Résumé L'idée de science chez des enseignants en formation a été investiguée

Knowledge mobilized by a critical thinking process deployed by nursing students in practical care situations: a qualitative study. AbstractAim. This paper is a report of a qualitative study of mobilization of knowledge within the critical thinking process deployed by female undergraduate nursing students in practical care situations. Background. Holistic practice is based on variety of knowledge mobilized by a critical thinking process. Novices and, more specifically, students experience many difficulties in this regard. Therefore, a better understanding of the knowledge they mobilize in their practice is important for nurse educators. Design. A qualitative study, guided by grounded theory, was carried out. Sixteen nursing students, registered in an undergraduate programme in an Eastern Canadian university, were recruited. Descriptions of practical care situations were obtained through explicitation interviews in 2007. A sociodemographic questionnaire, semistructured interviews and field notes were also used. Data were analysed using an approach based on grounded theory. An additional stage of analysis involved data condensation. Findings. Various types of knowledge guide nursing students' practice. These include intrapersonal, interpersonal, perceptual, moral/ethical, experiential, practical, scientific and contextual knowledge. The mobilization of these types of knowledge is only possible when the process of critical thinking has attained a higher level, giving rise to a new knowledge that we have termed combinational constructive knowledge rather than aesthetic knowledge. Conclusion. Clarification of the types of knowledge guiding the practice of student nurses and of the role of critical thinking in their mobilization could lead to innovative educational strategies. The findings provide guidance for the revision and development of both academic and clinical training programmes.

Dans le contexte de leur cours de didactique des sciences qui privilégiait une approche constructiviste, les étudiantes et les étudiants se destinant à l’enseignement aux cycles intermédiaires et supérieurs (de la septième année à la douzième ou treizième) du programme de formation à l’enseignement de l’Université d’Ottawa, ont participé à des discussions les amenant à donner leur opinion sur la question des femmes en sciences. Des volontaires ont été ensuite invités à prendre part à des entrevues semi-structurées portant sur la présence des femmes en sciences, les facteurs pouvant influer sur l’orientation scolaire scientifique des femmes, le potentiel et le rendement scolaire des femmes, le rôle de l’enseignant ou de l’enseignante dans la promotion de l’accès des femmes au savoir et aux carrières scientifiques ainsi que les apprentissages effectués dans le cours eu égard aux questions d’équité des sexes en sciences qui y ont été abordées. Cette étude, dont les résultats corroborent ceux des études féministes entreprises dès les années 80, se démarque de ces dernières par le fait même qu’elle s’inscrit dans une démarche de recherche-action et en raison de la possibilité de son impact immédiat sur le rééquilibre des inégalités entre les sexes en sciences.Within the framework of their Science option that priviledged a constructivist approach, students destined to teach at the intermediate and senior levels (grades 7 to 12 or 13), registered at the Formation à l’enseignement program at the University of Ottawa, participated in group discussions to voice their opinion on the question of women and Science. Volunteers were then involved in semi-structured interviews to discuss the issue of women in Science, the influencing factors of the scientific academic orientation of women, the potential and academic achievement of women, the teachers’ role in promoting women’s accessibility to knowledge and scientific careers and the learning attained regarding equity between men and women in Science that were discussed in class. This study, which corroborates the feminist ones undertaken since 1980s’, differentiates itself by its action-research orientation and its immediate impact on disparities between men and women in Science

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