Exploration des facteurs contraignants et facilitants, perçus par des professionnels de la santé, à l’implantation d’une unité collaborative d’apprentissage en milieu clinique
In Quebec, the teaching and learning models in clinical settings used for clinical training of nursing students are the preceptorship and group model (Ha and Pepin, 2008). Although these models have several advantages, they also have some limitations (Budgen and Gamroth, 2008). It is therefore pertinent to explore the possibility of implementing a complementary model to these current models. Consequently, the collaborative learning unit (CLU), developed and implemented in British Columbia, has some interesting characteristics (Lougheed and Galloway Ford, 2005). However, to date, no studies have been conducted in Quebec on this model. The purpose of this study was to explore the constraining and facilitating factors perceived by health professionals engaged directly or indirectly in the clinical training of nursing students when it comes to implementing a CLU in the clinical setting.       In this exploratory study, five health professionals each participated in an individual interview while nine health professionals participated in a focus group. A semi-structured interview guide was used. The terms of reference guiding this study was Love's Intermediate Level Theory in Nursing (2014) and the National Institute for Health and Clinical Excellence (2007) paper on changing practices in health.       In light of this study, it is possible to group the constraining factors for the implementation of a CLU recording to three different themes: non-adaptation of the UCA model to the Quebec context, organizational context unfavorable to the implementation of a UCA and concern about the level of autonomy and shared responsibility of the student in an UCA. Facilitating factors are presented in three themes: adaptation of the model of the UCA to implement it in the Quebec context, organizational context favorable to the establishment of a UCA and opportunities related to autonomy and the shared responsibility of the student in a UCA. The results of this study were used to formulate recommendations for the nursing practice, education and research.
Nursing education Nursing student Collaborative learning unit Facilitating factors Constraining factors