[Analysis of interventions designed to improve clinical supervision of student nurses in Benin]. / Analyse d?interventions pour améliorer l?encadrement clinique des étudiants infirmiers au Bénin.

INTRODUCTION: The absence of an explicit and coherent conception of the articulation between theory and practice in the reform of nursing training in Benin has resulted in poor quality clinical supervision of student nurses. The objective of this article is to analyze two interventions designed to improve the quality of supervision. METHODS: A student welcome booklet developed by means of a consultative and provocative participatory approach was tested with twelve student nurses versus a control group. Content analysis of the data collected by individual semi-directed interviews and during two focus groups demonstrated the value of this tool. Student nurses were also taught to use to training diaries inspired by the ?experiential learning? MODEL: Training diaries were analysed using a grid based on the descriptive elements of the five types of Scheepers training diaries (2008). RESULTS: According to the student nurses, the welcome booklet provided them with structured information to be used as a reference during their training and a better understanding of their teachers, and allowed them to situate the resources of the training course with a lower level of stress. Fifty-eight per cent of the training diaries were are mosaics, reflecting the reflective practice and self-regulated learning of student nurses. This activity also promoted metacognitive dialogue with their supervisors. CONCLUSION: The student welcome booklet appeared to facilitate integration of student nurses into the clinical setting and promoted professional and organizational socialization. The training diary improved the quality of clinical learning by repeated reflective observation of student nurses and helped to maintain permanent communication with the supervisors.

[Internship supervisors' perception of the management process and the quality of the clinical educational support in nursing and midwifery science in Benin]. / Perception des encadrants de stage du processus de estion et de la qualité de l'encadrement pédagogique clinique en sciences infirmières et obstétricales au Bénin.

BACKGROUND: the reform of nursing education requires to focus on the quality of clinical supervision. OBJECTIVE: to identify the perception of internship supervisors of the management process and the quality of the clinical supervision of students of the National Institute Health Services (INMES). METHOD: a qualitative and quantitative descriptive cross-sectional study was conducted among the supervisors of the National Hospital and University and the Hospital of the Mother and Child Lagoon Benin. Data collected using a self-administered questionnaire was treated with EPI INFO Version 3.5.4 and according to a content analysis. RESULTS: 92 % of supervisors have not received any specific training in coaching. There is no formal and regulatory framework conducive to coaching or mentoring repository. Collaboration between INMES and internship sites is low. The supervision is not integrated in the service missions, but rather related to a contextual occasion. The daily training period is considered short for a real learning. Summative assessment tool whose criteria are non adapted is done in the absence of the student. DISCUSSION: these results demonstrate the low quality of clinical supervision. CONCLUSION: the shortcomings identified will serve as basis for improving the quality of clinical supervision.