ORCID Profile
0000-0002-7809-601X
Current Organisation
Université de Sherbrooke
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Publisher: Wiley
Date: 09-2020
DOI: 10.1111/JAN.14487
Publisher: Wiley
Date: 28-06-2019
DOI: 10.1111/JOCN.14959
Abstract: To explore the influence of an acute care setting on competency deployment of new graduate nurses (NGNs) from a competency-based undergraduate programme. In the last 15 years, nursing education has shifted to competency-based education (CBE). Few studies have focused on how NGNs from these reformed programmes use the competencies they have developed. To be paradigmatically coherent with the nature of a competence, studies should also examine how context influences nursing practice and competency deployment. A focused ethnography of three acute care units from one academic hospital in Canada. Purposive and snowball s ling strategies were used to recruit 19 participants: NGNs (n = 4), nurse preceptors (n = 2), clinical nurse specialists (n = 9) and nurse managers (n = 4). Data were collected through in idual interviews, focus groups, observation and documentation. Data were analysed according to Roper and Shapira (Ethnography in nursing research. Thousand Oaks, CA: Sage Publications, 2000) ethnographic nursing analysis framework. Organisational and in idual factors were identified as influencing NGNs' competency deployment. Organisational factors are orientation, stability, workload and the scientific culture of the unit. Personal factors have been linked to groups of professionals: for NGNs, personality and clinical placements during their initial education for nurses working with NGNs, to be role models, to promote integration and to denounce bullying and for other health professionals, to recognise nursing expertise. One way to smooth the transition from academic to clinical settings for NGNs is by offering transition or orientation programmes that will provide them with stability and a reduced workload, allowing them to progressively deploy their competencies. Organisational and in idual factors influence how new graduate nurses deploy their competencies. Clinical educators and nurse managers can help new nurses by acting on these factors. This study conforms to the COREQ Research Reporting Guidelines for qualitative studies.
Publisher: Elsevier BV
Date: 11-2019
DOI: 10.1016/J.NEPR.2019.102632
Abstract: E-learning environments expand opportunities for the use of educational strategies that may contribute to the development of clinical reasoning in nursing students. The purposes of this scoping review were the following: 1) to map the principles of cognitive companionship and the theoretical foundations underlying the design and implementation of educational strategies used in e-learning environments for developing clinical reasoning in nursing students and 2) to identify the types of educational strategies used in e-learning environments for developing or assessing clinical reasoning in nursing students. A scoping review was conducted and was based on the Joanna Briggs Institute Framework. Bibliographical databases were searched for studies published between January 2010 to July 2017. Out of 1202 screened articles, 18 met eligibility criteria and were included in this review. Principles of cognitive companionship in e-learning environments provide key clues from a learning support perspective, such as integrated feedback, interactive group discussion, gaming, and questioning. However, theoretical foundations underlying educational strategies in e-learning environments are poorly documented and insufficiently associated with cognitive learning models. E-learning environments must have solid theoretical foundations to provide support for the development of CR in nursing students.
Publisher: Elsevier BV
Date: 08-2019
DOI: 10.1016/J.NEDT.2019.05.031
Abstract: Following major organizations' recommendations, healthcare professionals' education has been reformed in the last decade into competency-based education (CBE) to better prepare them with core competencies. This change was intended to prepare new graduates for the reality of health systems and future challenges. Few studies have focused on how new graduate nurses (NGNs) from these reformed programs use the competencies they have developed. To describe the competencies of NGNs from a Canadian competency-based baccalaureate program, as perceived by various actors in acute-care settings. A focused ethnography was conducted on three acute-care wards of an academic hospital. Participants (n = 19) from four subgroups (NGNs, preceptors, clinical nurse specialists, and nurse managers) participated in in idual semi-structured interviews or focus groups. Data were also collected through observation and fieldnotes an ethnographic analysis framework was used. Three themes were identified to describe the deployment of NGNs' competencies: NGNs' appropriation of their new role, fragmentation of practice into tasks, and development of practice NGNs' collaboration within the interprofessional team, management of the dyad with licensed practical nurses, and ability to integrate patients and families into the team and NGNs' scientific practice, increased scientific curiosity, and use of credible sources. Analysis of these themes' elements in light of the competency framework of the program showed that NGNs deploy seven of the eight competencies developed during their training. This study's results can be applied by nursing educators and hospital decision makers to ensure NGNs are able to use their competencies and to smoothen the transition period between the academic and clinical settings.
Publisher: Elsevier BV
Date: 09-2017
Publisher: Elsevier BV
Date: 10-2020
Publisher: Canadian Association of Schools of Nursing
Date: 15-10-2019
Publisher: Elsevier BV
Date: 05-2021
Publisher: Bond University
Date: 02-2021
DOI: 10.53300/001C.19047
Abstract: The Clinical School Model is a unique feature of undergraduate nurse education at La Trobe University. After 20 years of operation, little is known about the value of this model for students, staff, the university, and clinical partners. This paper presents a study that is currently taking place to investigate the impact of the clinical school model on nursing students’ learning, graduate nurses’ practice readiness, and to explore clinical stakeholders and academic staff’s perspectives. This study uses a descriptive exploratory study with a multi-method approach combining quantitative surveys and qualitative descriptive exploratory phases, each involving a different group of participants. Quantitative surveys will be anonymous. Qualitative data collection will be done by in idual semi-structured interviews and focus groups. The findings of this project will help fill a gap in the nursing literature on the outcomes of a nursing clinical school partnership, education and research model. The findings of this project will play an important role in clarifying a way forward for universities and health service agencies to work as partners in the enterprise of nurse education and nursing practice.
Publisher: Wiley
Date: 21-04-2023
DOI: 10.1111/JOCN.16317
Abstract: To assess the effectiveness of two graduate nurse programs on new graduate nurses’ overall competence at 3, 6, 9 and 12 months. Secondary aims were to assess new nurses’ job satisfaction at 12 months and explore their experiences of support. Most clinical settings have implemented transition programs to help new nurses to adapt to their new environments and expand their competences. To this day, very few studies have assessed the effectiveness of these programs. Longitudinal mixed‐methods study. The study was conducted at two teaching hospitals in Australia. New nurses were recruited during orientation. Data were collected at baseline (T0 n = 88), 3 (T1 n = 29), 6 (T2 n = 15), 9 (T3 n = 11) and 12 months (T4 n = 9). At each time point, the questionnaire included demographic and the Nurse Competence Scale. At T4, the questionnaire also included the Nurse Satisfaction Scale. Semi‐structured interviews were conducted from T1 to T4. This study conforms to the STROBE guidelines. Competence increased significantly at T1, with participants stating that they learned by “getting out” of student mode. At T2, despite no significant difference in competence, participants expressed they were more confident and in control, because they felt supported. Again, at T3, there was no significant increase in competence. Finally, at T4, competence increased significantly, with participants acknowledging that they still had a lot to learn. This study supports that 12‐month transition programs are necessary for NGNs to expand their competence. One major factor influencing NGNs during their first year was how well they felt supported and encouraged to seek help when they needed it. There is a need to understand how new NGNs enrolled in transition programs expand their competences. Their professional development depends on a supportive environment where NGNs feel confident in asking questions or for help.
Publisher: Springer Science and Business Media LLC
Date: 04-09-2023
Publisher: Elsevier BV
Date: 09-2023
Publisher: CAIRN
Date: 05-2014
DOI: 10.3917/RSI.116.0028
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 07-2019
No related grants have been discovered for Martin Charette.