Exploration de l’intégration des nouveaux savoirs infirmiers aux savoirs antérieurs chez des infirmières et infirmiers diplômés hors Québec, durant un programme d’intégration professionnelle
This Master’s thesis presents the results of an exploratory qualitative research, aimed at integrating recent nursing knowledge with previous knowledge among nurses having graduated outside Quebec (IDHQ), during a professional integration program. One problem is the poor result in meeting the requirements of the integration program. The purpose of this research is to explore in IDHQs in the process of learning, the integration of new knowledge with previous knowledge essential to the practice of nursing with adults and elderly hospitalized requiring nursing care of medicine and surgery. Mezirow's theory of transformational learning (1978) served as a frame of reference and guided the formulation of the purpose and research question. We were inspired by the criteria of the case method as proposed by Stake (1994), within a constructivist epistemological approach to develop our exploratory estimate. The target population of the study was all IDHQ enrolled in a college integration program in nursing in Quebec. The case was a group of IDHQ who were studying in such an integration program in a college environment in Montreal. The group consisted of 27 participants, recruited according to the suitability sampling method, from two cohorts of the program. The thematic analysis of the data collected through four focus groups was done according to Paillé and Mucchielli (2012) and resulted in a diagram (thematic tree). The diagram presents the four phases of knowledge integration by the IDHQ: openness to new knowledge; activation of prior knowledge where participants perceive a brake to integration; the overcoming of the barriers and challenges to the integration of knowledge, of which the change of status is a part of, and finally, these elements combine to arrive at the phase of putting into practice knowledge in the process of integrating new knowledge with prior knowledge, where the cognitive "battle" for the choice of knowledge prevails. We can think that the results of this research can be useful particularly in the improvement of the programs of professional integration, but also for the orientation of the NGOQ in units of care.
Nursing knowledge Graduate nurses outside Quebec Integration program Transformational learning of Mezirow, Exploratory study