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Introduction: Job satisfaction is a positive emotional state resulting from a person's evaluation of their work. Job satisfaction is a central concept in understanding attitudes towards work (productivity, motivation, commitment) and in preventing psychosocial risks.The aim of this study is to describe the typical profile of the most satisfied physiotherapist in the exercise of their profession in hospitals around Kinshasa. Method: The MSQ (Minesotta satisfaction Questionnaire) was administered to a group of 174 physiotherapists practising in Kinshasa hospitals, in order to assess their level of satisfaction. Of these, 40 were invited to a semi-structured interview for the qualitative analysis. The statistical approach consisted of ANOVA and Principal Component Analysis (PCA) to determine the typical profile of the most satisfied physiotherapist. The qualitative analysis shed light on the interpretation of the results of the quantitative analysis. Results: The mean Global Satisfaction Index (GSI) was 3.16 ± 1.12, with 95% of physiotherapists satisfied with the practice of their profession. ANOVA showed that the GSI was influenced by 3 variables: diploma title, profession name and hospital work. The PCA revealed a number of determinants of satisfaction: professional experience, number and proxy of patients, investment (practice or training) and work organisation. Conclusion: The typical profile of the most satisfied physiotherapists is similar to that of a graduate physiotherapist with an ISTM diploma who does not work in a hospital but in a rehabilitation centre. These determinants of job satisfaction could help physiotherapists or professional organisations of physiotherapists in their quest for well-being in their careers., info:eu-repo/semantics/published

La douleur est une source d’anxiété pour laquelle les patients viennent consulter. Il arrive souvent que la douleur et la nociception soient confondues. La nociception fait partie du système somatosensoriel qui est à la base de la perception de la douleur. Tandis que la douleur résulte de l’interprétation consciente et subjective de l’information nociceptive, cela est donc un processus complexe de perception (Ruelle-Le Glaunec et al. 2021).L’esprit, la cognition et les émotions du patient jouent un rôle crucial dans les résultats thérapeutiques obtenus (BenedeL, 2013). La douleur perçue par un sujet semble pouvoir être modulée par l’effet placebo (Berna et al. 2009). Ce dernier peut découler du toucher et de la communication, et plus particulièrement des messages que le thérapeute donne à son patient. Des professionnels de santé, tels que des ostéopathes et deskinésithérapeutes utilisent d’une part le toucher comme moyen de réconfort, de communication et d’expression et d’autre part la communication qui permet, si elle est bonne, d’améliorer les symptômes douloureux des patients (Mistiaen et al. 2016)., info:eu-repo/semantics/published

La prise en charge médicale est en perpétuelle évolution. Les recherches et les innovations nous apportent de nouvelles médications et de nouveaux moyens de soigner. Parmi ces nouveaux moyens, nous pouvons voir émerger de nouvelles approches centrées sur le patient. Il est cependant extrêmement difficile d’arriver à percevoir ou comprendre tout ce qui a trait aux souffrances de celui-ci.Pour faire face à cela, les praticiens de santé, peuvent recourir à une des facultés qui leur sont innées, l’empathie. Comprendre et reconnaitre les émotions de l’autre en s’identifiant à celui-ci, est une force dans le domaine médical. En effet, il semble que développer une approche thérapeutique empathique favorise la compliance au traitement (Rakel et al. 2009; Hoja et al. 2011).Par conséquent, il est intéressant de se demander comment dispenser un tel traitement ou bien, simplement, comment développer son empathie. Or, il est décrit dans la littérature que l’empathie chute durant les cursus médicaux et paramédicaux (Yucel, 2022; Serrada Tejeda et al. 2022). Et alors que certaines recherches tentent de remédier à ce problème par des méthodes d’enseignement novatrices, d’autres tentent de décrypter les sources de celui-ci.A ce jour, énormément de paramètres ont déjà été décelés ou plutôt ciblés mais bien qu’identifiés, ils sont encore sujets à discussion et à découverte. Un, parmi les plus déterminant, est le « Soi » (Jobling & Alber4, 2022). La connaissance et l’écoute de son propre corps, l’ « intéroception », en fait partie intégrante. Les études du lien entre ce facteur et l’empathie sont récentes et donc peu nombreuses mais elles tendent à suggérer qu’il existe. Une étude récente menée par Raimo et al. (2022), a permis de mettre en évidence que l’attention portée à la représentation des états internes du corps ,pouvait moduler positivement tous les niveaux d’empathie.L’objectif de notre étude a pour but de déterminer si des liens peuvent être établis entre les différentes face, info:eu-repo/semantics/published

Depuis plusieurs décennies, les Etats Africains ont dû faire face à des guerres répétées. Ces violences constituent des évènementspotentiellement traumatiques qui impactent le psychisme et le corps des victimes [1]. Celles-ci conduisent à différentes formes des blessures physiques ou psychiques qui peuvent engendrer un trouble de stress post traumatique (TSPT). Les souvenirs traumatiques réactivés prennent dès lors la forme d’une intrusion et des sensations corporelles signalant la présence de danger même dans des situations paisibles [2]. Le but de cette scoping review est de mettre en exergue la question de l’expression traumatique en Afrique subsaharienne., info:eu-repo/semantics/published

La République Démocratique du Congo (RDC) est confrontée à une crise prolongée caractérisée par des conflits armés, ayant des conséquences dévastatrices sur sa population, en particulier sur les enfants. Ces derniers subissent des traumatismes psychiques et physiques, qui affectent leur développement psychomoteur (Bihabwa Mahano et al. 2019). Les traumatismes affectent, plus particulièrement, leur capacité à réguler leurs émotions, leur communication, et leur coordination motrice.Le corps des enfants traumatisés est vécu comme une souffrance, entrainant une désorganisation motrice qui altère leur qualité de vie (Mestre, 2021). Afin de surmonter les traumatismes et développer leur résilience, les enfants ont besoin de soutien. Cependant, dans le contexte des traumatismes de guerre en RDC, les enfants sont souvent isolés de leur famille et communauté, ce qui aggrave leur traumatisme. De ce fait, il est essentiel de mener des recherches approfondies sur l’impact de ces traumatismes de guerre sur le développement psychomoteur des enfants en RDC., info:eu-repo/semantics/published

L’omniprésence des réseaux sociaux amène de nombreux débats. Avec ces milliards de consommateurs, les réseaux sociaux sont devenus un sujet géopolitique et de santé publique majeur. La littérature scienti!que nous informe que l’utilisation des réseaux sociaux a une in"uence négative sur l’image du corps, particulièrement sur les plateformes avec une publication massive de photos présentant une certaine esthétique corporelle1,2. En parallèle, les danseurs et les mannequins sont souvent cités comme groupes à risque face aux développements des troubles de l’image du corps3,4. Cependant, peu de recherches questionnent la mise en avant de ces groupes à risque. En e, info:eu-repo/semantics/published

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Introduction: Patient satisfaction is crucial, allowing patients to assess their care process. Satisfaction serves as a measure of the performance of healthcare professionals and healthcare facilities. This study aims to outline the typical profile of a satisfied patient in order to optimize the quality of care. Method: The Monnin and Perneger questionnaire was administered to 906 subjects undergoing physiotherapy treatment in Kinshasa hospitals to evaluate their level of satisfaction. Among them, 70 were invited for a semi-structured interview for qualitative analysis. The statistical approach involved ANOVA and Principal Component Analysis (PCA) to determine the typical profile of a satisfied patient. Qualitative analysis provided insight into the interpretation of the quantitative analysis results. Results: The mean Global Satisfaction Index (GSI) was 3.12 ± 0.46, with 96% of patients satisfied with their physiotherapy treatment. ANOVA showed that GSI was influenced by five variables: level of education, insurance status, employment status, chronicity of the condition, and type of treatment received. In addition to variables such as number of sessions, presence of pain, and gender, the seven factors extracted from PCA confirmed the variables identified in ANOVA. Conclusion: The typical profile of the most satisfied patient in Kinshasa resembles that of a university-educated individual, employed in a managerial position, insured, suffering from a chronic condition, receiving a combination of individual and group therapy, and attending university hospitals. Healthcare service managers could utilize these satisfaction determinants outlined in the profile to optimize the quality of care., info:eu-repo/semantics/published

L’enseignement de la communication dans le domaine de la santé est confronté à de nombreux défis :augmentation du nombre d’étudiants, numérisation de l’enseignement. Pour ces raisons, nous avons dû réinventer nos pratiques d’enseignement. Dans ce contexte, la simulation numérique, offre un outil pédagogique puissant pouvant pallier à ces défis. Elle présente plusieurs avantages dont la diminution de l’anxiété de performance et l’amélioration de la confiance et la connaissance de soi des apprenants. Il a également un effet positif sur la gestion de leur stress. Pour ce faire, nous avons créé un outil d’apprentissage immersif pour la communication en santé. Cet outil combine l’immersion dans des interactions filmées entre un soignant et un soigné avec un scénario à embranchements. À chaque étape du processus de communication, les apprenants regardent une vidéo et doivent faire des choix de réponses à fournir au patient. Un clip vidéo de suivi est ensuite présenté, montrant le résultat du choix effectué et des explications théoriques à ce sujet. L’objectif de cette communication est de présenter l’outil pédagogique immersif et les résultats de la recherche effectuée.Méthode :200 étudiants séparés en deux groupes ont participé à ce dispositif pédagogique immersif de communication professionnelle. Le premier groupe a suivi la méthode d’enseignement habituelle (jeux de rôle entre étudiants). Pour le second groupe, 2H de jeu de rôle ont été remplacées par ce programme. Ils ont ensuite dû répondre à plusieurs questionnaires d’auto-évaluation et de satisfaction. Les résultats ont montré que ce programme a augmenté le sentiment d’aptitude à la communication du groupe expérimental (p = < 0,001). Il semble également que le groupe avec apprentissage immersif ait mieux évolué que le groupe de contrôle sur presque tous les items évalués. Leur satisfaction est, quant à elle, particulièrement élevée et ils recommandent l’utilisation de l’outil. En conclusion, cette innovation permet, info:eu-repo/semantics/published

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L’objectif de cette thèse est d’investiguer les attitudes et les pratiques des professionnels envers la participation des patients aux soins en hôpital psychiatrique, afin d’identifier les conditions qui entravent ou favorisent cette approche. Pour atteindre cet objectif, la recherche s’est déclinée en trois sous-objectifs. Le premier consistait à faire un état des lieux de la manière dont le concept de participation du patient aux soins est mobilisé dans la littérature internationale en santé mentale. Le deuxième visait à identifier dans la littérature des repères susceptibles de favoriser cette démarche de soin participative chez les professionnels. Le troisième nous a amené à identifier les attitudes et les pratiques des professionnels à l’égard de la participation du patient aux soins à partir d’une étude de cas menée dans un hôpital psychiatrique à Bruxelles. Cette dernière partie nous a permis de comprendre la façon dont les différents acteurs concernés réinterprètent les politiques participatives en fonction de l’appréciation qu’ils font du contexte dans lequel ils exercent (notamment sous l’angle des risques estimés et des rapports de confiance établis avec les patients). La problématique s’est ainsi construite de manière itérative. Le cadre de cette étude est inductif, guidé par une succession de questions exploratoires où de manière complémentaire, les résultats de quatre articles présentés dans cette recherche nous permettent d’atteindre l’objectif principal de cette thèse :produire des connaissances actionnables, c’est-à-dire des connaissances qui permettent d’apporter des réponses concrètes aux situations complexes d’accompagnement des patients auxquelles sont confrontés les professionnels., The objective of this thesis is to investigate the attitudes and practices of professionals towards patient participation in psychiatric hospital care, in order to identify the conditions that hinder or promote this approach. To achieve this objective, the research was divided into three sub-objectives. The first was to take stock of how the concept of patient participation in care is used in the international mental health literature. The second aimed to identify markers in the literature that could promote this participatory care approach among professionals. The third led us to identify the attitudes and practices of professionals towards patient participation in care through a case study conducted in a psychiatric hospital in Brussels. This last part allowed us to understand how the various stakeholders reinterpret participatory policies based on their assessment of the context in which they work (especially in terms of estimated risks and established trust relationships with patients). The issue was thus constructed iteratively. The framework of this study is inductive, guided by a succession of exploratory questions where, in a complementary manner, the results of four articles presented in this research allow us to achieve the main objective of this thesis: to produce actionable knowledge, that is, knowledge that provides concrete answers to the complex patient support situations faced by professionals., Doctorat en Santé Publique, info:eu-repo/semantics/nonPublished

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ObjectiveTo assess the contribution of interprofessional education (IPE) for pre-graduate students from eight study branches. These seminars had patient-partners and caregivers as co-facilitators for reflexive conversations, with educational goals of learning interprofessional communication and involving patients in decision-making.MethodsA pre/post seminar comparison with 2 questionnaires about the students’ professional identity, multidisciplinary collaboration and patients’ involvement, and the richness of stakeholders’ definitions.Results1142 students participated in the course (n = 740 after removing missing data). The results indicate that this type of education helps students feel more confident in their ability to communicate and collaborate (z = −10,204; p < 0,001), involves patients in their care plan (z = −7,996; p < 0,001) and fosters the competence and autonomy of the post-graduate students in their own professional field (z = −10,627; p < 0,001). It also enriches the definition of patients’ roles (n = 399; z = −17,276; p < 0,001).ConclusionIncluding patients-partners and caregivers in IPE enriches the professional identity and increases the self-efficacy of futures caregivers.Practice implicationsThis program exposed students to collaborative care practices, can reduce their resistance to this type of practice after graduation by making them more confident in using a structured team approach and recognising its benefits for both patients and caregivers., SCOPUS: ar.j, info:eu-repo/semantics/published

Background: Little is known about the impact of the COVID-19 pandemic on physiotherapists’ mental health. The aim of this study was to investigate the impact of the COVID-19 pandemic on physiotherapists’ mental health in Belgium. Methods: A total of 115 physiotherapists from 12 general hospitals in Brussels, working in COVID-19 care units (CCU) or non-COVID-19 care units (NCCU), participated in an electronic survey including validated measurement tools for PTSD, anxiety, insomnia and burnout. Descriptive analyses were performed to assess differences in mental health outcomes between physiotherapists who worked in a CCU and those who worked in an NCCU. Multivariable logistic regression analyses were also performed to assess risk factors for burnout. Results: Results showed significant levels of PTSD (9.6%), anxiety (33.9%), insomnia (40%) and burnout (33.9%) among participants. However, no significant differences were found between the 2 groups. It was also found that being isolated during the COVID-19 pandemic was a risk factor for burnout. Conclusions: Although no significant differences were found between the two groups, this study highlights a concerning rate of psychopathological symptoms among participants. Hospitals should therefore invest more time and resources into actions aiming at preserving the mental health of physiotherapists., SCOPUS: ar.j, info:eu-repo/semantics/published

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BackgroundHealth care communication education is facing many challenges: increasing student numbers, digitalisation of teaching, For these reasons, we had to reinvent our teaching practices. We therefore created an online immersive learning tool for healthcare communication. This tool, created with ADOBE CAPTIVATE, combines immersion in a caregiver role-play with a branching scenario. It presents scenarios with different outcomes depending on the student’s choices. At each step of the communication process, students watch a video and must make choices. A follow-up video clip is then presented, showing the outcome of the choice made and theorical explanations on it.Method200 3rd year physiotherapy students participated in this innovative technology. They were separated into two groups. The first group underwent the usual teaching method (theory and practice via roleplay). For the second group, 2H of role play were replaced by this program. They then had to respond to several questionnaires auto evaluating their communication abilities before and after the cursus, and evaluating their satisfaction.ResultsThe results showed that this program increased the experimental group's sense of ability for communication (p=<0.001). After the immersive learning, students find that it’s better to check the patient's understanding and to pay attention to the vocabulary chosen. It seems also that the group with immersive learning evolved better than the control group, but not on all items.ConclusionThis innovation allows students to develop their communication skills by having a practical and individualized learning tool. They are very satisfied and recommend this program with an excellent utility score (82%) because it allows them to practice while being less afraid of making mistakes. Some students also reported that they tried to make mistakes in order to see what the result will be. This type of tool could therefore be extremely useful in health care communication education., info:eu-repo/semantics/published

BackgroundTeaching collaborative practices and interprofessional communication has become a central interest in health care education. Since 2018, in order to pursue this objective, interprofessional seminars are being organised in Brussels at health faculties. These seminars bring together pre-graduate students from eight health disciplines: doctors, nurses, physiotherapists, osteopaths, social workers, pharmacists, occupational therapists and public health. The two main objectives are learning interprofessional communication, and involving patients in their therapeutic decision-making process.MethodsThese seminars are held in two 3-hour sessions by groups of approximataly 15 students. During the first meeting, students are encouraged to freely discuss their perception of the specificity of their future professional practice: skills, roles, limits, etc. During the second session, a clinical case is presented to them and they must define a multidisciplinary therapeutic support plan centred on the patient's life project. During this last seminar, a patient-partner and a professional are present in each group to encourage their reflection. In order to evaluate the results of the seminars, the participants are requested to answer a pre/post questionnaire on their professional identity, multidisciplinary collaboration and the place of the patient in the care strategy.Finding740 students participated in this course. The results underline that this type of teaching allows students to feel more confident in their collaborative skills (z= -7.320; p<0.001) and encourages them to include patients in their care process (z= -4.529; p<0.001). Moreover, it appears that they better define their professional identity (z= -5.353; p<0.001).ContributionThis type of teaching introduces students to collaborative care practices, which, according to the studies, leads them to be more open to this type of practice after graduation by making them more confident in their abilities to impleme, info:eu-repo/semantics/published

Background: A positive communication about an intervention can lead to lower anxiety and better pain management through theincrease of the patient trust. However, an important issue is to understand how communication interacts with modalities of painmanagement. The present study aimed to determine whether a positive oral communication restricted to the effect of interventionhas an impact on analgesic effect of touch and verbal expression during an experimental induced pain.Methods: We compared pain rating (visual analog score, VAS) in 51 participants undergoing two cold pressor test (immersing a handin 1°C water during max. 5 min.) at T1-referential and T2-experimental. During T2, 2×2 groups received a pain management modality (verbal-group or touch-group) with or without previous oralstandardized communication (preconditioned, non-preconditionned), about the positive influence of the specific modality(respective to groups) on pain management. A last control groupreceived no modality nor communication at T2.Findings: We found an effect of time on the VAS (F(1,46) = 72.197,p < 0.001), as well as an interaction between the time and the group(F(4,46) = 3.023, p = 0,027). Post-hoc analysis showed a highly significant decreased VAS at T2 compared to T1 in the two preconditioned groups (p ?0.001). dVAS analysis indicated that thepreconditioned verbal-group reported decreased pain compared tonon-preconditioned ones (p ≤ 0.038), while the preconditioningtouch-group show only a trend (p = 0.089).Discussion: These results suggested that simple positive communication enhances effect of pain management strategies.However, modalities of intervention seemed to modulate this effect. In particular, the intrusion of the experimenter in the intimate spaceof the patient during touch contact would mitigated the positive effect of previous communication in some patients. It is thereforeimportant that the communication cautiously consider the specificneeds of each patient towards what th, info:eu-repo/semantics/published

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L’enquête par questionnaire Be.hive menée en 2019 a révélé que la complexité était perçue différemment par les professionnels de la santé et les patients. Pour les patients, la douleur chronique est l’élément majoritairement cité parmi dix possibilités. Les professionnels quant à eux la citaient en avant dernier lieu. L’objectif est ici d’étudier les facteurs qui conduisent les patients à identifier la douleur chronique comme constitutive de la complexité qu’ils vivent., info:eu-repo/semantics/published

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Background :Teaching collaborative practices and interprofessional communication has become a central interest in health care education. Since 2018, in order to pursue this objective, interprofessional seminars are organised in Brussels at health faculties. These seminars bring together pre-graduated students from eight health disciplines :doctors, nurses, physiotherapists, osteopaths, social workers, pharmacists, occupational therapists and public health executives. The two main objectives are learning interprofessional communication and involving patients into their therapeutic decision-making process. Methods :These seminars are organised in two 3-hour sessions by groups of about 15 students. During the first meeting, students are encouraged to freely discuss their perceptions of the specificity of their future professional practice :skills, roles, limits, etc. During the second session, a clinical case is presented to them and they must define a multidisciplinary therapeutic support plan centred on the patient's life project. During this last seminar, a patient-partner and a professional are present in each group to encourage their reflection. In order to evaluate the contributions of this teaching, the participants answered a pre/post questionnaire on their professional identity, multidisciplinary collaboration and the place of the patient in the care strategy. Finding :1142 students participated in this course (n=740 after removing missing data). The results underline that this type of teaching allows students to feel more confident in their skills to collaborate (z= -7.320 ;p<0.001) and to include patients in their care process (z= -4.529 ;p<0.001). In addition, it appears that they better define their professional identity (z= -5.353 ;p<0.001). Contribution :This type of scheme introduces students to collaborative care practices, which, according to the studies, leads them to be less resistant to this type of practice after graduation by making them more con, info:eu-repo/semantics/published

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The internationalisation of higher education institutions is mainly focused on mobility programs. Increasingly programs try to improve the intercultural learning of their students through internationalising their curriculum and assessing their intercultural experiences. The purpose of this research was to evaluate the acquisition of intercultural competence and professional skills of higher education students during a specific short Erasmus+ mobility program. Thirty-two students came from four different countries and fields of study: Spain, Belgium, France, and China. A specific teaching methodology was used to promote the development of intercultural and professional competencies. A mixed methods approach was developed to collect data. The results showed that the students acquired intercultural competence and important professional skills. They improved their awareness of the importance of working in multicultural teams and settings; for 100% of them, this was just the first step in a developmental process. The participants reflected on their intercultural learning experiences and learned how to reflect and learn about intercultural and professional misunderstandings using coping mechanisms to face these issues., SCOPUS: ar.j, info:eu-repo/semantics/published

Background :Health care communication education is facing many challenges: increasing student numbers, digitalisation of teaching, For these reasons, we had to reinvent our teaching practices. We therefore created an online immersive learning tool for healthcare communication. This tool, created with ADOBE CAPTIVATE, combines immersion in a caregiver role-play with a branching scenario. It presents scenarios with different outcomes depending on the student’s choices. At each step of the communication process, students watch a video and must make choices. A follow-up video clip is then presented, showing the outcome of the choice made and theorical explanations on it. METHOD 200 3rd year physiotherapy students participated in this innovative technology. They were separated into two groups. The first group underwent the usual teaching method (theory and practice via roleplay). For the second group, 2H of role play were replaced by this program. They then had to respond to several questionnaires auto evaluating their communication abilities before and after the cursus, and evaluating their satisfaction. Results The results showed that this program increased the experimental group's sense of ability for communication (p=<0.001). After the immersive learning, students find that it’s better to check the patient's understanding and to pay attention to the vocabulary chosen. It seems also that the group with immersive learning evolved better than the control group, but not on all items. Conclusion This innovation allows students to develop their communication skills by having a practical and individualized learning tool. They are very satisfied and recommend this program with an excellent utility score (82%) because it allows them to practice while being less afraid of making mistakes. Some students also reported that they tried to make mistakes in order to see what the result will be. This type of tool could therefore be extremely useful in health care communication educat, info:eu-repo/semantics/published

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Pourquoi les douleurs chroniques prennent-elles une place si importante dans la vie des personnes et une place plus secondaire dans l’esprit des professionnels de l’aide et des soins ?Qu’est-ce qui permet d’expliquer ce décalage entre le vécu des patients et la perception des professionnels ?Les chercheurs de l’URSO ont mené une analyse approfondie de l’expérience de patients interviewés dans le système de santé, ce qui a permisd’identifier plusieurs éléments expliquant le décalage de perception., info:eu-repo/semantics/published

Parmi les membres de la Chaire Be.Hive, un groupe de chercheurs s’est fixé comme but de recherche de décrire et comprendre les enjeux, les leviers, les obstacles et les stratégies des innovateurs aux différents stades de développement et de mise en œuvre d’un dispositif pédagogique innovant (DiPI) utile aux acteurs de la première ligne de soins et d’aide (PLSA). Pour pouvoir répondre à cette question, il parait pertinent :1/ de déterminer les thématiques et les caractéristiques d’un dispositif pédagogique jugé innovant du point de vue des acteurs professionnels et des bénéficiaires des services de la PLSA et 2/ de décrire et comprendre les enjeux, les leviers, les obstacles et les stratégies des innovateurs aux différents stades de développement et de mise en œuvre des dispositifs pédagogiques co-identifiés comme innovants par tous les acteurs (enseignants, acteurs professionnels, bénéficiaires des services de la première ligne de soins et d’aide et chercheurs). En répondant successivement à ces questions au travers de différentes séquences de recherche, les résultats des premières servant de base aux suivantes. L’objectif des chercheurs est de contribuer à la construction d’une communauté d’apprentissage en collectant et en mettant à disposition des enseignants des données pertinentes pour nourrir leurs réflexions afin de leur permettre de construire des DiPI et pérennes, qui développent des savoirs et des compétences utiles aux acteurs professionnels et aux bénéficiaires de services de la PLSA. La programmation de recherche a été développée de façon heuristique par l’équipe de recherche. Elle recourt à des méthodes diverses, tant qualitatives que quantitatives. Une première séquence de recherche a permis au moyen d’entretiens de groupes avec les acteurs professionnels de la première ligne de soins et d’aide et les bénéficiaires :1/ de codéterminer 8 thématiques jugées innovantes et 2 / de co-identifier les caractéristiques d’un dispositif pédagogique jugé innovant, info:eu-repo/semantics/published