2.5 Symposium - uliege.be · 3 Symposium FINE Europe - Cardiff - 3/10/2012 - Cécile Dury Plus...
Transcript of 2.5 Symposium - uliege.be · 3 Symposium FINE Europe - Cardiff - 3/10/2012 - Cécile Dury Plus...
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European Federation of Nurse Educators with the RCN Education Forum International Conference 2012
2.5 Symposium
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Nurse educator’s competencies: facing
the challenges FINE Symposium 2.5
3th of October 2012
Cécile Dury Pedagogical Coordinator – Nursing Department
Haute Ecole de Namur-Liège-Luxembourg
2 Symposium FINE Europe - Cardiff - 3/10/2012 - Cécile Dury
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3 Symposium FINE Europe - Cardiff - 3/10/2012 - Cécile Dury
Plus d'images sur kriscounette.centerblog.net.
An international team…
Aim of this symposium:
To identify all together the challenges links to the nurse teacher’s competencies
From Portugal and Belgium
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2h10 Introduction 2h15 A proposal for a competencies benchmarking of nurse
educators Maria Guadalupe Mestrinho (Lisbon, Portugal)
2h30 Educational knowledge in teaching nursing Carla Nascimento (Portugal)
2h45 A model for the implementation of a reflexive approach for the nursing training. Challenges for the nurse teachers
Catherine Bonte et Béatrice Gobbe (HELHA, Belgium)
3h00 Conclusion: questions and challenges Cécile Dury and The participants
Programme of the symposium
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?
Questions…
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Coherence in the teaching program
Nurse teacher education
Active teaching methods
Creativity to bring innovative thinking
Professional identity as a teacher
Collaboration and mutual understanding
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Cardiff 4 octobre 2012 - Round table - Cécile Dury
Challenges...
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7 Symposium FINE Europe - Cardiff - 3/10/2012 - Cécile Dury
Merci
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Maria de Guadalupe Mestrinho [email protected]
Professor Coordinator (PHD) - Department of Nursing Education
Nursing College of Lisbon (ESEL)
Researcher - Nursing Research and Development Unit (ui&de)
IXth European
Conference of Nurse
Educators
2.5 Symposium: Nurse educators’
competencies: facing the challenges
A PROPOSAL FOR A COMPETENCIES
BENCHMARKING OF NURSE EDUCATORS
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The inclusion in the European area of
higher education
The reorganization of nursing schools
The relationships with several
professional contexts
• justify to study the professionalism of nurse
teachers
MªG. Mestrinho
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The teachers' professionalism
presupposes an ideal of public
service, ethical, personal,
professional awareness, guiding
values for the professionality,
understood as several competences
comprising knowledge, attitudes and
skills required for the professional
performance.
MªG. Mestrinho
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- Semi-structured interviews - Observation - teachers in action
DATA ANALYSIS
• Contents analysis - Analysis Model by Huberman e Miles (1991)
• Qualitative and quantitative
approach
(Morse, 2005;2006)
MªG. Mestrinho
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The emergence of new roles for nurse
teachers and the various
competencies thus required, revealing
a teaching professionalism which
is being changed to confront the new
realities of teaching
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Associate teacher Coordinating teacher
•Teaching (content)
specialist
•Theoretical-practical teaching
conceptualisation
•Reflective practice
•Social actor in the
surrounding
environment
•Clinical teaching partner
•Researcher role
•Managerial roles and
the transmission of
knowledge
Role of the supervisor in
theoretical, theoretico-
practical, clinical
teaching
•Producer of knowledge
•Specialist of pedagogical training
•Designer, planner and manager of teaching
activities
•Transmitter of knowledge, designer of projects
•Facilitator, tutor and animator
Transmitter of
content Training supervisor
Type of teacher
Most valued roles
Most desired roles
Common roles
Transition of role
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• experiences
with different
frameworks
• confluences
of identity
dimensions
Both groups
display a
transition
of role
Professional
trajectories
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Corresponding to a given moment in the time - open to
further reformulation
Representing a reality reflected in literature and in observations
Part of an international perspective Domains of competencies
Ethical - Relates to values and professional ideals
Socio-pedagogical - Relates to the performance of the teacher in
training situations
Self-developmental - Relates to the performance of the teacher
with regard to him/herself (ongoing training)
Socio-organisational - Relates to participation in one’s
surroundings (partnerships, net work)
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A COMPETENCIES BENCHMARKING OF NURSE
EDUCATORS Instrument with heuristic potential
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MªG. Mestrinho
• Personal Ethics - Ethical integrity
•Intellectual attitude
(I) Ethical Competencies
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MªG. Mestrinho
(II) Social and Pedagogical
Competencies
(Operative Dimensions )
• Ability to develop the curriculum • Ability to motivate • Ability to plan •Ability to intervene •Ability to diversify training
strategies •Ability to regulate and evaluate
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MªG. Mestrinho
(III) Self-developmental
Competencies • Academic research • On-going training
(Cont)
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MªG. Mestrinho
(IV) Social and Organization Competencies
• Educational management
• Linking with one’s professional peers
• Joint supervision of the training process
• Intra and inter institutional cooperation
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Implications for
teaching
practice
Professional
Ideologies
Development of the
nurse educator
RESEARCH
PARADIGM
TEACHING
PARADIGM
Training Contexts
Clinical Contexts
New roles /
New
Competencies
CONCLUSIONS
From the teaching paradigm to the research
paradigm
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The new roles of nurse educators
include the carrying out of research
and its relevance to the activity of
teaching underlying which are self-
efficacy at work and professional
development revealing research-
based thinking action in teaching.
THANK YOU!
MªG. Mestrinho
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MªG. Mestrinho
REFERENCES Australian Nurse Teachers Society (ANTS) (1998). Definition of a nurse teacher.
In: Guy, J. (2000). Nurse Teacher Competency Standards (www.ants.org.au) Benner, P. (2001). From starting out to expert. Coimbra: Quarteto Editora. Costa, M. (2006) (2ª ed). Taking care of the elderly, nurse training, practices and competencies. Coimbra: Training and Health. Davis, D.; Stullenbarger, S.; Dearman, C.; Kelley, J. (2005). Proposed nurse educator competencies: development and validation of a model. Nursing Outlook (V. 53 Nº 4) pp. 206-211. Estrela. M. (2001). Issues regarding teacher professionality and professionalism. In: Teixeira, M. Being a teaching on the threshold of the 21st Century Porto: Edições ISET. European Federation of Nurse Educators (FINE) (2007). Bologna Process and Nurse Educators Competencies. In: Report of the 2nd workshop. Geneva (www.fine-europe.eu) Gewirtz, S.; Mahony, P.; Hextall, I; Cribb, A. (2009). Changing teacher professionalism-International trends, challenges and ways forward. New York: Routledge. Graça, S. (2008). The Professional Development of university lecturers: a contribution towards their analysis. Sísifo. Journal of Educational Sciences (Nº 7) pp. 125-136 (http://sisifo.fpce.ul.pt) Huberman, M; Miles, M. (1991). Analyse des données qualitatives. Bruxelles: De Boeck Université. Krisman, S. et al. (1998). Faculty preparation: a new solution to an old problem. Journal of Nursing Education (V. 37 nº 7) pp. 318-320. Merrian, S. B. (1990). Case study research in education: a qualitative approach. Oxford: Jossey Bass Publishers. Morse, J. (2005). Fostering Qualitative Research. Qualitative Health Research (V.15 nº 3, Mar.) pp. 287-288. Stake R. (2007). The art of research using case studies. Lisbon: Calouste Gulbenkian Foundation. Yin, R. (1989). Case study research, design and methods. Newbury Park: Sage Publications. Yin, R. K. (2001). Cast studies: planning and methods. Porto Alegre: Bookman Ed.
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23
Carla Nascimento [email protected]
Nursing College of Lisbon (ESEL)
Researcher - Nursing Research and Development Unit (ui&de)
IXth European
Conference of Nurse
Educators 2.5 Symposium: Nurse educators’
competencies: facing the challenges
EDUCATIONAL KNOWLEDGE IN TEACHING IN
NURSING
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Integration into the Nacional Educational
System.
Creation of a European Higher Education
Area.
New Pedagogical Culture in Higher
Education.
Call for pedagogical training for teachers.
• justify to study the nurse teachers
professionality.
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Teachers professionality - idealized
set of knowledge, skills, attitudes, norms
and skills directed to the teacher.
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RESEARCH QUESTIONS
What means of teaching teachers recognized?
What dimensions of professional knowledge
teachers considered in teaching?
What professional training teachers needs for
the teaching?
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METHODOLOGY
Exploratory
interviews
(8)
Interpretive
paradigm of
research
Questionnai
re (227)
10 – Public Nursing Schools
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Professional
skills
teachers 1 Educator
Means of
teaching
Professional
teaching
knowledge
Pedagogical
training
Teacher´s role
Student´s role
INTERVIEWS
RESULTS
Sources of
teacher
professional
knowledge
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TEACHER´S PROFESSIONAL
DEVELOPMENT:
•Pedagogic training
•Content Training
•Scholarhip of teaching and learning
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REFERENCES ANTS (2000). Definition of a nurse teacher. In Guy, J. Nurse Teacher Competency Standards. Retirado em Março 3, 2010, de www.ants.org.au. Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Book Highlights from Educating Nurses: A Call for Radical Transformation. San Francisco, CA: Jossey-Bass. Bogdan, R. & Biklen, S. (1994). Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Porto: Porto Editora. Bourdoncle, R., & Lessard, C. (2002). Qu’est-ce qu’une formation professionnelle universitaire? Conceptions de l’université et formation professionnelle, Revue Française de Pédagogie, 139, 131–154. Davis, D., Stullenbarger, E., Dearman, C., & Kelley, J. A. (2005). Proposed nurse educator competencies: Development and validation of a model. Nursing Outlook, 53, 206-211. Estrela, M. T. (2001b). Questões de profissionalidade e profissionalismo docente. In M. Teixeira (Org.), Ser Professor no Limiar do século XXI (pp.113-142). Porto: Edições ISET Hill, M. M., & Hill, A. (2009). Investigação por Questionário (2ª ed.). Lisboa: Edições Sílabo. Lessard-Hébert, M., Gollete, G., & Boutin, G. (2008). Investigação qualitativa: Fundamentos e práticas (4ª ed.). Lisboa: Instituto Piaget. Masetto, M. (2003). Competência Pedagógica do Professor Universitário. São Paulo: Summus Editorial. Nóvoa, A. (2012). Pedagogia universitária: já estamos no séc. XXI ou ainda não? Comunicação no VII Congresso Iberoamericano de Docencia Universitária. Ensino Superior – inovação e qualidade na docência. Porto. Perrenoud, P. (2001). Porquê construir competências a partir da escola? Porto: ASA Editores. Perrenoud, P. (2008). Transmisión de conocimientos y competencias. Cuadernos de docência universitária, 5. Retirado em Setembro 22, 2009, de http://www.octaedro.com/ice/pdf/5CUADERNO.pdf Rodrigues, A. (2005). Processos de construção da profissionalidade dos formadores de professores – um contributo exploratório. Comunicação Oral no VIII Congresso da SPCE. policopiado. Shulman, L. (1986). Paradigms and research programs in the study of teaching: a contemporary perspective. In M. Wittrock (3ªed). Handbook of research on teaching. New York: Macmillan, 3-36. Tardif, M. (2002). Saberes Docentes e Formação Profissional. Petropólis: Editora Vozes. Vieira, F., Gomes, A., Gomes, C., Silva, J., Moreira, M., Melo, M. & Albuquerque, P. (2002). Concepções de Pedagogia Universitária – Um estudo na Universidade do Minho. Braga: universidade do Minho. Zabalza, M. (2003). Las competências docentes del professorado universitário. Madrid: Narcea.. Zabalza, M. (2006). Uma nova didáctica para o ensino superior – respondendo ao desafio do espaço europeu do Ensino Superior. Porto: Universidade do Porto.
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Develop the reflexive approach
in training Bachelor in nursing.
Which specific skills the teachers
have to develop?
BONTE Catherine
GOBBE Béatrice
HELHa Catégorie paramédicale
Département soins infirmiers
Belgique : Gilly - Jolimont – Mouscron – Tournai
HELHa Département soins infirmiers - FINE Cardiff Octobre 2012
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PLAN
• Institutional context
• The stakes
• Structuring project
• Tools • Student guide
• Teaching guide
• The changes in teaching practices
• Perspectives
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Cardiff Octobre 2012
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7 categories : 8000 students
Paramedical : 4 sites Bachelor Nursing
Gilly – La Louvière – Mouscron - Tournai
Institutional context :
fusion 3 HE
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INSTITUTIONAL CONTEXT
Teaching Nursing in Belgium
3 years
Bachelor in Nursing = Higher Education ( non-academic)
developing professional skills.
35 HELHa Département soins infirmiers - FINE
Cardiff Octobre 2012
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C1.4
C1: Identical
component
C2: Relational
component
C3: Cognitive
component
C4: Gestural
component
C5: Organizational
component
C1.3
C1.2
HELHa Département soins infirmiers - FINE Cardiff Octobre 2012
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• Link with the reference table of skills
Assure the professional development of the students by leaning on the reflexive approach.
This approach makes sense to the students
in their professional choice
in their learning
• Structured over the 3 years and in all types of courses
37 HELHa Département soins infirmiers - FINE
Cardiff Octobre 2012
INSTITUTIONAL CONTEXT
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• Necessity to develop the teaching practices A reflexive approach for the students but also A reflexive practice for the teachers “ We do not become reflexive by filling in a
reflexive form.” Skill 11 of the CAPAES
38
HELHa Département soins infirmiers - FINE Cardiff Octobre 2012
INSTITUTIONAL CONTEXT
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THE STAKES
Educational stake :
• Create tools which bring reflection and self-assessment for an awareness of the evolution and the improvements to be brought
• Support the reflexive performance of the students: identification of their strengths and their resources, their limits and aspects of professional development to be worked.
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Educational stake :
• Encourage the students’ personal work
• Link the reflexive tools so they become sources of learning
• Structure: over 3 years and in all types of courses
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THE STAKES
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Institutional stake
• Federate teachers' team around this common educational objective: “insure the professional development by training the students’ reflexivity"
• Go beyond the level of the tools’ production and question these tools in the light of the reference theories to improve them
• Adopt a reflexive behavior as a teacher in higher nursing education
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THE STAKES
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STRUCTURING PROJECT
For an institutional coherence A structuring project
Common requests from the teachers
• Time • Tools • Moments of exchange
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Institutionalization
• Organize training for the teachers
• Give material means and create tools
• Give time to the students to use the tools
• Formalize the feedback about the learning
• Ask feedback about the teaching practices of the teachers
• Mobilize all the teaching team
• Estimate the results at any levels for regulations 43
HELHa Département soins infirmiers - FINE Cardiff Octobre 2012
STRUCTURING PROJECT
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THE TOOLS
Two guides to train the reflexivity
• STUDENTS’ GUIDE Identify strengths, limits
Identify resources
Be conscious of the improvements to bring, aspects
of professional development still to be developed
• TEACHERS’ GUIDE Specify the teaching intentions
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THE CHANGES OF TEACHING PRACTICES
• Make people do rather than do, make people say rather than say, make people build rather than build for the other one
• Start from what the student already knows
• Start from what is positive, what works well
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• Adopt a questioning which develops the reflection, the word, the exchanges, the socio-cognitive conflict, the questioning …
• Develop the verbalization of the impressions in the description, the explanation, the analysis
• …..
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THE CHANGES in TEACHING PRACTICES
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PERSPECTIVES
• The unifying thread
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Implementation of the process
• Improve the students’ information and motivation
• Better communicate our intentions to the students
• Also improve the teachers’ information and motivation
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PERSPECTIVES
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The interaction
• Plan moments of exchange between the student and
the teachers
the peers
- to help the student to put words on feelings and so to reach the level of description
- to create a " socio-cognitive conflict"
• Plan moments of exchange between the teachers
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PERSPECTIVES
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The structuring elements of the
project
• Plan a moment of synthesis with the students
• Give time to adequately use the tools
• Precise " who makes what, when? “
• Develop the link with the reference table of skills • Question the development of teaching skills
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PERSPECTIVES
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Thank you for your attention
[email protected] [email protected]
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La démarche réflexive : un projet structurant au sein des catégories paramédicale et agronomique
Projet réalisé avec la collaboration de
Louise LAFORTUNE, Université Trois Rivières Québec
Membres du groupe de pilotage
Catherine Bonte, Chantal Rasneur, Sophie Courtens, Sophie Mariscal, Carine Silvert, Catherine Van Lerberghe, Dominique Vandendriessche, Sophie Berckmans, Marie-Cécile Wilmot, Véronique Moiny, Miranda Donse, Marie-France Tournay, Fréderic Dierick, Sabrina Albergoni, Anne Tetelain, Olivier Janssens, Annick Boulard, Gael Gilbert, Martine Bierman, Louise-Marie Vincent, Marcel Bettens, Edouard Bouffioulx, Christiane Menesson, Johan Corijn, Béatrice Gobbe