Many patients had experienced disclosure negatively, frequently finding that the information provided had been insufficient and feeling that MDS was not well understood as a disease. Haematologists disclosing diagnosis to patients with a blood malignancy may benefit from following the same guidelines as oncologists in delivering comprehensive, understandable information.

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Background Several initiatives have been implemented to develop, manage, and assess patient safety competencies, which are considered as a serious public health issue across the world. The Health Professional Education in Patient Safety Survey (H-PEPSS) is widely used as a psychometric scale for evaluating perceived patient safety competencies. The purpose of the study was to investigate the psychometric properties of the French version of H-PEPSS.Methods A total of 449 students enrolled in nursing and physiotherapy schools in France and French-speaking Switzerland completed a self-administered questionnaire.Results The 6-factor model demonstrated adequate goodness-of-fit statistics. The total score can be used as an overall measure of patient safety competence. In contrast to previous studies, the use of McDonald's omega was preferred to Cronbach's alpha to measure the composite reliability of the scale. Contrary to the original study, the “Understanding Human and Environmental Factors” Subscale showed inadequate reliability. This subscale has often been reported with the lowest reliability in previous studies. Scalar invariance between countries and partial scalar invariance between majors were observed.Conclusion Perceived patient safety competencies can be assessed and fairly compared across France and Switzerland as well as across nursing and physiotherapy students. Practical and research implications of the H-PEPSS are discussed.

L’article esquisse un état des lieux problématisé de l’implantation des pratiques inclusives dans le système éducatif. Après avoir retracé les étapes de la conversion française à l’inclusion éducative, l’analyse secondaire d’entretiens de recherche abordant différents aspects de la scolarisation des élèves handicapés, permet de dégager les éléments prégnants de la situation de la professionnalité enseignante dans ce nouveau contexte. Les contradictions à l’œuvre entre les prescriptions ministérielles et les normes antécédentes liées à l’histoire du champ de l’enfance handicapées sont abordées sous l’angle des besoins de coopération interprofessionnelle que font naître ces nouvelles exigences.