Analysing therapeutic education in context: When practitioners take a reflexive stance on their practices

Détails

ID Serval
serval:BIB_3B5CEA6B4C32
Type
Actes de conférence (partie): contribution originale à la littérature scientifique, publiée à l'occasion de conférences scientifiques, dans un ouvrage de compte-rendu (proceedings), ou dans l'édition spéciale d'un journal reconnu (conference proceedings).
Sous-type
Abstract (résumé de présentation): article court qui reprend les éléments essentiels présentés à l'occasion d'une conférence scientifique dans un poster ou lors d'une intervention orale.
Collection
Publications
Titre
Analysing therapeutic education in context: When practitioners take a reflexive stance on their practices
Titre de la conférence
Knowledge translation and self-management in chronic diseases: Contexts, tools and practices
Auteur(s)
Dos Santos Mamed  Marcelo , Grossen  Michèle, Cauderey  Michel
Organisation
Programme pluridisciplinaire i-KnoT: Improving Knowledge Transfer in Health
Adresse
Université de Lausanne
Lausanne - Suisse
Statut éditorial
Publié
Date de publication
18/05/2017
Peer-reviewed
Oui
Résumé
From the viewpoint of sociocultural psychology, therapeutic education may be defined as a teaching-learning situation. Hence, attention is paid to teacher-learner interactions, the educational material used to teach, and the misunderstandings liable to emerge from these interactions.
Dealing with diabetes therapeutic education, the study presented in this paper aimed at fostering practitioners’ professional development. It used a method of self-confrontation (Clot, 2009) consisting in recording situations of therapeutic education, and then in asking practitioners to watch excerpts from these recordings and to comment them. Eleven practitioners (4 diabetologists, 5 nurses and 2 dieticians) and 42 patients from the French-speaking part of Switzerland participated in the study.
For this paper, two consultations and their subsequent self-confrontations (one with a diabetologist, the other with a nurse) were analysed. Their specificity was to involve the same child (a 14-year old teenager) and the same educational material.
The results showed that the practitioners made different uses of the educational material and focused on different aspects of the disease. Moreover, self-confrontation led them to pay more attention to their interactions with the child, and to the need for a learning space enabling the patient to appropriate the complex elements to be learned.

Création de la notice
04/07/2017 14:24
Dernière modification de la notice
21/08/2019 5:13
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