67

Cet article s’intéresse à la problématique de la santé des étudiants infirmiers lors de l’apprentissage du métier. Elle est envisagée depuis leur capacité à porter la responsabilité de leurs actes et à assumer la performance de leurs pratiques en regard de leur identité professionnelle. L’objectif est d’étudier la contribution de l’analyse de l’activité soignante des étudiants à leur développement identitaire durant cette activité réflexive. La méthode historique indirecte de clinique de l’activité a provoqué le développement de leur pensée à la fois sur leur manière de faire le métier et leur manière d’être face au métier qu’ils apprennent . L’observatoire dialogique créé à partir de quatre étudiants infirmiers et de quatre formatrices a permis d’appréhender comment l’activité discursive entre étudiants sur un soin réalisé a participé consubstantiellement à la transformation de leur soin et de leur dynamique identitaire. Le collectif d’étudiants est apparu comme une ressource pour préserver leur santé en prenant soin du métier ainsi que pour favoriser leur sentiment d’appartenance au groupe professionnel infirmier depuis la formation initiale. En outre, les formatrices ont discuté de la mise en patrimoine au sein de la formation des compromis élaborés par les étudiants et ont questionné leurs propres activités. Leurs échanges, construits à partir de l’image vidéo des controverses des étudiants, leur ont permis de mieux cerner l’intérêt du débat de métier afin qu’ils puissent s’émanciper de la tâche prescrite. Les étudiants infirmiers sont devenus des ressources pour l’organisation apprenante.

This article focuses on nursing students’ health issues when learning their trade. These issues are considered from their ability to endorse the responsibility of their acts to their assumption of performance of their practices in light of their professional identity. The aim was to study the contribution of the nursing students’ activity analysis to the development of their professional identity throughout this reflective activity. The cross confrontation plan, in which video was used for observations, has enabled to show the evolution of the conflict of ideas between meaning and efficiency by the variation of people involved, first of all the researcher, then another student and at last professional participants. Four voluntary students in their third year class, who most likely have developed more professional norms than the first year class students, have analyzed, as a pair of peers, a comparable care they made during a surgery work experience to some patients who were voluntary too. Willing to understand the global care, the students have chosen to be filmed while interacting with the patients. They wanted to go beyond the technical act. Therefore the indirect historical method of the clinical approach of activity has induced the development of the student’s reflection both on their way nursing and on their way of being regarding the profession they are learning. The dialogic observatory generated both by the four nursing students discussing their care and by four expert trainers analyzing these reflections, has highlighted how the discursive activity between students has contributed to transform their care and their professional identity all together. Moreover, as a pair, the trainers have debated about the nursing activities and the professional identity. They have discussed capitalizing students’ agreements for further use in teaching and questioned their own practices. Their exchanges, built upon watching significant video extracts of students’ confrontations, led them to a better understanding of how the students may go beyond the set tasks, not only by making theirs the professional rules, but also by creating their own professional rules. The nursing students have thus become resources for the learning organization. The proposed analysis model can therefore be useful to nursing trainers as well as tutors.