L’analyse interactionnelle comme modalité pédagogique : l’exemple d’un dispositif pour la formation des infirmiers à la relation thérapeutique en psychiatrie

Nguyen, Alexandra; Frobert, Laurent; Favrod, Jérôme

doi:10.7202/1071697ar

Cited by 6 publications

(3 citation statements)

References 26 publications

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“…The sharing of personal experiences prescribed by the program prompts the facilitators not only to lead the group in PEPS learning activities but also to take on the role of participants, beyond the institutional functions (educator, nurse). This prescription of egalitarian participation acts on the relationships between places and favors the empowerment of the participants (11,12). This sequence offers a theoretical description of this interactional phenomenon using a video capsule and practical illustrations of the posture valued by the program.…”

Section: The Intervention E-pepsmentioning

confidence: 99%

An Evaluation of an Online Training Platform for Teaching Positive Emotions for People With Schizophrenia

et al. 2022

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BackgroundThe dissemination of new interventions in clinical practice remains challenging. E-learning may provide wide access in various settings and allow tailored learning trajectories and an adapted training pace. This study evaluates an online platform to train professionals to lead the Positive Emotion Program for Schizophrenia (PEPS) for patients with anhedonia. This study aims to test the reception provided by clinicians to the platform and its perceived usefulness and investigate whether e-PEPS training improves knowledge about the facilitation of PEPS.Materials and MethodsParticipants were recruited through advertisements. All participants provided their informed consent on a registration form and completed two pre-test questionnaires, a knowledge test on negative symptoms in schizophrenia, learning strategies and the partnership relationship, and a test on the ability to savor pleasant moments. After the training, they completed the same questionnaire and an evaluation form of the training and its application in personal and professional life.ResultsTwo-hundred and ten participants were registered to participate into the study, 185 received the access to the platform, and 101 participants completed the training and the post-test assessments. Satisfaction with training was high. The results showed that the participants significantly improved their knowledge about PEPS and increased the skills taught in their personal repertoire after the training. The training allows most clinicians to plan to lead a PEPS group in the year following training.DiscussionAs a result of this study, training has been improved and is now freely available to all interested clinicians.

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Section: The Intervention E-pepsmentioning

confidence: 99%

An Evaluation of an Online Training Platform for Teaching Positive Emotions for People With Schizophrenia

et al. 2022

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“…In a different empirical context, that of health, Nguyen recently explored how to implement collective data analysis methods in initial and continuing vocational education and training. Data sessions were used to develop two sorts of competencies during the initial vocational training of student nurses: a clinical competence in the field of therapeutic practice in psychiatry and a methodological competence in the field of observing interactional work with patients (Nguyen et al, 2020). Similar approaches have been applied to continuing education in an institutional setting, with the objective of training qualified nurses in the practice of self-disclosure in psychiatry (Nguyen et al, 2021).…”

Section: Empirical Exploration Of Interaction Analysis In Training Se...mentioning

confidence: 99%

Video-Based Interaction Analysis: A Research and Training Method to Understand Workplace Learning and Professional Development

Filliettaz

Gascón²,

Zogmal³

2022

Methods for Researching Professional Learning and Development

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This chapter presents video-based interaction analysis and discusses its contributions to research on workplace learning and professional development. Interaction analysis is a multidisciplinary qualitative approach, borrowing principles from the micro-sociology of everyday life, ethnomethodology, conversational analysis and the ethnography of communication. It aims to provide a detailed description of how individuals coordinate their actions when experiencing social encounters and engaging in goal-directed actions collectively. Over the past two decades, the use of interaction analysis has expanded significantly into the field of workplace practices in institutional or professional contexts, particularly thanks to the influence of Workplace Studies or applied conversation analysis. More recently, video-based interaction analysis has also been applied to the field of initial and continuing vocational education. The theoretical principles on which interaction analysis is based have been transposed to training activities and are now considered significant contributors to workplace learning and professional development. An increasing number of experiments have attempted to train professionals using a video-based interactive analysis of their work. After presenting the theoretical principles and methodological procedures of video-based interaction analysis, this chapter illustrates how the approach might be implemented in the specific empirical context of early childhood educators reflecting on their interactional competencies when encountering parents as part of their work. Data collected during collective analysis sessions illustrate the sorts of learning experiences made possible by video-based interaction analysis when it is used in continuing education programmes for qualified workers.

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“…Dans ce contexte, l'analyse des interactions revêt un intérêt fort pour la recherche mais peut s'avérer également prometteuse en contexte de formation. C'est du moins dans ce sens que différentes expériences de formation ont vu le jour ces dernières années ; former les individus à la séquentialité des interactions (Stokoe, 2011(Stokoe, , 2014 ou encore outiller des (futurs) professionnels à observer et analyser des interactions multimodales à partir de traces vidéo (Durand et Trébert, 2018 ;Garcia et Filliettaz, 2020 ;Trébert et Durand, 2019 ;Zogmal et Durand, 2020 ;Nguyen, Frobert et Favrod, 2020). Notons que ces situations de formation relèvent également pleinement d'un accomplissement interactionnel observable et analysable, exigeant des individus impliqués de se coordonner pour agir ensemble.…”

Section: Le Caractère « Ordonné » Des Interactionsunclassified

Interagir au travail et en situation de formation : le cas des relations avec les parents dans le champ de l’éducation de l’enfance

Gascón¹

2021

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Cet article a pour ambition d’explorer les liens entre des interactions de formation et des interactions de travail dans un champ professionnel à forte composante langagière et interactionnelle, celui de l’accueil de jeunes enfants d’âge préscolaire en contexte institutionnel. Plus précisément, il s’agit d’étudier des interactions de formation où des professionnels expérimentent une démarche d’analyse sur des interactions de travail. L’analyse simultanée de ces deux niveaux permet non seulement d’identifier ce qui est relatif à une compétence d’interaction dans le travail, de rendre visible le processus de développement professionnel à l’œuvre dans le déroulement de la formation, mais également d’observer les opportunités liées à la superposition des situations d’interactions pour la conception de formation. Dans notre contexte, nous proposons de montrer comment le processus d’interaction en formation relève d’une organisation qui lui est propre et se distingue du processus d’interaction de travail.

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L’analyse interactionnelle comme modalité pédagogique : l’exemple d’un dispositif pour la formation des infirmiers à la relation thérapeutique en psychiatrie

Cited by 6 publications

References 26 publications

An Evaluation of an Online Training Platform for Teaching Positive Emotions for People With Schizophrenia

An Evaluation of an Online Training Platform for Teaching Positive Emotions for People With Schizophrenia

Video-Based Interaction Analysis: A Research and Training Method to Understand Workplace Learning and Professional Development

Interagir au travail et en situation de formation : le cas des relations avec les parents dans le champ de l’éducation de l’enfance

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