Mise à l’essai de l’intégration de l’approche par compétences aux formations réalisées par les conseillères en sciences infirmières en milieu clinique
Nurses have the responsibility to assess, monitor, apply nursing and medical care plans and ensure follow-up with their patients (Côté, Tanguay, Gagnon, Charlin and Michaud, 2014). However, those responsibilities come with their own set of burdens. Lack of confidence, and difficulty in mobilizing resources, are several reasons that nurses feel they are not well equipped to react in certain clinical settings (Shin, Jung, Kim, Lee and Eom, 2010). Audétat Voirol, Chapados and Laurin (2014) believe that a gap in clinical reasoning  (RCI) explain the difference between real live clinical situations and those learned during a nurses’education. However, nurses denounce that theoretical knowledge and clinical training is often accelerated and seldom reflects the reality of nursing (Al-Dossary, Kitsantas and Maddox, 2014). It is therefore essential that throughout their career, nurses have relevant and realistic training that will give them an accurate overview of the complexity of nursing. This training was to enable nurses to develop and transfer into their daily practice effective multidisciplinary decision-making skills in the management of their patients and families. Through various pedagogical activities, a Competency-based approach (APC) allows the multidisciplinary integration of knowledge in an optimal way and enables the learner to give meaning to his / her learning (Tardif, 2003). According to Nguyen and Blais (2007), a Competency-based approach allows the design of activities that foster the development of critical analysis, clinical reasoning, communication skills and leadership. These elements are essential for optimal nursing practice (Larue and al., 2013; Audétat Voirol and al., 2014). Despite its high potential and being recommended by the Institut National de Santé Publique du Québec (INSPQ, 2011), this approach is rarely used in the clinical setting. A change in pedagogical approach is required and nurse educators need to shift toward the Competency-based approach when developing new educational content. The purpose of this internship was to integrate the Competency-base approach into the training provided by the nurse educators of the Centre intégré de santé et de services sociaux de la Montérégie-Est (CIUSSSME) using an online tool called Transform your training provided by the Centre d’Innovation en Formation Infirmière (CIFI), 16 Nurses educators were guided to transform one of their educational programs into a Competency-based approach. The intervention was done with the hope of improving the clinical reasoning of the nurses receiving this educational content. This intervention convinced the nursing direction of the health care center to provide the training session to all nurse educators in their center.
Formation Formation infirmière Nurse educator Nursing Formation Competency-based approach