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Les difficultés en matière de gestion de classe apparaissent au deuxième rang des principales raisons du décrochage professionnel des personnes enseignantes novices (Karsenti et al., 2015). À cet effet, cultiver un sentiment d’efficacité personnelle (SEP) favorable en lien avec la gestion de classe chez les personnes stagiaires (PS) au cours de leur formation initiale constitue une piste de solution prometteuse pour contrer le décrochage professionnel des personnes enseignantes novices (Black, 2015). Un questionnaire portant, d’une part, sur le SEP à gérer la classe (Gaudreau et al. 2015) et, d’autre part, sur les pratiques d’accompagnement des personnes enseignantes associées (PEA) (Vandercleyen et al., 2018), a été soumis avant, puis après le stage à 298 PS québécoises inscrites à leur troisième ou quatrième année de formation à l’enseignement. L’objectif du présent article est de décrire et de comprendre l'influence des pratiques d’accompagnement des PEA sur le SEP des personnes stagiaires à gérer la classe. Le constat commun qui émerge des résultats est qu’un SEP élevé des PS relativement à la gestion de classe est associé à un accompagnement de la part de la PEA qui combine différents registres de pratiques d’accompagnement. La discussion des résultats met en lumière l’importance d’une posture d’accompagnement en constant ajustement pour s’adapter aux besoins de la PS et à son cheminement (Vivegnis, 2019).

Positive attitudes and a sense of competence toward end-of-life care are the key to adequately support terminally ill patients. This qualitative study aims to explore healthcare students’ attitudes toward caring for terminally ill patients. Eleven students from the University of Applied Health Sciences in Switzerland participated in focus groups. Attitudes were overall positive. Most participants felt that supporting dying patients was a way to achieve professional fulfillment. However, most students felt not competent in palliative care and lacking experience. They wanted to receive better training, more specifically in good practices and appropriate behaviors. Our study fills a knowledge gap regarding the opinions and pedagogical needs of healthcare students, and highlights the importance of experiencing end-of-life care during the educational process. We recommend early exposure to terminally ill patients and appropriate attitudes toward death and dying as part of the bachelor’s curriculum, accompanied by benevolent guidance from teachers and health professionals.

Understanding risky sexual behaviors among adolescents is key in efforts devoted to reducing the health burden related to sexually transmitted infections and unintended or unplanned pregnancies. The aims of this study were to understand the association between number of lifetime sexual partners and time since sexual debut (TSSD) among adolescents and to determine whether sex modified this association. Data were drawn from the 2018-2019 COMPASS-Quebec study, a cohort study conducted in secondary schools in the province of Quebec, Canada. Of 18,467 respondents aged 14 years and older, 6991 (37.9%; mean age 15.3) reported consensual sexual intercourse and answered questions on their age at sexual initiation and number of lifetime sexual partners. Multilevel Poisson regressions with robust standard errors were estimated to adjust for covariates and produce adjusted group mean differences. The adjusted mean number of lifetime sexual partners ranged from 1.5 for those who had recently begun sexual activity ( 12 months) to 4.0 for those who had been active for 35 months, an average rise of about 0.6 per year. Females-to-males adjusted mean differences showed that males reported more sexual partners than females at all time points, but the differences were only significant at the shorter ( 12 months) and longer ( 35 months) time spans. This study highlights the importance of taking into account TSSD when using and interpreting the number of lifetime sexual partners as risky sexual behavior among adolescents. Sex did not have a significant modifying effect on the relationship between number of lifetime sexual partners and TSSD.

Le développement durable est un thème d’actualité dont on peut questionner la récupération lorsqu’appliqué au travail destiné à autrui. Les sept contributions de ce numéro thématique s’ancrent dans les domaines de la gestion, de la santé et de l’éducation. Elles examinent, d’une part, comment la formation améliore la préparation à l’exercice d’une profession, cultive le sens de la gestion socialement responsable, module les dynamiques identitaires de même que les reconversions professionnelles. D’autre part, elles questionnent les répercussions d’une certaine culture managériale et professionnelle sur le sens donné par les travailleurs à leur mission, la reconnaissance de leur expertise, leur satisfaction au travail et leur attachement à l’emploi.

Les enseignants d’éducation physique et à la santé (ÉPS) disposent d’un faible statut qui les expose à de la dévalorisation et à de la marginalisation. Après un bref état de la situation de l’enseignement au Québec, l’attention est ensuite portée sur celle des enseignants en ÉPS. Un cadre conceptuel articulant les modèles de la satisfaction au travail et de l’attachement à l’emploi est ensuite proposé pour étudier la situation de ces enseignants au Québec. En conclusion de cette réflexion théorique, il est avancé qu’en période de pénurie d’enseignants, les organisations scolaires devraient s’inscrire dans une culture de gestion durable des ressources enseignantes.

Background: Physical education (PE) teachers report needing additional support in terms of classroom climate and students' motivation (Verret et al. [2017]. Professional development represents an opportunity to exchange on their practices with colleagues, become familiar with the latest research on effective motivational strategies, develop new skills and support transfer into practice. Objective: This study aims to determine if participation in a 2-day training course (spread over 3 days) on how to create an empowering motivational climate impacted students' motivational variables (self-determined motivation, basic needs satisfaction, perception of motivational climate and PE effort as well as their intention to be physically active) and observed motivational climate. Research design: Quasi-experimental study Method: A total of 11 PE teachers (experimental group-EG=6, control group-CG=5) and their students (elementary=107, secondary=100) were recruited. Students completed questionnaires twice: once before the course and once after it was over. Teachers were filmed during two lessons: once before the start of training and once between the second and the last day of training, during a motivational strategy experiment planned by PE teachers on the second day of training. To analyze the data, we used non-parametric tests: the Wilcoxon-Mann-Whitney test and the Wilcoxon signed rank test for related samples. Two experts coded the videos (intrarater reliability=90.6%; interrater reliability=93.8%).Findings: Results indicate that the teachers' training had no significant positive effect on students' motivation. In fact, it was surprising to observe a significant decline in students' perception of an empowering motivational climate and effort in the experimental group. However, scores were already quite high at the start of the year, remained high in the middle of the year and were similar for the two groups. Between both measurement points, the control group's amotivation increased and autonomy satisfaction decreased. This was not the case for students in the experimental group, suggesting that the training course might be effective in avoiding the detriment of students' motivation. PE teachers in the experimental group were more empowering during the integration phase of the lesson. Gaps and the overall rating of the lesson (motivational climate) were both more empowering in the experimental group, but did not reach statistical significance (p=.066), which is promising for future interventions.

This article presents research conducted with six French physicians who have been trained in complementary and alternative medicines. The perceived effects of this body-mind training, (i.e. ‘Awakening the Sensible Being’), are addressed in the thesis being posited. These ‘Awakening the Sensible Being’ practices help develop a quality of presence to self and to others, which are desirable qualities for health care professionals. An investigation was conducted using two types of interviews: comprehensive and explicitation. The two paths of analysis are introduced, as well as the results achieved, which are linked to the personal sphere of the participants. The participants reported having experienced some identity transformations which led them to place more emphasis on their inner rather than their external reference points. They also reported feeling more centred and healthier.

Pre-service training is a critical period for establishing the beliefs of future teachers in their ability to successfully assume their responsibilities as teachers. One of the goals of teacher education programs would therefore be to cultivate a high sense of competence among students. For this purpose, a scale to measure the perception of self-efficacy (PSE) among Quebec physical and health education trainees during teaching has been developed and empirically validated. Teacher trainees (n = 232) enrolled in 3rd and 4th year in the Bachelor of Education in Physical and Health Education (PHE) in four different university programs in Quebec participated in the study. Subsequent exploratory and quasi-confirmatory factor analyses led to the development of an instrument with 19 items divided into three factors, explaining 66.10 % of the total variance. The convergent and divergent measures of validity are satisfactory, as are those of the reliability of the three scales (upper lower limit: .78 to .93). Finally, the RMSR, CFI, RMSEA and NNFI indices show an excellent goodness of fit of the model obtained.

ObjectivesDiagnosis of cancer is emotionally threatening not only for patients but also for their family caregivers (FC) who witness and share much of the illness experience. This study compares distress experienced by lung cancer patients and their FC during the year following the diagnosis.MethodsA prospective cohort study of 206 patients recently diagnosed with inoperable lung cancer (participation rate 79.5%) and 131 FC (participation rate 63.6%) was conducted in an ambulatory oncology clinic in Quebec City (Canada). They completed validated questionnaires regarding their personal and psychological characteristics (Hospital and Anxiety Depression Scale—HADS), in the first months after the diagnosis of lung cancer and after 6 and 12 months. Univariate, bivariate, and linear mixed models were conducted to compare patient and FC distress.ResultsAt baseline, 7.8% of patients reported distress (HADS total score >15) and their mean distress score was 7.0 ± 4.9 (range 0–42). In contrast, 33.6% of FC presented significant distress and their mean distress score was 12.0 ± 7.2 (P < 0.0001). Proportions of patients and FC with distress remained relatively stable at 6 and 12 months, and at every time point, FC reported higher levels of distress compared to their relative with cancer (P < 0.0001). Comparable trends were found when looking at the mean scores of distress, anxiety, and depression throughout the study.Significance of resultsBeing diagnosed with lung cancer and going through its different phases seems to affect more FC than patients. The psychological impact of such diagnosis appears early after the diagnosis and does not significantly change over time. These findings reinforce the importance for oncology teams, to include FC in their systematic distress screening program, in order to help them cope with their own feelings and be able to play their role in patient support and care throughout the cancer journey.

Les démarches de validation factorielle des questionnaires psychométriques traduits en français sont entachées par la présence de plusieurs faiblesses méthodologiques et statistiques. L’analyse factorielle exploratoire (AFE) est considérée parmi les méthodes d’extraction les plus utilisées pour vérifier la validité des construits des questionnaires en sciences humaines et sociales (Osborne et Costello, 2009). Néanmoins, la plupart des études basées sur les AFE sont marquées par des usages non appropriés ou des interprétations litigieuses de ce type d’analyses. Dans cet article, le Questionnaire on Teacher Interaction (QTI) a été utilisé comme exemple des questionnaires psychométriques traduits en français. Très récemment, ses démarches de validation factorielle ont fait l’objet d’une critique approfondie (Ben Alaya, Grenon, Desbiens et Bali, 2018). Pour avancer les recherches dans ce sens, nous avons comparé les résultats de deux démarches d’AFE : la première est inspirée des études antérieures ayant validé le QTI alors que la deuxième suit les étapes et les recommandations des spécialistes en AFE. En comparant les deux résultats, nous avons montré à quel point les décisions opérées et l’usage non approprié des AFE peuvent influencer le résultat et la solution factorielle trouvée.

Au Liban, les infirmieres sont peu preparees a delivrer des soins palliatifs (SP), et la pratique dans ce domaine est peu documentee. Cette etude descriptive qualitative visait a comprendre l’exercice de la pratique infirmiere en SP aupres de patients cancereux en fin de vie, au sein d’une equipe interdisciplinaire. Une etude de cas simple a ete realisee aupres de onze infirmieres, trois familles, une equipe interdisciplinaire et d’experts nationaux en SP. L’analyse des donnees effectuee par une double triangulation de methodes et de sources a mis en relief une relation humaniste empreinte de caring, transcendant les cinq themes centraux emergeants : la perception des SP comme un moyen d’offrir une meilleure qualite de vie, la prise en charge globale du patient, l’interdisciplinarite, la spiritualite et l’accompagnement de la famille en SP. Les resultats pourront fournir des assises empiriques pour guider le developpement de la pratique infirmiere en SP dans le pays.

En Tunisie, la formation préparatoire à l’enseignement de l’éducation physique (EP) ne compte aucun cours spécifiquement dédié à la prévention ainsi qu’à la gestion des comportements d’indiscipline (CI). Devant ce constat, il est apparu pertinent d’élaborer et de mettre en œuvre une formation complémentaire en prévention et en gestion de l’indiscipline s’appuyant sur le modèle de Sieber (2001). Cet article a pour objectif général de décrire et d’analyser les effets d’une formation complémentaire sur la compétence d’enseignants stagiaires tunisiens en EP à prévenir et à gérer l’indiscipline. Pour ce faire, recherche quantitative adoptant un devis quasi-expérimental en trois temps basé sur des analyses vidéoscopiques en différé a été réalisée sur deux groupes de stagiaires : un groupe expérimental (GrExp ; n = 5) et un groupe témoin (GrTém ; n = 5). Les résultats obtenus indiquent une diminution de l’apparition des CI et des fractures de l’enseignement dans les cours des stagiaires du GrExp. Ce constat pourrait être expliqué par une nette amélioration du GrExp comparativement au GrTém quant à sa compétence de prévenir et gérer l’indiscipline. Dans cette perspective, l’étude encourage les institutions de formation à l’enseignement à bonifier et à réviser leur curriculum de formation afin de mieux préparer les enseignants à composer de façon stratégique avec les CI des élèves., In Tunisia, the preparatory training for the teaching of physical education (PE) does not include any course which is specifically dedicated to the prevention as well as the management of undisciplined behaviors (UB) (Maddeh et al, 2015). Accordingly, it was considered appropriate to implement an additional training to prevent and manage indiscipline based on the Sieber model (2001). The aim of this article is to describe and analyze the effects of complimentary training on the competence of Tunisian trainees teachers in PE to avoid and manage indiscipline. For this purpose, a quantitative quasi-experiental study based ont repeated videoscopic analysis was carried out on two groups of trainees: experimental groups’ (exp.GR) (n = 5) and a control groups’ (control.GR) (n = 5). The obtained results show a decrease in the appearance of UB and teaching fractures in trainees' course (exp. Gr). This could be explained by an important improvement in exp.Gr compared to the controlGr in terms of ability to prevent and manage indiscipline. Accordingly, the study encourages teacher training institutions to boost and revise their training curriculum in order to better strategically prepare teachers to compose with the pupils' UB.

Les programmes d’études québécois autorisent les enseignant·e·s d’éducation physique et à la santé à enseigner les activités de combat. L’objectif du texte est de fournir un cadre conceptuel et des recommandations pour encadrer cet enseignement. Les activités de combat regroupent un grand nombre de pratiques sociales de référence qui font l’objet de plusieurs dénominations et classifications. En nous appuyant sur la praxéologie motrice, nous élaborons un cadre conceptuel spécifique aux activités de combat pour mieux caractériser les situations motrices de combat. Ces éléments permettent de formuler des recommandations sur l’utilisation des activités de combat et la création de situations motrices de combat en accord avec les programmes., The education curriculum in Quebec authorizes physical and health educators to teach combative activities. The purpose of this text is to provide a conceptual framework and recommendations to oversee this teaching. Combative activities comprise a large number of social practices that receive several denominations and classifications. Using the motor praxeology theory, a conceptual framework specific to combative activities was developed to better characterize combat situations. These elements are necessary to formulate recommendations on the use of combative activities and the creation of a combat situation that aligns to the curriculum., Los programas de estudios en Québec autorizan a los maestros de educación física a enseñar actividades de combate. El objetivo de nuestro artículo es proporcionar un marco conceptual y recomendaciones para regular esta enseñanza. Las actividades de combate agrupan un gran número de prácticas sociales de referencia que son objeto de varias denominaciones y clasificaciones. Apoyándonos en la noción de praxeología motriz, elaboramos un marco conceptual específico a las actividades de combate para caracterizar mejor las situaciones motrices de combate. Estos elementos permiten formular recomendaciones sobre la utilización de las actividades de combate, así como la creación de situaciones motrices de combate, que sigan las propuestas de los programas.

L’article relate le chemin parcouru par une doctorante durant sa formation encadrée par une équipe formée d’un directeur et de deux directeurs adjoints. Devant le défi présenté par cette démarche, la dimension relationnelle a joué un rôle prépondérant, mais souvent occulté. Le but de cet article est de retracer les étapes importantes et les caractéristiques de la collaboration vécue, avec un pôle de supervision ou avec un pôle d’accompagnement. Afin d’appréhender ce processus complexe, les concepts de collaboration et d’accompagnement sont développés. Une démarche de recherche documentaire a été réalisée pour compléter des séances d’auto-explicitation et d’entretiens avec l’équipe d’encadrement de la thèse. Le processus d’encadrement est présenté sous l’angle d’une collaboration en quatre phases, soit celles d’apprenti, de période intermédiaire de transformation, de compagnon et de maître (Narcy-Combes, 2001). Il met en lumière les conditions qui ont favorisé le point de bascule vers l’autonomie tel qu’il a été vécu par l’étudiante au doctorat, ce qui a mené à sa construction identitaire comme chercheuse. La construction de la confiance et le respect ont été des conditions vers ma transformation identitaire et mon autonomisation. Les moments de crise ont été gérés à partir d’une médiation entre le pôle de supervision et d’accompagnement habité par les différents membres de l’équipe. Cet article offre une incursion, du point de vue de la doctorante et la chercheuse en devenir, en plein cœur de l’étroit processus de collaboration qui a pris place entre elle et les membres de son équipe d’encadrement. The article describes the path taken by a doctoral student during her training supervised by a team composed of a director and of two assistant directors. Faced with the main challenge presented by this process, the relational dimension played a preponderant but often obscure role. The purpose of this article is to track down the significant steps and the characteristics of the collaboration experienced, with a supervision or an accompaniment pole. In order to grasp this complex process, the collaboration and accompaniment concepts are developed further. A documentary research process was conducted to complement self-explicitation and interview sessions with the thesis supervision team. The supervision process is presented from the angle of a collaboration in four phases: the apprentice, the intermediate transformation period, the journeyman and the master (Narcy-Combes, 2001). It highlights the conditions that promoted the tipping point towards autonomy as experienced by the doctoral student, which led to her identity building as a researcher. Confidence building and respect were the basic conditions towards identity transformation and autonomy. As crisis happened, they were managed from a mediation between the supervision and accompaniment poles embraced by different team members. This article provides an incursion, from the future researcher’s point of view, in the heart of the narrow collaboration process which took place between her and the members of her supervision team.

Purpose: To review studies pertaining to the reliability and validity of observational pain assessment tools for use with nonverbal patients at the end-of-life, a field of research not documented by previous systematic reviews. Methods: Databases (PubMed, Embase, Epistemonikos, the Cochrane Library, and CINAHL) were systematically searched for studies from study inception to February 21, 2016 (update in May 9, 2018). Two independent reviewers screened study titles, abstracts, and full texts according to inclusion and exclusion criteria. Disagreements were resolved through consensus. Reviewers also extracted the psychometrics properties of studies of observational pain assessment instruments dedicated to a noncommunicative population in palliative care or at the end-of-life. A comprehensive quality assessment was conducted using the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) to derive poor, fair, good or excellent ratings for the psychometric tests reported in each study. Results: Four studies linked to 4 different tools met the inclusion criteria. Study populations included dementia, palliative care and severe illness in the context of intensive care. All the studies included in this review obtained poor COSMIN ratings overall. Conclusions: At this point, it is impossible to recommend any of the tools evaluated given the low number and quality of the studies. Other analyses and studies need to be conducted to develop, adapt, or further validate observational pain instruments for the end-of-life population, regardless of the disease.

La formation des enseignants d’education physique au Quebec comme en France vise l’acquisition de competences professionnelles. Les maitres de stage qui accompagnent les stagiaires durant les stages en responsabilite ont un role determinant. Dans cette recherche, nous nous interessons, dans une perspective d'education comparee, aux pratiques d’accompagnement mises en place par un maitre de stage au Quebec et un autre en France lors du stage obligatoire d'une duree de 7 semaines au Quebec et de 7 mois en France. Nous analysons a l’aide du cadre theorique de l’ecologie de la classe les entretiens post-lecons qui sont au cœur des pratiques d’accompagnement afin de quantifier et de qualifier le contenu des propos echanges entre le maitre de stage et son stagiaire dans les deux pays. Pour saisir la singularite de ces deux contextes, nous completons ces donnees en caracterisant la frequence et le contenu des pratiques d’accompagnement mises en place a partir d’entretiens telephoniques avec les deux stagiaires. Nos resultats montrent que malgre des contextes differents, certaines modalites d’accompagnement sont fort semblables entre le Quebec et la France, bien que des specificites marquees par les systemes de formation nationaux soient observees.

Depuis la fin des annees 1980, on assiste a un deplacement du focus des travaux de recherche sur l’apprentissage, la pensee et l’action vers l’analyse du processus d’interaction de l’individu avec l’environnement. L’action situee (AS) est un courant de pensee sur l’apprentissage qui correspond a cette tendance qui s’affirme depuis une vingtaine d’annees et pour lequel on constate un engouement certain. Cet article a pour objet d’en faire une critique mesuree, c’est-a-dire que l’on tentera d’en montrer l’originalite et d’en faire valoir les apports a une meilleure comprehension de l’apprentissage, mais aussi de montrer que sa rupture avec d’autres approches comme celle de la psychologie cognitive ne va pas sans soulever certaines questions de fond. Pour debuter, il s’agira de rappeler que l’apprentissage est au cœur de l’existence de l’etre humain et de montrer l’originalite du regard que pose l’AS sur ce phenomene individuel et socio-culturel. Ensuite, il sera question de resumer les idees importantes de l’AS a propos des rapports entre apprentissage, pensee, action et situation pour ensuite les mettre en tension avec celles de la psychologie cognitive. La derniere section de l’article expose des problemes relatifs a la production des savoirs, a la participation des membres et a la regulation des communautes de pratiques a l’aide de deux exemples, l’un plus general et l’autre plus directement colle a la realite du sport.

PURPOSE: Collaboration between family physicians (FPs) and oncologists can be challenging. We present the results of a randomized clinical trial of an intervention designed to improve continuity of care and interprofessional collaboration, as perceived by patients with lung cancer and their FPs. METHODS: The intervention included (1) supplying FPs with standardized summaries related to each patient, (2) recommending that patients see their FP after receiving the cancer diagnosis, (3) supplying the oncology team with patient information resulting from FP visits, and (4) providing patients with priority access to FPs as needed. A total of 206 patients with newly diagnosed lung cancer were randomly assigned to the intervention (n = 104) or control group (n = 102), and 86.4% of involved FPs participated. Perceptions of continuity of care and interprofessional collaboration were assessed every 3 months for patients and at baseline and at the end of the study for FPs. Patient distress and health service utilization were also assessed. RESULTS: Patients and FPs in the intervention group perceived better interprofessional collaboration (patients: P

Nurses in Lebanon are poorly prepared to provide palliative care (PC), and practice in this area is poorly documented. This qualitative descriptive study aimed to understand the reality of nursing practice in PC, with terminally ill cancer patients, within an interdisciplinary team. A simple case study was conducted with eleven nurses, three families, an interdisciplinary team, and national experts in PC. Data analysis, carried out with triangulation of both methods and sources, highlighted a humanist relationship characterized by caring, transcending the five central emerging themes : the perception of PC as a means of offering a better quality of life, comprehensive patient care, interdisciplinarity, spirituality, and family support during PC. The results could provide empirical foundations to guide the development of PC nursing practice in the country.

ObjectivesPositive attitudes towards end-of-life care are essential among nursing students to adequately support terminally ill patients and enable students to feel confident about providing end-of-life care. This study aimed to determine nursing students’ attitudes towards caring for terminally ill patients, as well as the associations between these attitudes and year of study, exposure to terminally ill people, self-perceived nursing skills and subjective impact of instruction.DesignCross-sectional study.SettingA health sciences school in Switzerland.ParticipantsAll preparatory students, first-year nursing students and third-year nursing students were invited to participate; 178 agreed to participate.Primary outcome measureAttitudes towards terminally ill patients were assessed using the Frommelt Attitudes Toward Care of the Dying Scale, Form B (FATCOD, Form B), as the primary outcome. Secondary measures were gender, age, year of study, number of terminally ill persons encountered, self-perceived palliative care nursing skills and subjective impact of instruction.ResultsMean FATCOD, Form B score was 117.7 (SD: 9.8, median: 118.0). Better attitudes towards terminally ill patients were significantly associated with being aged 24–26 years (β=6.97, 95% CI 2.00 to 11.95, p=0.006), year of study (β=3.47, 95% CI 1.69 to 5.25, pConclusionsNursing students’ attitudes towards caring for terminally ill patients were positive and improved as their year of study progressed. Professional exposure to terminally ill patients was the strongest factor, followed by private encounters, self-perceived palliative care nursing skills, year of study and age.

ObjectiveFamily caregivers (FCs) of cancer patients often experience high distress. This randomized clinical trial assessed the feasibility and preliminary effects of an intervention to improve FC supportive care.MethodA pragmatic and minimal intervention to improve FC supportive care was developed and pretested with FCs, oncology team, and family physicians to assess its relevance and acceptability. Then, FCs of lung cancer patients were randomized to the intervention or the control group. The intervention included (1) systematic FC distress screening and problem assessment in the first months after their relative cancer diagnosis, and every 2 months after; (2) privileged contact with an oncology nurse to address FC problems, provide emotional support and skills to play their caregiving role; (3) liaison with the family physician of FCs reporting high distress (distress thermometer score ≥4/10) to involve them in the provision of supportive care. Distress, the primary outcome, was measured every 3 months, for 9 months. Secondary outcomes included quality of life, caregiving preparedness, and perceived burden. At the end of their participation, a purposive sample of FC from the experimental group was individually interviewed to assess the intervention usefulness. Content analysis was performed.ResultsA total of 109 FCs participated in the trial. FC distress decreased over time, but this reduction was observed in both groups. Similar results were found for secondary outcomes. However, FCs who received the intervention felt better prepared in caregiving than controls (p= 0.05). All 10 interviewed FCs valued the intervention, even though they clearly underused it. Knowing they could contact the oncology nurse served as a security net.Significance of resultsAlthough the intervention was not found effective, some of its aspects were positively perceived by FCs. As many of them experience high distress, an improved intervention should be developed to better support them.

Background Boys use cannabis at a younger age and more frequently than girls. It has been suggested these sex differences might vary according to students' relationship to school. We explored whether the association between sex and adolescents' cannabis use varies among schools and according to students' school connectedness. Methods The study population consisted of all students from 11 secondary schools in the greater Quebec City area. The sample included 6185 respondents in years 1 to 5 at the secondary level (equivalent to grades 7-11). Study outcomes were monthly cannabis use and early cannabis use. Results The association between sex and monthly cannabis use varied significantly among schools after controlling for students' main characteristics and school socioeconomic environment. We found a statistically significant modifying effect of school connectedness on the association between sex and monthly cannabis use. For early cannabis use, we found no modifying effect of school connectedness nor any association with sex. Conclusions Measures to reduce adolescents' cannabis use could be better adapted to local context and more tailored to specific higher-risk groups. School connectedness is a protective factor for cannabis use, although this effect appears stronger for girls than boys.

L’objectif de cette étude est d’analyser l’apport d’un programme de formation en matière de gestion de l’indiscipline issu du modèle de Sieber (2001) sur l’apparition des comportements perturbateurs (CP) ainsi que les interruptions du programme d’action (fractures) lors des cours d’ÉPS par des enseignants stagiaires tunisiens. Pour ce faire, une analyse vidéoscopique en différé a été réalisée sur deux groupes de stagiaires : un groupe expérimental (GrExp ; n = 5) et un groupe témoin (GrTém ; n = 5). Un total de 929 CP est enregistré chez les deux groupes d’études dont 681 ont reçus une réaction et 248 ne l’ont pas été (gestion nulle ou hors champs visuel des stagiaires). Le GrExp en comparaison avec le GrTém s’est nettement amélioré quant à sa compétence de prévenir et gérer l’indiscipline. Cette nouvelle habilité est traduite par une diminution de l’apparition des CP et des fractures de l’enseignement. L’étude invite à enrichir la formation initiale offerte en matière de gestion de classe aux enseignants stagiaires afin de développer chez eux les stratégies adéquates de gestion de l’indiscipline lors des cours.

Cet article présente une réflexion sur les difficultés et les échecs parfois vécus par des stagiaires en formation initiale à l’enseignement. Ces phénomènes demeurent encore mal documentés. Selon leur état d’esprit du stagiaire (mind set), ils sont perçus comme des sources d’embarras sinon d’humiliation ou, comme le montrent des travaux portant sur l’apprentissage découlant de l’échec (failure based learning), comme des occasions d’apprendre à saisir dans un processus de développement professionnel. Nous défendons l’idée qu’un accompagnement attentif par des formateurs habilités à utiliser d’une approche de résolution de problèmes peut aider les stagiaires en enseignement à mieux composer avec les difficultés et échecs vécus en stage et à construire leurs compétences ainsi que leur identité professionnelles. This article presents a reflection about difficulties and failure sometimes experienced by student teachers during the teaching practicum. These phenomena are not well documented. In an experiential learning based approach, difficulties and failures are seen as part of a normal professional development process. Despite that, they are often perceived negatively through a failure avoidance fixed mindset while, on the opposite, those who adopt a growth mindset tend to consider them as learning occasions. Supported by the literature on failure based learning, we defend that a careful accompaniment provided by properly trained cooperative teachers and supervisors in problem solving might help student teachers cope more efficiently with difficulties and failure, and to build teaching competencies as well as teacher identity.

Background and purpose A palliative approach involves adapting and integrating palliative care knowledge and expertise earlier on and across sectors of care for people who have life-limiting chronic conditions. This study explored the extent to which nurses’ and care aides’ self-perceived palliative care competence may explain variation in the application of a palliative approach across nursing care settings that do not specialize in palliative care. A secondary objective was to psychometrically evaluate an instrument for measuring self-perceived palliative care competence. Methods and procedures: Data were collected via a cross-sectional survey (N = 1468) of registered nurses, licensed practical nurses, and care aides at 114 randomly selected hospital-based medical units, home care offices, and residential care facilities. The questionnaire included the Palliative Care Nursing Self-Competence Scale. Multilevel logistic regression and multigroup confirmatory factor analyses were conducted. Results In addition to self-perceived competence, factors associated with a palliative approach include identification of patients who have life-limiting conditions and who would benefit from a palliative approach, and work environment. The psychometric analyses of the Palliative Care Nursing Self-Competence Scale confirmed a 10-dimensional structure, strong internal consistency reliability, and measurement equivalence. Discussion and conclusion: This study provides information for future development and research on interventions for integrating a palliative approach.

Les démarches de validation factorielle des questionnaires psychométriques traduits en français sont entachées par la présence de plusieurs faiblesses méthodologiques et statistiques. L’analyse factorielle exploratoire (AFE) est considérée parmi les méthodes d’extraction les plus utilisées pour vérifier la validité des construits des questionnaires en sciences humaines et sociales (Osborne et Costello, 2009). Néanmoins, la plupart des études basées sur les AFE sont marquées par des usages non appropriés ou des interprétations litigieuses de ce type d’analyses. Dans cet article, le Questionnaire on Teacher Interaction (QTI) a été utilisé comme exemple des questionnaires psychométriques traduits en français. Très récemment, ses démarches de validation factorielle ont fait l’objet d’une critique approfondie (Ben Alaya, Grenon, Desbiens et Bali, 2018). Pour avancer les recherches dans ce sens, nous avons comparé les résultats de deux démarches d’AFE : la première est inspirée des études antérieures ayant validé le QTI alors que la deuxième suit les étapes et les recommandations des spécialistes en AFE. En comparant les deux résultats, nous avons montré à quel point les décisions opérées et l’usage non approprié des AFE peuvent influencer le résultat et la solution factorielle trouvée.

Supplemental material, CJN881043 Supplemental Material for Self-Perceived Competence of Nurses and Care Aides Providing a Palliative Approach in Home, Hospital, and Residential Care Settings: A Cross-Sectional Survey by Richard Sawatzky, Della Roberts, Lara Russell, Ami Bitschy, Sean Ho, Jean-François Desbiens, Eric K. H. Chan, Carolyn Tayler and Kelli Stajduhar in Canadian Journal of Nursing Research

A large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented.

L’objectif de cet article est d’identifier et de hierarchiser les inducteurs des emotions positives et negatives ressenties par des enseignants du secondaire en situation de classe. Les enseignants ont ete invites a raconter un evenement positif ou negatif marquant qui s’est deroule durant un cours depuis le debut de leur carriere. L’analyse inductive des 120 evenements recueillis a fait emerger quatre inducteurs emotionnels negatifs (57,6 % des evenements) et six inducteurs emotionnels positifs (42,4 % des evenements). L’inducteur emotionnel negatif principal a trait aux comportements non appropries d’un ou plusieurs eleves en classe. L’inducteur emotionnel positif principal se rapporte aux perceptions par les enseignants de manifestations de reconnaissance de la part d’eleves.

Health does not arise from health care. Perhaps we are facing an impasse and should we reconsider and reconceptualize the mandate of the health system. In order to improve our influence on the culture that often prevails in our institutions as well as the health of those institutions. This article examines the changes to the mandate of the health system seen in the light of self-transformations. This vision is based on a model that illustrates the transformations experienced by physicians following a mind-body training, i.e. Awakening the Sensible Being (ASB). The model shows the transformation process reported by physicians, after experiencing self-awareness of what they are doing, through experiencing the ASB, while developing a closer relationship with themselves. As it turned out, the training was beneficial for their health. Their expanded sense of self-awareness and quality of “savoir-être” brought on by the training contributes to their impression of “feeling whole” and provides them with a quality of presence that influences the type of care they can provide to their patients by considering the individual as a whole. This point of view could bring about a shift in the mandate of the health system and improve the health of caregivers and care-receivers as well, while contributing to widen the concept of health.

Background / Purpose: Awakening the “Sensible” Being (ASB) is a formative practice geared toward care giving and support. It examines how experiencing one’s own body and its movement stimulates the development of self-awareness and awareness of others, both of which are desirable qualities for healthcare professionals. To our knowledge there is no theoretical model regarding the process that occurs and its potential effects on participants. Based on our research with physicians having undergone ASB training, we developed such a preliminary model. Methods: Grounded theory was used for a secondary analysis of thesis data (Lachance 2016). This analysis was inspired by the relationship between learning and caring (Honore 1992, 2003) and the integration of consciousness according to Newman’s (1990, 1997) concept of health. Results: The model is one of concentric circles. ASB training fosters the development of an internal dialogue in individuals (center of the model) which has effects on their personal life and by ricochet, their professional activities (periphery of the model). Their expanded sense of self-awareness and quality of “savoir-etre” brought on by the training contributes to their impression of “feeling whole” and provides them with a quality of presence that influences the type of care they can provide to their patients by considering the individual as a whole. Conclusion: Behind a physician, there is a human being with human qualities enabling them to be a better physician. Our model underlines the importance of developing the inner self as a background to becoming a better health professional.

International audience; Les professions adressées à autrui partagent quelque chose de particulier qui les rend uniques et les complexifie à la fois. Loin d’être un simple travail intellectuel, elles comportent une forte dimension humaine, interactionnelle, émotionnelle et éthique où le rapport à l’Autre est central. Or, avec la complexification croissante des professions adressées à Autrui et de leurs conditions d’exercice, on peut s’interroger sur les nouvelles formes de professionnalité sollicitées dans le travail au quotidien, sur les difficultés des acteurs ainsi que sur les modalités d’accompagnement proposées à ces derniers. Cet ouvrage apporte un éclairage nouveau sur le développement professionnel dans les professions de l’humain, mettant à contribution une réflexion approfondie et des résultats empiriques. Il réunit des auteurs du Québec et de la France et compte 11 contributions correspondant à quatre réalités distinctes (enseignement, formation, santé et service social) traversées par une constante : la préoccupation de l’Autre. Les instances décisionnelles, les syndicats, les ordres professionnels, les acteurs de terrain et les institutions de formation y trouveront des pistes susceptibles de mener vers un développement professionnel de qualité et d’améliorer les pratiques dans les professions adressées à autrui où complexité, indétermination, intersubjectivité et enjeux éthiques pèsent de manière significative.

The Learning Climate (LC) is an important component of a favorable learning environment in Health and Physical Education (HPE). Three valid observation systems and the questionnaire for teacher interaction (QTI) were used in conjunction to describe and analyse the nature and quality of the LC prevailing in HPE lessons conducted by 25 student teachers (STs) with high school students (n = 565). Descriptive, correlational and multivariate non parametric techniques were performed. Despite a high mean degree of proximity perceived by the students, LC was rather unfavorable to learning because mean appropriate motor engagement was low. However, a very high degree of proximity and influence at the same time corresponds to learning conditions favorable to appropriate motor engagement. This study helped to identify and to weight the variables which are more closely associated with a positive LC , a topic that should be the focus of HPE initial teacher training.