Parental presence at the bedside (PPB) of critically ill children in the pediatric intensive care unit (PICU) is necessary for operationalizing family-centred care. Previous evidence syntheses emphasize parent-healthcare provider interactions at rounds and resuscitation; our focus is the parent–child dyad. Prior to embarking on further study, we performed a scoping review to determine the breadth and scope of the literature addressing PPB of critically ill children in the PICU. We searched five online databases (MEDLINE, EMBASE, CINAHL, Cochrane Library, and PSYCHINFO) and the grey literature to identify English and French reports from January 1960 to June 2020 addressing physical parental presence with children (birth to 18 years) in intensive care units, without limitation by methodology. Screening, reference selection, and data extraction were performed by two independent reviewers. Data were extracted into a researcher-designed tool. We identified 204 publications (81 quantitative, 68 qualitative, 22 mixed methods, and 9 descriptive case or practice change studies, and a further 24 non-study reports). PPB was directly assessed in 78 (38%) reports, and was the primary objective in 64 (31%). Amount or quality of presence was addressed by 114 reports, barriers and enablers by 152 sources, and impacts and outcomes by 134 sources. While only 6 reports were published in the first two decades of our search (1960–1980), 17 reports were published in 2019 alone. Conclusions : A relatively large body of literature exists addressing PPB of critically ill children. Separate systematic evidence syntheses to assess each element of PPB are warranted. Scoping review protocol registration : Open science framework, protocol nx6v3, registered 9-September-2019. What is Known: • Parental presence at the bedside of critically ill children must be enabled to facilitate family centeredness in care. • Systematic evidence syntheses have focused on parental presence at rounds or resuscitation, rather than with the child throughout the intensive care journey. What is New: • Many reports (n=204) address parental presence at the bedside in the pediatric intensive care unit, though most do as incidental findings • Identifies studies addressing key elements of parental presence in the PICU including barriers and enablers to, amount and quality of, and impact and outcomes of parental presence, and demonstrates trends over time and geography. Supplementary Information The online version contains supplementary material available at 10.1007/s00431-021-04279-6.

Cet article présente les résultats d’une étude phénoménologique herméneutique visant à comprendre le sens que des enseignantes d’écoles de langue française en contexte minoritaire du Nouveau-Brunswick accordent à leur rôle de passeuses culturelles. Nous exposons particulièrement la manière dont leurs divers parcours culturels et identitaires semblent influencer leur rapport à la culture et à leurs pratiques culturelles en classe. Les résultats font donc valoir la pertinence d’inciter le personnel enseignant à réfléchir sur ces enjeux pour lui faire comprendre comment son propre développement linguistique et culturel influence ses pratiques dans l’accompagnement des élèves dans leur construction identitaire.This article presents the results of a hermeneutic phenomenological study on the meaning teachers give to their experiences as cultural transmitters in minority French-language schools. Focusing on teachers’ perceptions of who they are, this study looks at the influence of their language and cultural socialization on their attitude to culture on the pedagogical level. The results reveal the importance of teachers’ reflections on their own ethnolinguistic development, as well as on their pedagogical practices to help them guide their students in their francophone ethnolinguistic identity building.Este artículo presenta los resultados de un estudio fenomenológico hermenéutico con el objetivo de comprender el sentido que los maestros de las escuelas de lengua francesa en contexto minoritario de Nuevo Brunswick otorgan a su papel de puente cultural. En particular, exponemos cómo sus diversos recorridos culturales y de identidad parecen influenciar su relación con la cultura y con sus prácticas culturales en clase. Los resultados, por tanto, resaltan la pertinencia de incitar al personal enseñante a reflexionar sobre estos desafíos para hacerle comprender cómo su propio desarrollo lingüístico y cultural influencia sus prácticas en el acompañamiento de los alumnos en la construcción de su propia identidad

La problématique du développement linguistique et culturel dans les écoles de langue française en milieu minoritaire mérite qu’on s’y attarde, d’autant plus que le personnel éducatif est appelé à agir non seulement sur la réussite éducative des élèves, mais aussi sur la transmission de la langue et de la culture d’expression française. C’est aussi son rôle de passeur culturel d’accompagner les élèves dans un processus de construction identitaire. Comment dix éducateurs d’une école secondaire francophone au Nouveau-Brunswick se représentent-ils ce rôle ? L’analyse informatisée avec le logiciel IRaMuTeQ des univers de discours contenus dans les entretiens recueillis lors d’une recherche-action révèle que la langue, la culture, les valeurs et actions, mais aussi les défis reliés à ce rôle constituent le noyau central des représentations de ce rôle. The issue of linguistic and cultural development in French-language schools in a minority setting needs to be investigated, especially since educational personnel are called upon, not only to ensure the student’s academic success, but also the transmission of French language and culture. It is therefore their role to guide the students in a process of cultural identity building. The data collected from this action research, involving ten educators from a French New Brunswick high school, was processed with IRaMuTeQ software. The themes that emerged from the analysis revealed that language and culture, values and actions, as well as challenges they encounter, are at the centre of their concerns as cultural transmitters.

RésuméCette recherche vise à comprendre quels éléments d'une intervention interdisciplinaire arts/langue ont contribué au développement d'un rapport positif à la langue et à l'enrichissement de l'expérience culturelle des élèves de 6 classes de la 8 e année d'une école francophone du Nouveau-Brunswick. L'étude se penche sur les effets des interventions pédagogiques AbstractThe purpose of this study is to understand how an interdisciplinary arts/language project contributed to the linguistic and cultural development of grade 8 students from 6 different classes, in a New Brunswick francophone school. More specifically, the study concentrates on the effects of pedagogical interventions used by teachers of French, Music and Visual Arts. An arts/language project was developed in which students, depending on their choice of Music or Visual Arts classes, were given the opportunity to attain the objectives and reach the learning outcomes of their French and Music, or French and Visual Arts courses, simultaneously, while concentrating on musicians and artists from their own community. The qualitative analysis of data resulting from interviews, questionnaire and observations indicates that the arts/language project contributed to the linguistic and cultural development of the students, and that certain conditions need to be addressed in order to assure a successful interdisciplinary experience.

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