Intervention de pratique réflexive auprès de préceptrices pour accompagner 
le développement du raisonnement clinique infirmier des débutantes aux soins intensifs
Clinical nursing reasoning is a springboard to the safe delivery of quality care and services (Goudreau, Boyer, et Létourneau, 2014). Preceptorship programs have been designed to facilitate the development of clinical reasoning of beginner nurses. However, these programs do not necessarily provide the full opportunity to support the professional development of nurse preceptors . As it has been pointed out in scientific literature and demonstrated during the internship, nurse preceptors need support in fostering the development of clinical nursing reasoning. As part of a master’s degree in nursing, a reflective practice intervention was developed and tested with preceptors from an intensive care unit, in order to better equip them to support the development of clinical reasoning for beginners. This reflective practice intervention guided by the reflexion model of Huard et al. (2016) and Knowles' andragogical principles (1984), consisted of four activities, three of which were in the form of an interactive discussion group. This reflective practice intervention enabled the preceptors to become more aware of their preceptorial practice to potentiate the opportunities for the development of clinical reasoning for beginner nurses in intensive care. This reflective group practice intervention appears to have been an effective professional development strategy, which should be more widely recognized in clinical settings to improve and enhance the quality of care. Continuous professional development activities through reflective practice place each learner at the center of their learning and aim not only to support the preceptors, but also to contribute indirectly to the advancement of the nursing profession.
Formation continue