4) the development of a scientific culture, 5) the development of the reflective process, 6) identity transformation, 7) self-training, 8) writing as a tool for professionalization, and 9) the integration of various dimensions. Lastly, I present a visual representation of the construct that provides an overview of the results and acts as a conceptual basis for trainers and teachers, and as such helps to promote student nurses’ introduction to the research process in undergraduate nursing programs.

[Obstacles, difficulties, and facilitators in setting up a research project funded by the Hospital Program for Nursing and Paramedical Research : Lessons learned from a mental health research project]

Nursing research continues to grow and become self-sustaining. It was in this context that we received funding from the Hospital Program for Nursing and Paramedical Research for our research project on schizophrenia. Schizophrenia is a mental disorder that affects 1% of the general population, and is a crippling disease both cognitively and socially. Cognitive remediation and therapeutic education are nursing practices deemed suitable for the psychosocial rehabilitation of schizophrenia patients. We hypothesized that a therapeutic education program placed upstream of cognitive remediation would have beneficial effects. We planned to include eighty patients aged eighteen to sixty, randomized into two groups, one combining cognitive remediation and therapeutic education, the second using just cognitive remediation. Each patient was assessed using a range of neuropsychological scales. Due to difficulties encountered in including and following up with participants, our statistical results could not be used. We therefore turned our focus to the factors that facilitate and hinder the setting up of a nursing research project. We organized these factors into three areas : those related to the nurse ; those related to the care facility and the organization ; and those related to the research. The results were consistent with the literature and show how important it is to encourage nurses to be more involved in a scientific approach.