{"id":372,"date":"2014-02-17T17:09:28","date_gmt":"2014-02-17T16:09:28","guid":{"rendered":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/?p=372"},"modified":"2014-02-17T17:09:28","modified_gmt":"2014-02-17T16:09:28","slug":"9-5-presentation-du-modele-theorique-du-nursing-education-simulation-framework","status":"publish","type":"post","link":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/2014\/02\/17\/9-5-presentation-du-modele-theorique-du-nursing-education-simulation-framework\/","title":{"rendered":"9-5 Pr\u00e9sentation du mod\u00e8le th\u00e9orique du \u00ab Nursing Education  Simulation Framework \u00bb"},"content":{"rendered":"<p><strong><a href=\"ma&#105;&#x6c;&#x74;o:&#112;&#x2e;&#x64;&#x65;lm&#97;&#x73;&#x40;ec&#111;&#x6c;&#x65;&#x6c;as&#111;&#x75;&#x72;ce&#46;&#x63;&#x68;\">Philippe DELMAS<\/a>, Professeur-Chercheur, P\u00f4le \u00ab\u00a0innovation en soins et professionnalisation\u00a0\u00bb, HES-SO-Institut et Haute Ecole La Source, Suisse<\/strong><\/p>\n<p>L\u2019utilisation de la simulation appara\u00eet aujourd\u2019hui comme un outil p\u00e9dagogique efficace pour permettre l\u2019acquisition des comp\u00e9tences n\u00e9cessaires \u00e0 l\u2019exercice de la profession infirmi\u00e8re. Cette activit\u00e9, au sein d\u2019un programme de formation en soins infirmiers, ne doit pas \u00eatre consid\u00e9r\u00e9e comme un outil p\u00e9dagogique suppl\u00e9mentaire, mais doit reposer sur une structure th\u00e9orique afin d\u2019organiser l\u2019enseignement et les activit\u00e9s d\u2019apprentissage. Dans ce cadre, le mod\u00e8le th\u00e9orique du NESF (<i>Nursing Education Simulation Framework<\/i>) d\u00e9velopp\u00e9 par Jeffries (2005, 2006, 2007) appara\u00eet comme celui qui est le plus retenu pour guider l\u2019apprentissage des \u00e9tudiants dans un contexte de simulation. De fa\u00e7on plus explicite, ce mod\u00e8le comprend cinq composantes majeures qui analysent les facteurs li\u00e9s \u00e0 l\u2019enseignant, ceux li\u00e9s \u00e0 l\u2019\u00e9tudiant, les pratiques \u00e9ducatives, les caract\u00e9ristiques du design de la simulation et les r\u00e9sultats attendus ou escompt\u00e9s. Cette communication aura pour but de pr\u00e9senter les diff\u00e9rents concepts th\u00e9oriques du mod\u00e8le et leur op\u00e9rationnalisation.<\/p>\n<p>&nbsp;<\/p>\n<p><b>r\u00e9f\u00e9rences bibliographiques : <\/b><\/p>\n<ul>\n<li>Jeffries P.R (2005). Technology trends in nursing education: next steps. <i>Journal of Nursing Education<\/i> ;44(1)\u00a0: 3-4<\/li>\n<li>Jeffries P.R (2006). Designing simulations for nursing education. <i>Annual Review of Nursing Education <\/i>;4:161-77.<\/li>\n<li>Jeffries P.R (2007). <i>Simulation in nursing education\u00a0: From conceptualization to evaluation<\/i>. New York, NY\u00a0: National League for Nursing.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Philippe DELMAS, Professeur-Chercheur, P\u00f4le \u00ab\u00a0innovation en soins et professionnalisation\u00a0\u00bb, HES-SO-Institut et Haute Ecole La Source, Suisse L\u2019utilisation de la simulation appara\u00eet aujourd\u2019hui comme un outil p\u00e9dagogique efficace pour permettre l\u2019acquisition des comp\u00e9tences n\u00e9cessaires \u00e0 l\u2019exercice de la profession infirmi\u00e8re. Cette activit\u00e9, au sein d\u2019un programme de formation en soins infirmiers, ne doit pas \u00eatre consid\u00e9r\u00e9e [&hellip;]<\/p>\n","protected":false},"author":196,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[17484],"tags":[],"class_list":["post-372","post","type-post","status-publish","format-standard","hentry","category-symposium-9"],"_links":{"self":[{"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/posts\/372","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/users\/196"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/comments?post=372"}],"version-history":[{"count":1,"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/posts\/372\/revisions"}],"predecessor-version":[{"id":373,"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/posts\/372\/revisions\/373"}],"wp:attachment":[{"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/media?parent=372"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/categories?post=372"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.univ-tlse2.fr\/convisciencia\/wp-json\/wp\/v2\/tags?post=372"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}