Teachers’ conceptions regarding the professionalization of students in university health programs

Authors

  • Marilou Bélisle Université de Sherbrooke
  • Valérie Jean Université de Sherbrooke
  • Kathleen Lechasseur Université Laval
  • Louise Boyer Université de Montréal
  • Johanne Goudreau Université de Montréal
  • Nicolas Fernandez Université de Montréal
  • Patrick Lavoie Université de Montréal
  • Paola Bastidas Université de Montréal
  • Mélisande Bélanger Université de Montréal
  • Gabrielle Leclerc Université de Montréal

Keywords:

Professionalization, Conceptions, Pedagogical modalities, Health, Higher education

Abstract

Supported by a framework that adopts the notion of professionalization from a tridimensional perspective (competencies, identity, and culture), this qualitative research sought to better understand faculty conceptions of student professionalization in the context of pre-service training in university health programs. The results show that the planned learning trajectories are part of a work / training system and are marked by professionalizing modalities focused on action and reflection. According to the teachers’ conceptions, simulation and problem-based learning situations contribute to the development of skills, the portfolio to identity construction, and discussions on the appropriation of the professional culture.

Author Biographies

Marilou Bélisle, Université de Sherbrooke

is a professor of higher education pedagogy in the Faculty of Education at the Université de Sherbrooke. Her research focuses on the professional learning of university students and teachers. She leads the Incubateur d’innovations pédagogiques at the Longueuil campus, a co-design laboratory combining research and teaching. She is interested in the modalities that contribute to the professionalization of university students and her research projects within Équipe FUTUR focus on the field of health sciences.

Valérie Jean, Université de Sherbrooke

holds a Ph.D. in the political sociology of education and is currently a professional researcher in higher education pedagogy at the Faculty of Education of the Université de Sherbrooke.

Kathleen Lechasseur, Université Laval

is a full professor in the Faculty of Nursing at Université Laval. Her research focuses on pedagogical innovations in a competency-based approach, supervision in clinical settings and clinical reasoning. She is interested in teaching strategies in nursing education and the research she conducts within the FUTUR team revolves around her fields of interest.

Louise Boyer, Université de Montréal

R.N., Ph.D., is an associate professor in the Faculty of Nursing at the Université de Montréal. She holds a doctorate in education from the Université de Sherbrooke and completed a postdoctoral fellowship at the Faculty of Nursing at the University of Toronto. Her research focuses on the evaluation of the development of nursing competencies, in particularly on the development, validation and implementation of a competency framework in clinical settings. She is also interested in innovative approaches to nursing education and has actively contributed to monitoring and updating the FSI baccalaureate program.

Johanne Goudreau, Université de Montréal

is an associate professor at the Faculté des sciences infirmières and Centre d’innovation en formation infirmière at the Université de Montréal.

Nicolas Fernandez, Université de Montréal

is an associate professor of medical education in the Department of Family Medicine and Emergency Medicine at the Faculty of Medicine of the Université de Montréal. He is also a regular researcher at the Research Centre of the Institut universitaire gériatrique de Montréal where he conducts research on the development of competencies of health professionals. He is interested in the contribution of experiential learning to the development of competencies, particularly interprofessional collaboration. He is currently the director of the Master’s program in health sciences education and is the associate editor of the journal Pédagogie médicale.

Patrick Lavoie, Université de Montréal

is a nursing professor at the Université de Montréal and a research fellow at the Montreal Heart Institute. His work focuses on the education of nurses and other healthcare professionals in critical care. He is particularly interested in understanding how healthcare professionals learn to make decisions and clinical judgment when patients’ lives are at risk. His work highlights the principles of innovation in education, experiential learning, and diverse pedagogical strategies (including clinical simulation, debriefing and reflection). Since 2022, Patrick has been leading the FUTUR Team, an interdisciplinary research infrastructure on healthcare professional education funded by the Fonds de recherche du Québec – Société et culture.

Paola Bastidas, Université de Montréal

is a guidance counsellor, a doctoral student in psychoeducation and a research assistant at the Faculty of Education of the Université de Sherbrooke.

Mélisande Bélanger, Université de Montréal

is a lecturer at the School of Applied Politics and the Department of History at the Université de Sherbrooke, and a doctoral student in contemporary and digital history. Her reflection on humans and their interactions in their social environment has led her to participate in several university research projects in political science, sociology, education and history. She is interested in the social construction of identities, the potential conflicts in this individual/community dynamic, as well as the issues of equity and justice that are linked to it.

Gabrielle Leclerc, Université de Montréal

R.N., is a research assistant in the Faculty of Education and a clinical instructor in the School of Nursing at the Université de Sherbrooke.

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Published

2023-06-30

How to Cite

Bélisle, M., Jean, V., Lechasseur, K., Boyer, L., Goudreau, J., Fernandez, N., Lavoie, P., Bastidas, P., Bélanger, M., & Leclerc, G. (2023). Teachers’ conceptions regarding the professionalization of students in university health programs. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 57(1). Retrieved from https://mje.mcgill.ca/article/view/10030

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Vol. 57 No. 1 (2022): Travail, Formation et Professionnalisation

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Special Issue - Articles

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