ABSTRACT
In the turmoil of the COVID-19 pandemic that hit France, particularly the Île-de-France region, in the spring of 2020, the training staff of the Institute for Training of Nurses and Nursing Auxiliaries at the Pitié-Salpêtrière, in Paris, 13th, became involved and adapted to health measures to meet urgent human needs. Whether in the field of care, in support of students or involved in innovative remote monitoring systems at home for patients suffering from COVID-19, they have had some memorable experiences.
Subject(s)
COVID-19 , Humans , Pandemics , Paris , SARS-CoV-2ABSTRACT
To support reflective skills development, French nursing students write analyses of professional situations (Situation Analysis) experienced during their practice. Sixteen nursing schools in Paris have developed a common framework to support and evaluate students on these skills. The aims of the study were to assess and understand the implementation of the Situation Analysis in French nursing schools as well as their effects on students' learning. A quantitative approach was based on two questionnaires: students (n = 1525, 27.6% of participation) and teachers (n = 131, 49.2%). The results showed that there were variations in teaching of situation analysis. There were correlations between the perception of learning and the modalities of implementation. Not always easy to choose, the situations described were authentic for 97.8% of students, concerned mainly their own practice and relationship with patients. Emotional situations were less frequent. Feedback was generally present and encouraging, but not enough on the students' self-evaluation skills. Slightly more than half of students and teachers were satisfied of the situation analysis. Both of them made positive and negative comments. The study highlights what can be improved in teaching to increase student's learning through situation analysis, for example teamdefined objectives.
