The place of scientific knowledge in the teaching of technical skills in initial nursing training: a descriptive qualitative study (notice n° 578736)
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| fixed length control field | 02177cam a2200277 4500500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250121135544.0 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | fre |
| 042 ## - AUTHENTICATION CODE | |
| Authentication code | dc |
| 100 10 - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Demagny-Warmoes, Aurélie |
| Relator term | author |
| 245 00 - TITLE STATEMENT | |
| Title | The place of scientific knowledge in the teaching of technical skills in initial nursing training: a descriptive qualitative study |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Date of publication, distribution, etc. | 2022.<br/> |
| 500 ## - GENERAL NOTE | |
| General note | 53 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | Context: Universitarization and the nursing education reference system encourage the use of scientific knowledge and the integration of evidence into clinical practice. Students in initial training are trained in technical gestures. On what knowledge are they based?Objective: The main objective of this study is to identify the knowledge utilised by nurses and trainers to teach technical nursing procedures.Method: A descriptive qualitative study was carried out using semi-directed interviews with 16 participants.Results: The teaching of nursing skills is mainly based on local or authoritative knowledge. Trainers and nurses who display scientific knowledge update their practices and education more easily. As in health care services, the lack of knowledge and training in evidence-based medicine and the use databases, as well as the lack of English language skills, are the major obstacles to teaching technical procedures based on scientific knowledge.Discussion: The use of scientific data in the learning of technical procedures during initial training could legitimate the knowledge taught, develop the students’ critical thinking and encourage their autonomy in the face of protocol injunctions and service habits. |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | clinical practice |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | knowledge |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | nursing education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | evidence-based |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | clinical practice |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | knowledge |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | nursing education |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) | |
| Topical term or geographic name as entry element | evidence-based |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Cabaret, Véronique |
| Relator term | author |
| 700 10 - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Becceril-Ortega, Raquel |
| Relator term | author |
| 786 0# - DATA SOURCE ENTRY | |
| Note | Recherche en soins infirmiers | o 150 | 3 | 2022-12-28 | p. 53-65 | 0297-2964 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | <a href="https://shs.cairn.info/journal-recherche-en-soins-infirmiers-2022-3-page-53?lang=en&redirect-ssocas=7080">https://shs.cairn.info/journal-recherche-en-soins-infirmiers-2022-3-page-53?lang=en&redirect-ssocas=7080</a> |
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