Supporting nursing students with dyslexia: The situation in France in 2022 and outlook / L'accompagnement des étudiants en soins infirmiers avec une dyslexie. État des lieux en France en 2022 et perspectives

Introduction: The number of students with disabilities in higher education is increasing. Dyslexia is the most common form of disability. Few reports on this subject focus on health-sector education in France. Objectives: The survey sought to characterize and understand the support provided in nursing training institutes with regard to dyslexia. Methods: A mixed survey was carried out in 2022, mainly involving disability referents in nursing institutes. A national questionnaire collected 113 responses from metropolitan and overseas France, then three focus groups brought together twenty-eight participants from ten different regions. Results: In 2022, the most frequent measures were related to assessments and institutional communication. However, they lacked structure. There were still gaps, especially in the area of work placement. Discussion: In addition to the disability referents, all stakeholders must be made aware of the needs of students with dyslexia. Greater visibility of disability could also change attitudes in the health care sector. Conclusion: Specific support for dyslexia has been introduced in nursing training institutes. Its development requires a change in the attitudes of the stakeholders. It could then be extended to other health training courses.

Introduction: Le nombre d'étudiants en situation de handicap augmente dans l'enseignement supérieur. La dyslexie en constitue la forme la plus fréquente. Peu de communications sur ce sujet ciblent les formations en santé en France. Objectifs: L'enquête menée cherchait à caractériser et à comprendre l'accompagnement mis en place en instituts de formations en soins infirmiers (Ifsi) au regard de la dyslexie. Méthodes: Une enquête mixte a été réalisée en 2022 principalement auprès de référents handicap en Ifsi. Un questionnaire national a recueilli 113 réponses de métropole et d'Outre-Mer, puis trois focus groups ont réuni 28 participants originaires de dix régions différentes. Résultats: Au moment de l'étude, les mesures les plus fréquentes concernaient les évaluations et la communication institutionnelle. Cependant, elles manquaient de structuration. Des zones lacunaires persistaient, notamment en stage professionnel. Discussion: Au-delà des référents handicap, l'ensemble des acteurs doivent être sensibilisés aux besoins des étudiants avec une dyslexie. Une plus grande visibilité du handicap pourrait également faire évoluer les mentalités dans le milieu soignant. Conclusion: L'accompagnement spécifique concernant la dyslexie est initié en Ifsi. Son développement nécessite un changement de regard des parties prenantes. Il pourra secondairement se prolonger à d'autres formations en santé.

Supporting nursing students with dyslexia: The situation in France in 2022 and outlook / L'accompagnement des étudiants en soins infirmiers avec une dyslexie. État des lieux en France en 2022 et perspectives

INTRODUCTION: The number of students with disabilities in higher education is increasing. Dyslexia is the most common form of disability. Few reports on this subject focus on health-sector education in France. OBJECTIVES: The survey sought to characterize and understand the support provided in nursing training institutes with regard to dyslexia. METHODS: A mixed survey was carried out in 2022, mainly involving disability referents in nursing institutes. A national questionnaire collected 113 responses from metropolitan and overseas France, then three focus groups brought together twenty-eight participants from ten different regions. RESULTS: In 2022, the most frequent measures were related to assessments and institutional communication. However, they lacked structure. There were still gaps, especially in the area of work placement. DISCUSSION: In addition to the disability referents, all stakeholders must be made aware of the needs of students with dyslexia. Greater visibility of disability could also change attitudes in the health care sector. CONCLUSION: Specific support for dyslexia has been introduced in nursing training institutes. Its development requires a change in the attitudes of the stakeholders. It could then be extended to other health training courses.

Introduction: Le nombre d'étudiants en situation de handicap augmente dans l'enseignement supérieur. La dyslexie en constitue la forme la plus fréquente. Peu de communications sur ce sujet ciblent les formations en santé en France. Objectifs: L'enquête menée cherchait à caractériser et à comprendre l'accompagnement mis en place en instituts de formations en soins infirmiers (Ifsi) au regard de la dyslexie. Méthodes: Une enquête mixte a été réalisée en 2022 principalement auprès de référents handicap en Ifsi. Un questionnaire national a recueilli 113 réponses de métropole et d'Outre-Mer, puis trois focus groups ont réuni 28 participants originaires de dix régions différentes. Résultats: Au moment de l'étude, les mesures les plus fréquentes concernaient les évaluations et la communication institutionnelle. Cependant, elles manquaient de structuration. Des zones lacunaires persistaient, notamment en stage professionnel. Discussion: Au-delà des référents handicap, l'ensemble des acteurs doivent être sensibilisés aux besoins des étudiants avec une dyslexie. Une plus grande visibilité du handicap pourrait également faire évoluer les mentalités dans le milieu soignant. Conclusion: L'accompagnement spécifique concernant la dyslexie est initié en Ifsi. Son développement nécessite un changement de regard des parties prenantes. Il pourra secondairement se prolonger à d'autres formations en santé.

Monitoring Surveys in the Context of Covid-19, Published in Belgium and France, in the Light of Health Democracy.

Introduction: The management of a pandemic, such as COVID-19, requires the full participation of citizens. This recent situation has revealed the undermining of user participation in the decision-making process. Thus, this study aims to assess the involvement of users in the design and administration of surveys for health crisis monitoring and to stimulate reflection on information processes shared upstream during the decision-making process. Methods: A literature search was conducted on population monitoring surveys published during the first containment period in Belgium and France between April and May 2020. The selected studies were first analyzed according to a reading grid based on the criteria proposed by the World Health Organization (WHO) for monitoring populations and supplemented by data from a descriptive analysis of the selected studies. Second, with the objective of specifically evaluating the involvement of users in monitoring surveys, this study evaluated the surveys according to the following parameters: content of a study based on themes presented in surveys; inclusion of health literacy (HL); and factors of commitment of the respondents to the survey. Results: A total of 45 studies were selected for final analysis. The majority of the surveys focused on the effect of COVID-19 on well-being. Furthermore, analysis indicated that, in summary, the HL of people concerned as well as the involvement of respondents is poorly considered, which remains limited in terms of the design and administration of the surveys. Discussion: Although the principles of health democracy seemed to have been established, the exceptional regime induced by the epidemic overlooked the observance of such principles. This result indicates the need to reconsider the participation of citizens as real partners in care, including health crisis management.

Information concerning the application to become an associate professor in the nursing sciences section of the French Conseil national des universités des disciplines de santé (National Council of Universities for Health Disciplines) / Éléments d'informations concernant le dossier de qualification à la fonction de maître de conférences à la section « Sciences infirmières ¼ du Conseil national des universités des disciplines de santé

In 2019, the nursing sciences section of the Conseil national des universités des disciplines de santé was created. One of its missions is to evaluate the applications of candidates wishing to qualify as university professors and associate professors. Qualification authorizes the applicant to apply a competitive examination for the position of university professor or assistant professor at a French university offering a position. The members of the section must assess whether the requirements in terms of research, teaching, and expertise have been met by the candidate so that they can sit the competitive examination. As a result, there are a number of requirements, which it is useful to reiterate in order to enhance the quality of future applications. Only those requirements relating to qualification as a associate professor will be covered here.

En 2019, la section « Sciences infirmières ¼ du Conseil national des universités pour les disciplines de santé a été créée. Parmi ses missions, elle évalue chaque année les dossiers de demande de qualification de maîtres de conférences et de professeurs des universités. La qualification autorise la personne à candidater à un concours de recrutement au poste de maître de conférences ou de professeur des universités dans une université française proposant un poste. Les membres de la section doivent apprécier si les requis en termes de recherches, d'enseignements et d'expertises sont suffisants pour pouvoir présenter le concours. De ce fait, certaines exigences sont attendues, qu'il paraît nécessaire de rappeler pour favoriser un gain en qualité des futurs dossiers de candidature. Seules les exigences relatives à la qualification aux fonctions de maître de conférences seront traitées ici.

Les grands enjeux actuels de la recherche infirmière / Current issues in nursing research

La profession infirmière est un exemple où la recherche a fait évoluer conjointement, la santé de la population et les pratiques professionnelles dans le monde. "Cette évolution a favorisé l’émergence et l’affirmation d’une culture scientifique au sein du groupe professionnel tout entier". Elle a ainsi fait progresser la pratique fondée sur les preuves et la qualité des soins, tout en prenant en compte l'expertise du patient. Cette démarche demande des compétences spécifiques que les cursus de formations initiales et continues doivent intégrer [leer más en el PDF].(AU)

Patient engagement in nursing training: An exploratory study / L'engagement des patients dans la formation des étudiants en soins infirmiers : une étude exploratoire

Context: The initial training of healthcare professionals can be used to develop health democracy if patients are sufficiently involved. Objectives: To describe the level of patient engagement in some nurse training institutes and to understand what motivates and hinders this engagement. Method: Exploratory study based on interviews with five patient trainers and eight nurse training institute trainers. The analysis of patient engagement levels was based in part on the Carman scale and the Montreal model. Results: Two trends emerged from this first study: consultation-style patient involvement, and partnershipstyle involvement, where the patient is involved in the pedagogical co-construction of a few teaching units and not of the entire training course. Elements facilitating patient involvement were linked to the participants' motivation, patient support, and patient recruitment methods. Conversely, a lack of institutional motivation, overly demanding recruitment, the absence of remuneration, and inaccessibility could be barriers to patient engagement. Conclusion: Patient engagement in preliminary healthcare training should be considered across the entire curriculum and formalized.

Contexte: La formation initiale des professionnels de santé peut être un levier au développement de la démocratie en santé si l'engagement des patients dans ces formations est suffisant. Objectifs: Décrire le niveau d'engagement des patients dans quelques instituts de formation en soins infirmiers et comprendre ce qui motive et ce qui freine cet engagement. Méthode: Étude exploratoire basée sur des entretiens auprès de cinq patients formateurs et de huit formateurs en IFSI. L'analyse des niveaux d'engagement des patients s'est basée en partie sur l'échelle de Carman et sur le modèle de Montréal. Résultats: Deux tendances ont été dégagées de cette première étude : un engagement patient de type consultation, et un engagement de type partenarial où le patient est impliqué dans la coconstruction pédagogique sur quelques unités d'enseignement et non sur l'ensemble de la formation. Les éléments favorisant l'engagement des patients étaient liés à la motivation des deux protagonistes, l'accompagnement et les modalités de recrutement des patients. À l'inverse, un manque de motivation institutionnelle, un recrutement trop exigeant, l'absence de rémunération et l'inaccessibilité des locaux pouvaient constituer des freins à l'engagement des patients. Conclusion: L'engagement des patients dans la formation initiale en santé doit être réfléchi sur l'ensemble du curriculum et formalisé.

Learnings from Health Behavioural Survey Practices in France and Belgium During the First COVID-19 Stay-at-Home Order.

The COVID-19 pandemic has compelled public authorities to establish preventive measures involving individual behaviour modification strategies (mask-wearing, social distancing, etc.) with a view to community protection. In this context, documenting people's behaviour changes, the impact of public health measures, and individuals' knowledge, motivations, and beliefs - even their perception of how the crisis is being managed - is essential for understanding the experience of the population and adapting the management approach accordingly. This article presents findings and lessons on how to monitor a population's behaviour during a crisis, obtained by reviewing forty-five surveys conducted in Belgium and France during the first Covid-19 stay-at-home order, from April to May 2020. The central message is to argue that the citizens' role in this type of survey - and in managing the crisis, more generally - should be reconsidered by thinking of them as true health partners and members of a community that could be mobilised to help.

CEdRIC: Strategy for Patient Education During COVID-19 Triage.

The current coronavirus disease 2019 (COVID-19) pandemic is forcing healthcare systems around the word to organise care differently than before. Prompt detection and effective triage and isolation of potentially infected and infectious patients are essential to preventing unnecessary community exposure. Since there are as yet no medications to treat or vaccines to prevent COVID-19, prevention focuses on self-management strategies, creating patient education challenges for physicians doing triage and testing. This article describes a five-step process for effectively educating, at discharge, patients who are suspected of being infectious and instructed to self-isolate at home. We are proposing the CEdRIC strategy as a practical, straightforward protocol that meets patient education and health psychology science requirements. The main goal of the CEdRIC process is to give patients self-management strategies aimed at preventing complications and disease transmission. The COVID-19 pandemic is challenging clinicians to rapidly teach their patients self-management strategies while managing the inherent pressures of this emergency situation. The CEdRIC strategy is designed to deliver key information to patients and standardize the discharge process. CEdRIC is currently being tested at triage centres in Belgium. Formal assessment of its implementation is still needed.

[World Stroke Day, an opportunity to develop health education skills for health professionals]. / La journée mondiale de l'accident vasculaire cérébral, une opportunité pour les professionnels de développer des compétences en éducation pour la santé.

A team of multi-specialized professionals meet annually on World Stroke Day, working to prevent and raise awareness of this condition. These professionals contribute to health education despite their lack of official training. Does the process used in the organization and implementation of the day enable the professionals involved to develop their educational skills ?The objectives of this research were to identify and categorize the educational skills developed during the process of organizing and implementing World Stroke Day, as well as to identify the elements of the process contributing to the development of these skills.In this descriptive qualitative study, the data were collected through a focus group with professionals involved in the day, and then subjected to a content analysis. This day enables professionals to develop their educational skills and gives them the opportunity to share what they have learned with others. The organization set up as part of this day is an opportunity to improve professionals' relationship to knowledge and their feeling of belonging. Interprofessionality and the learning context enable an educational attitude to be developed. Further research would help us to understand the transferability conditions of the process.

La journée mondiale de l'accident vasculaire cérébral, une opportunité pour les professionnels de développer des compétences en éducation pour la santé.

A team of multi-specialized professionals meet annually on World Stroke Day, working to prevent and raise awareness of this condition. These professionals contribute to health education despite their lack of official training. Does the process used in the organization and implementation of the day enable the professionals involved to develop their educational skills ?The objectives of this research were to identify and categorize the educational skills developed during the process of organizing and implementing World Stroke Day, as well as to identify the elements of the process contributing to the development of these skills.In this descriptive qualitative study, the data were collected through a focus group with professionals involved in the day, and then subjected to a content analysis. This day enables professionals to develop their educational skills and gives them the opportunity to share what they have learned with others. The organization set up as part of this day is an opportunity to improve professionals' relationship to knowledge and their feeling of belonging. Interprofessionality and the learning context enable an educational attitude to be developed. Further research would help us to understand the transferability conditions of the process.

Patient education in the emergency department: take advantage of the teachable moment.

Several recent works have highlighted hospital discharge as a good opportunity to deliver patient education (PE). Despite its constraints (overcrowding and unpredictable workload, in particular), the emergency department (ED) should be viewed as an opportune place for improving patient satisfaction and adherence to recommendations, and thus for preventing complications and early readmission, suggesting that better PE and health information could be one way to enhance patient safety. Building evidence on how best to organise and deliver effective PE poses many challenges, however. This paper gives an overview of the main issues (what we already know and prospects for research/clinical approaches) concerning PE in the ED: improving provider skills, ensuring PE continuity, developing educational materials, interprofessional collaboration, identifying specific educational needs for certain subgroups of patients, evaluating PE delivery, and identifying the most effective interventions. Future research will be needed to develop evidence-based guidelines for a comprehensive approach to PE.

[An educational group talk on caring for a child that prepares families for their discharge from the maternity unit: An evaluation and proposals]. / Évaluation et proposition d'un entretien éducatif de groupe en puériculture préparant à la sortie de la maternité.

INTRODUCTION: An educational group talk on caring for a child is offered to all parents as part of their preparation for being discharged from the maternity unit. A nursey nurse and a childcare assistant lead a group of parents on the following themes: the rhythms of a newborn, sleeping, feeding, and caring for a child. Videos and leaflets are used as teaching aids. METHOD: 100 parents completed a satisfaction questionnaire that also questioned their sense of competence. RESULTS: 80% of parents were totally satisfied with the session but only 52% felt fully competent when it came to taking care of their child. This figure was at 69% for sleeping, 71% for temperature, and 57% for preventing infections and accidents. Mothers' satisfaction with participation was significant (p<0.013) for primiparous women (n=46) if they were listened to about their concerns. The same was true for multiparous women (n=35) if they were able to express themselves freely (p<0.018) by sharing their experiences. DISCUSSION: This educational group talk that prepares families for leaving the maternity unit must evolve into a sharing by the group of knowledge and practices where care-givers remain guarantors of their validity. It helps parents to develop child care skills for a more confident return home. The above-average sense of self-efficacy demonstrates the benefits of this method of family health education.

Recruitment of precarious families in an interventional study: Lessons from the French "Fruits and vegetables at home" (FLAM) trial.

BACKGROUND: The FLAM study was set up in order to assess the effectiveness of FV vouchers allowed to low-income households, on their FV consumption. The aim of the present study was to investigate issues associated with conducting interventional trials in disadvantaged populations using the FLAM study as an example of reaching target populations and recruitment difficulties. METHODS: Families were recruited in Saint-Denis city (North Paris suburb), via social and municipal structures. Main interest variables in the study (food consumptions) were collected using face-to-face food interviews, either at home or municipal facilities. A qualitative analysis was performed among people who refused to participate in order to understand the barriers to participation. RESULTS: A total of 95 parents-child pairs were included from May 2015 to May 2016. The families were mostly in precarious situation (63.3%), and most of parents were unemployed (71.3%). Almost the two third of children and 79.4% of parents were small consumers of FV (less than 3.5 servings per day). Several reasons for non-participation were reported including time constraints, understanding and mistrust issues. CONCLUSIONS: Though using facilitating strategies, we recruited fewer participants than expected. The population finally included was mainly made of precarious families with a low consumption of FV. These results highlight the importance of identifying effective facilitating strategies to improve recruitment in disadvantaged populations. TRIAL REGISTRATION: ClinicalTrial.gov no. NCT02461238, on June 3, 2015, retrospectively registered.

Fruits and vegetables at home (FLAM): a randomized controlled trial of the impact of fruits and vegetables vouchers in children from low-income families in an urban district of France.

BACKGROUND: Fruits and Vegetables (FV) consumption is considered a marker of social inequalities in health since it is considerably decreased in disadvantaged populations. The main objective of this trial was to evaluate the impact of vouchers for FV purchase on the consumption of FV among children living in disadvantaged families in a French urban district. METHODS: The FLAM study was a controlled randomized intervention trial, performed in Saint-Denis (North suburbs of Paris). The study group (intervention or control) was randomly attributed to parent-child pairs at inclusion. The intervention group received vouchers exchangeable for FV over a 1 year period. Nutritional education through workshops was available for both groups. FV consumption was assessed through face-to-face food frequency questionnaires. Participants who reported eating less than 3.5 FV per day were considered low FV consumers. RESULTS: A total of 92 parent-child pairs were included, in which 45 were allocated to the intervention group and 47 to the control group. Amongst them, 64 completed the final follow-up questionnaire (30% lost to follow-up). After one year, the proportion of low FV consumers in children was significantly lower in the intervention group (29.4%) compared to the control group (66.7%, p = 0.005). Overall, 82% of the vouchers were used by the families. CONCLUSIONS: This study found a decreased proportion of small consumers in children after 1 year of distribution of FV vouchers compared to the control group. FV vouchers could be an effective lever to increase FV consumption among children from disadvantaged households. TRIAL REGISTRATION: ClinicalTrials.gov identifier no. NCT02461238 .

[Health literacy and therapeutic education, converging objectives]. / Littératie en santé et éducation thérapeutique, des finalités convergentes.

As part of the support provided to people with chronic diseases, nurses contribute to therapeutic patient education. This approach, drawing in particular on health literacy, aims to give people the skills needed for greater autonomy.

[Assessing user satisfaction, an objective for quality of care]. / L'évaluation de la satisfaction des usagers, un enjeu pour la qualité des soins.

The assessment of user satisfaction constitutes a key indicator of the quality of care. It can be envisaged either as part of an internal strategy which favours the improvement of practices, an external strategy whose focus is more commercial and/or an exploratory strategy to develop care models. User satisfaction is expressed in particular through complaint letters and discharge questionnaires. These regulated schemes enable quality to be approached on an individual and collective level.

[Health literacy and patient education interventions: a review]. / Interventions en littératie en santé et éducation thérapeutique : une revue de la littérature.

INTRODUCTION: Low health literacy (HL) is an obstacle to therapeutic patient education (TPE), especially for people in a vulnerable situation, who are also at greater risk of chronic illnesses and their complications. It therefore seems essential to rethink TPE programmes in order to ensure greater equity based on analysis of the characteristics of HL interventions and their possible relationships with TPE. METHODS: A scoping review of the literature was performed from November 2014 to January 2016 using the following search engines: MEDLINE/PubMed, EMBASE, PsycINFO, ERIC, OpenGrey, SUDOC, thèses.fr and BDSP and the following search terms: ?health literacy?, ?Littératie en santé?, ?literacy?, ?Littératie?, ?numeracy?, ?numératie?, ?compétence en santé? combined with the keywords: ?programme?, ?program?, ?intervention?, ?méthode?, ?method?, ?technique?, ?outil?, ?tool?. RESULTS: After selecting forty out of 206 studies, interventions were classified into two main types of specific interventions to promote comprehension of resources intended for patients and generally complex interventions designed to support and improve HL skills. DISCUSSION: While the level of health literacy has an impact on TPE programme accessibility, TPE programmes need to be made more accessible and TPE must constitute an opportunity to address health literacy needs via its own specific modalities. Creating partnerships between social/educational and health settings might be an effective strategy to strengthen the interrelationships between HL and TPE, as might training that prepares caregivers-educators to improve patient HL. CONCLUSION: Interrelationships between HL and TPE are possible. Research should question the pedagogical modalities to be used to adapt TPE programs to the HL.