[Initiation to patient partnership in mental health and psychiatry from initial training onwards]. / Initiation dès la formation initiale au partenariat patient en santé mentale et psychiatrie.

Introducing patient partnership in mental health and psychiatry to initial training is an innovative way of promoting recovery, while at the same time highlighting the undeniable contribution of peer support within healthcare teams, in order to accompany the people concerned. This is why Croix-Rouge Compétence Auvergne-Rhône-Alpes is developing a specific training program for trainees.

A profile of two different applicant test batteries with regards to sex and age in successful law enforcement applicants.

BACKGROUND: Law enforcement (LE) applicant assessments and initial academy training vary greatly across the United States of America (USA), with 820+ academies operating across 50 different states. Rising obesity and declining physical fitness underscore the need for benchmarks of applicant physical performance. OBJECTIVE: Create a "point-in-time" descriptive profile of the performance of LE applicants and determine any differences between males, females, and age using two applicant test batteries (ATBs). METHODS: Archival data from one large USA LE academy were analysed. Applicants completed one of two ATBs; ATB1 (n = 1674): 68.8-meter agility run (AR), 60-s push-ups, 60-s sit-ups, 60-s arm ergometer revolutions, and 2.4 km run; ATB2 (n = 355): AR, 60-s push-ups, 60-s sit-ups, and a multistage fitness test. Data were coded for sex and age. Independent samples t-tests compared the sexes. A one-way ANOVA with Bonferroni post hoc analysis compared age groups (18- 24, 25- 29, 30- 34, 35- 39, 40 + years). RESULTS: Males outperformed females in all fitness assessments across both ATBs (p≤0.02). The 18- 24 age group demonstrated faster run times in the AR and 2.4 km for ATB1 compared to all groups. (p≤0.03). In ATB2, the 18- 24 age group was faster in the AR compared to all other groups except the 25- 29 age group (p≤0.026). CONCLUSIONS: Regardless of ATB used, females and older applicants generally would benefit from specific fitness training to better prepare for academy. Older applicants may experience greater challenges in running tasks, especially those involving sprinting, which could also be impacted by qualities important for running/sprinting (i.e., maximal strength and power).

[Onboarding in intensive care and emergency medicine in Germany]. / Einarbeitung in der Intensiv- und Notfallmedizin in Deutschland.

BACKGROUND: The treatment of acute life-threatening conditions in intensive care and emergency medicine requires in-depth training and education, with initial training playing a key role. RESEARCH QUESTION: What is the structure and quality of the initial training of physicians and nurses in intensive care units and emergency departments in Germany? METHODS: With the help of survey software, an online questionnaire comprising 40 questions in German on the aforementioned topic was designed. It was distributed via the website of the German Society for Internal Intensive Care and Emergency Medicine (DGIIN) and via pertinent social media channels. RESULTS: In total, 103 nurses and 125 physicians participated in the survey. The average work experience of the participating nurses and physicians was 8.5 ± 5.1 and 3.0 ± 3.1 years, respectively. The majority of participants worked primarily in intensive care units (59%) or in emergency departments (22%). On average, the initial training lasted 45 ± 27 and 13 ± 13 days for nurses and physicians, respectively. Only 20% of the initial training comprised seminars or hands-on workshops taught outside of routine clinical care. In all, 47% of the participants stated that they were not able to complete the entire initial training period. Only 49% had been officially certified for usage of the technical equipment in their department. A total of 35% reported feeling confident or somewhat confident in handling predictable tasks after initial training, but only 15% in handling acute emergencies. DISCUSSION: The present study revealed that initial training in intensive care and emergency medicine is frequently incomplete, unstructured, as well as inadequate and bears both safety and liability risks. New concepts are needed to improve the initial training across clinics.

[An empirical analysis of the effects of nudge-based measures on job seekers' participatory behavior in the Care Worker Initial Training].

Objectives　The study aim was to explore effective measures to promote job seekers' participation in the Care Worker Initial Training course provided by Hello Work.Methods　In this study, we adopted the nudge approach as a method to promote behavioral changes based on a knowledge of behavioral economics. Additionally, we tested the effectiveness of nudge-based measures compared to that of conventional measures. The survey was conducted through two rounds of Web distribution. In the first Web distribution, we consistently implemented the following, in order: 1) recruited individuals who agreed to participate in the study, 2) distributed the first Web questionnaire regarding basic attributes and eligibility criteria in terms of the target individuals, and 3) distributed course guidance. Individuals who responded to the first Web questionnaire (n=50,000) were randomly assigned to eight groups. The intervention groups were presented with course guidance based on loss-aversion nudge, empathy nudge, long-term gain nudge, and their combinations. The control group was presented with traditional course guidance used by the Ministry of Health, Labour and Welfare over the Web. Two weeks after the intervention, we identified 2,404 individuals who met the eligibility criteria and assessed their behavioral changes (pre-contemplation, contemplation/preparation, information-gathering, action); we received responses from 1,995 individuals. Binomial logistic regression analyses were performed using nudge-based interventions and behavioral change stages as dependent and independent variables, respectively. Sex, age, education level, marital status, interest in caregiving before the intervention, and behavioral change stages before the intervention were included as moderator variables.Results　A total of 1,995 individuals were included in the analysis. Among the 1,756 participants in the intervention groups, 321 (18.3%) took on contemplation/preparation behavior, 102 (5.8%) took on information-gathering behavior, and 50 (2.8%) took action by participating in the course. Among the 239 individuals in the control group, 38 (15.9%) took on contemplation/preparation behavior, 31 (13.0%) took on information-gathering behavior, and 2 (0.8%) took action by participating in the course. Binomial logistic regression analyses showed that while traditional measures were effective in promoting information-gathering behavior toward participation, nudge-based measures combining loss-aversion nudge, long-term gain nudge, and empathy nudge were effective in motivating individuals to participate in the course (odds ratio: 5.39, 95%CI: 1.18-24.74, P=0.03).Conclusion　The introduction of measures combining multiple types of nudges is necessary to promote participation in the Care Worker Initial Training course, rather than traditional measures or a nudge in isolation.

[Health simulation in initial training, a reality to be increased]. / La simulation en santé en formation initiale, une réalité à augmenter.

Simulated practice is a pedagogical tool that invites students to immerse themselves in scenarios close to reality. It confronts them with experiential learning while giving them the opportunity to explore and deconstruct what they have experienced in a distanced and group-based manner during debriefings. Simulation is a recognized tool for continuing professional development, but it is difficult for it to become established in the context of initial training. Its implementation requires certain human and financial resources.

[Clinical care and training of the medical electroradiology technician]. / Les soins cliniques et la formation du manipulateur en électroradiologie médicale.

There are dozens of healthcare professions. All of them are involved in patient care and most of them work in multidisciplinary teams. In a world of health care in crisis, nurses and medical electroradiology manipulators (MERM) must work together more than ever to contribute to the optimization of care. This starts with the initial training of both in the training institutes and on the training grounds.

Influencia de los tipos de agrupamiento en la competencia social de futuros docentes de educación física al implementar el aprendizaje cooperativo / Influência dos tipos de agrupamento na competência social dos futuros professores educação física na implementação da aprendizagem cooperativa / Influence of the types of grouping on the social competence of future physical education teachers when implementing cooperative learning

Resumen El objetivo de esta investigación fue comprobar la incidencia del aprendizaje cooperativo (AC) en la competencia social en función de los tipos de agrupamiento del alumnado. Participaron 53 estudiantes de tercer curso del Grado de Magisterio Educación Primaria de la mención de Educación Física (EF). Se utilizó un diseño cuasi-experimental donde se implementó una intervención durante cuatro meses con medidas pre-test y post-test a través de un cuestionario sociométrico. El tratamiento de datos se realizó mediante el software Sociomet. Los resultados obtenidos indican que los seminarios que han utilizado agrupamientos libres y heterogéneos han obtenidos mejores puntuaciones de percepción de competencia social que el seminario organizado en subgrupos homogéneos. Así pues, se considera que el criterio de homogeneidad debe ser descartado a la hora de implementar el AC en EF. (AU)

Resumo O objetivo desta pesquisa foi verificar a incidência da aprendizagem cooperativa (LC) na competência social em função dos tipos de agrupamento de alunos. Participaram 53 alunos do terceiro ano do Ensino Fundamental da Licenciatura da menção à Educação Física (EF). Foi utilizado um desenho quase experimental onde foi implementada uma intervenção durante quatro meses com medidas pré-teste e pós-teste através de um questionário sociométrico. O processamento dos dados foi realizado por meio do software Sociomet. Os resultados obtidos indicam que os seminários que utilizaram agrupamentos livres e heterogêneos obtiveram melhores pontuações para a percepção de competência social do que o seminário organizado em subgrupos homogêneos. Assim, considera-se que o critério de homogeneidade deve ser descartado na implementação da AC em EF. (AU)

Abstract The objective of this research was to verify the incidence of cooperative learning (CL) in social competence depending on the types of grouping of students. Fifty-three (53) third-year students of the Primary Education Teaching Degree participated with the mention of Physical Education (PE). A quasi-experimental design was used where intervention was implemented for four months with pre-test and post-test measures through a sociometric questionnaire. Data processing was performed using Sociomet software. The results obtained indicate that the seminars that have used free and heterogeneous groupings have obtained better scores for the perception of social competence than the seminar organized in homogeneous subgroups. Thus, it is considered that the homogeneity criterion should be discarded when implementing CA in PE. (AU)

Education, initial training, academic production, socio-environmental responsibility. / Educación, formación inicial, producción académica, responsabilidad socioambiental. / EDUCAÇÃO PARA A SUSTENTABILIDADE EM TRABALHOS DE CONCLUSÃO DE CURSO DE LICENCIATURA EM BIOLOGIA NA REGIÃO AMAZÔNICA PARAENSE

It is considered that education for sustainability in higher education is a challenge that requires the incorporation of training based on values, attitudes and principles that reflect on professional training. That said, this research aimed to analyze the approach that students of undergraduate courses in Biology, in the Amazon Region of Pará, make about education for sustainability in their TCC. The exploratory study with document analysis considered the TCC produced by students from five different HEIs, prepared between the years 2017 and 2021, using an analysis instrument based on seven categories that investigate the approach of the principles of Education for Sustainability in three phases. By analyzing 145 works, it was found that the most discussed principles are related to the right to education and the right to biodiversity. The study presents theoretical-scientific, practical-instrumental and social contributions, highlighting training principles that HEIs should consider in the training of their students so that we have professionals concerned with socio-environmental problems.

Se considera que la educación para la sostenibilidad en la educación superior es un desafío que requiere la incorporación de una formación basada en valores, actitudes y principios que reflejen la formación profesional. Dicho esto, esta investigación tuvo como objetivo analizar el abordaje que los estudiantes de los cursos de graduación en Biología, en la Región Amazónica de Pará, hacen sobre la educación para la sostenibilidad en su TCC. El estudio exploratorio con análisis de documentos consideró el TCC producido por estudiantes de cinco IES diferentes, elaborado entre los años 2017 y 2021, utilizando un instrumento de análisis basado en siete categorías que investigan el abordaje de los principios de la Educación para la Sustentabilidad en tres fases. Al analizar 145 obras, se encontró que los principios más discutidos están relacionados con el derecho a la educación y el derecho a la biodiversidad. El estudio presenta aportes teórico-científicos, práctico-instrumentales y sociales, destacando principios formativos que las IES deben considerar en la formación de sus estudiantes para que tengamos profesionales preocupados por los problemas socioambientales.

Considera-se que a educação para a sustentabilidade no ensino superior é um desafio que requer a incorporação de uma formação pautada em valores, atitudes e princípios que reflitam na formação profissional. Isto posto, esta pesquisa objetivou analisar a abordagem que discentes de cursos superiores de licenciatura em Biologia, da Região Amazônica Paraense, fazem sobre a educação para a sustentabilidade em seus TCC. O estudo exploratório com análise documental considerou os TCC produzidos por alunos de cinco IES diferentes, elaborados entre os anos de 2017 e 2021, utilizando um instrumento de análise pautado em sete categorias que investigam a abordagem dos princípios da Educação para a Sustentabilidade em três fases. Ao analisar 145 trabalhos, foi verificado que os princípios mais abordados estão relacionados com o direito à educação e o direito à biodiversidade. O estudo apresenta contribuições de caráter teórico-científico, prático-instrumental e social, evidenciando princípios formativos que as IES devem considerar na formação de seus alunos para que tenhamos profissionais preocupados com os problemas socioambientais.

Education and social work students' perceptions of Internet use by people with and without intellectual disability.

Educators and social workers are essential to promote the social and digital inclusion of people with intellectual disability. Their perceptions about Internet use by people with intellectual disability may lead to prejudices that can hinder the opportunity of this group to get equal and meaningful access to the virtual arena. To identify potential prejudices among future professionals and to determine their initial training needs, a cross-sectional survey study was conducted. The aim was to examine and compare 433 education and social work students' perceptions about Internet use by people with and without intellectual disability, in terms of online benefits, risks and safety. Results showed that students perceived the Internet to be more beneficial, but also riskier and less safe, for people with intellectual disability than for the general population. Differences were observed with regard to gender, university degree and frequency of contact with people with intellectual disability and a positive relationship was found between students' Internet use and their perceived online benefits, risks and safety. These findings highlight the need for initial training programs that overcome future professionals' prejudices towards people with intellectual disability and their capability to use the Internet safely.

Intervención basada en competencias emocionales en estudiantes de Odontología de la Universidad de Concepción, Chile

RESUMEN Introducción: La pandemia por COVID-19 cambio la enseñanza a métodos virtuales. En la carrera de Odontología los estudiantes no pueden prescindir de la práctica y esto provocó que las actividades curriculares se reorganizaran, como consecuencia, provocó cambios en el estrés percibido. El objetivo de este estudio es evaluar una propuesta de intervención en competencias emocionales en estudiantes de Odontología de la Universidad de Concepción, Chile. Método: Se desarrolló una investigación acción en una muestra de 125 estudiantes, ejecutado durante el segundo semestre de 2021, en tres etapas: diagnóstico, diseño y desarrollo de una intervención en modalidad remota sincrónica. En cada actividad se aplicó una encuesta de satisfacción. Resultados: Estos dan cuenta de un alto grado de satisfacción de la intervención en los estudiantes, por cuanto les permitió visibilizar la importancia de desarrollar competencias emocionales. Discusión: La educación emocional basada en competencias emocionales es una estrategia innovadora que se sugiere como un plan de acompañamiento al estudiante durante toda la carrera, que requiere de investigación para incluirla en los programas curriculares.

ABSTRACT Introduction: The COVID-19 pandemic changed the teaching to virtual methods. In dentistry students cannot do without practice and this caused curricular activities to be reorganized, as a consequence, it provoked changes in perceived stress. The aim of this study was to evaluate a proposal for intervention in emotional competencies in dental students at the University of Concepción, Chile. Method: Action research design study in a sample of 125 students, executed during the second semester of 2021, in three stages: diagnosis, design and development of an intervention in synchronous remote modality. A satisfaction survey was applied in each activity. Results: The results show a high degree of satisfaction with the intervention among students since it allowed them to visualize the importance of developing emotional competencies. Discussion: Emotional education based on emotional competencies is an innovative strategy that is suggested as a plan to accompany students throughout their careers and requires research to include it in curricular programs.

Chronicity of sleep restriction during Army basic military training.

OBJECTIVES: To investigate: (i) the chronicity and phasic variability of sleep patterns and restriction in recruits during basic military training (BMT); and (ii) identify subjective sleep quality in young adult recruits prior to entry into BMT. DESIGN: Prospective observational study. METHODS: Sleep was monitored using wrist-worn actigraphy in Army recruits (n = 57, 18-43 y) throughout 12-weeks of BMT. The Pittsburgh Sleep Quality Index (PSQI) was completed in the first week of training to provide a subjective estimate of pre-BMT sleep patterns. A mixed-effects model was used to compare week-to-week and training phase (Orientation, Development, Field, Drill) differences for rates of sub-optimal sleep (6-7 h), sleep restriction (≤6 h), and actigraphy recorded sleep measures. RESULTS: Sleep duration was 06:24 ±â€¯00:18h (mean ±â€¯SD) during BMT with all recruits experiencing sub-optimal sleep and 42% (n = 24) were sleep restricted for ≥2 consecutive weeks. During Field, sleep duration (06:06 ±â€¯00:36h) and efficiency (71 ±â€¯6%; p < 0.01) were reduced by 15-18 min (minimum - maximum) and 7-8% respectively; whereas, sleep latency (30 ±â€¯15 min), wake after sleep onset (121 ±â€¯23 min), sleep fragmentation index (41 ±â€¯4%) and average awakening length (6.5 ±â€¯1.6 min) were greater than non-Field phases (p < 0.01) by 16-18 min, 28-33 min, 8-10% and 2.5-3 min respectively. Pre-BMT global PSQI score was 5 ±â€¯3, sleep duration and efficiency were 7.4 ±â€¯1.3 h and 88 ±â€¯9% respectively. Sleep schedule was highly variable at pre-BMT (bedtime: 22:34 ±â€¯7:46 h; wake time: 6:59 ±â€¯1:42 h) unlike BMT (2200-0600 h). CONCLUSIONS: The chronicity of sub-optimal sleep and sleep restriction is substantial during BMT and increased training demands exacerbate sleep disruption. Exploration of sleep strategies (e.g. napping, night-time routine) are required to mitigate sleep-associated performance detriments and maladaptive outcomes during BMT.

Environmental Education in Initial Training: Effects of a Physical Activities and Sports in the Natural Environment Program for Sustainable Development.

Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid (Spain) who are studying a Bachelor's Degree in Physical Activity and Sports Sciences and a Master's Degree in Teacher Training for Secondary Education and High School (specializing in Physical Education) were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education (knowledge, behaviors, and attitudes). Its effect was also examined bearing in mind students' sex, age and educational profile (sportive and educational). Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability.

[Feedback on the first three years of application of the reform of the third cycle in oncology]. / La phase socle en oncologie : retour d'expérience sur les trois premières années d'application de la réforme du troisième cycle.

Since the establishment of the reform of medical studies' third cycle in 2017, the first two residency semesters define the "phase socle" whose objective is to provide the basic knowledge of the specialty. We have carried out a declarative survey, submitted in 2020 to all French residents in Oncology whose "phase socle" had taken place during the first 3 years of the reform. The main objectives of this survey were to evaluate the theoretical teaching of oncology as well as the practical hospital training provided during this phase. The response rate was 44% (among 355 residents, 155 answered). In terms of theoretical training, the level of satisfaction with the national teaching courses of the Collège National des Enseignants en Cancérologie and the distant learning courses on the SIDES-NG platform was considered satisfactory (average visual analog scale of 6.7/10 and 5.7/10, respectively). There was greater heterogeneity in the organization of local courses, of which only 50% of base phase residents benefited. In terms of practical training, the training value of the medical oncology and radiation oncology residencies was good (visual analogue scale 7.9/10 and 6.7/10, respectively), with educational objectives adapted to the base phase, but with a greater workload for medical oncology. This study provides feedback that shows the success of this reform in oncology. It also offers suggestions, which could be the basis to improve the formation of oncology residents.

"Cada um é um": constituição de saberes em uma experiência de formação na perspectiva inclusiva / "Cada uno es uno": constitución e saberes en una experiencia de formación inclusiva / "Each one is one": constitution of knowledge in a training experience from the inclusive perspective / «Chacun est un¼: constitution de savoirs dans une expérience de formation inclusive

Este artigo discute os resultados de uma pesquisa que investigou uma experiência de formação inicial na qual licenciandos de diferentes cursos de Graduação atuavam como mediadores de estudantes com deficiência em uma escola comum. A partir do conceito psicanalítico de saber, buscou-se compreender como se dá a mobilização de saberes pelos mediadores e quais efeitos emergiram para a sua formação profissional como professores. Por meio de rodas de conversa e entrevistas individuais, os depoimentos dos participantes apontaram saberes em construção no percurso de cada mediador, o que os possibilitava encontrar saídas para os impasses presentes na relação com o outro no contexto escolar. Os mediadores reconheceram a importância dessa vivência para a formação, elencaram aproximações e paradoxos na articulação teoria-prática, além de expressarem suas próprias elaborações acerca desta experiência

Este artículo discute resultados de una investigación que estudió una experiencia de formación inicial donde licenciandos de diferentes cursos actuaban como mediadores de estudiantes com deficiência en una escuela común. A partir del concepto psicoanalítico del saber,se buscó compreender como se realiza la movilización de saberes por mediadores y qué efectos surgieron para su formación profesional. A través de círculos de charlas y entrevistas individuales, los testimonios de los participantes indicaron saberes en construcción en la trayectoria de cada mediador, posibilitándolos a encontrar salidas para obstáculos presentes en la relación con el outro en el contexto escolar. Los mediadores reconocieron la importancia de esa vivencia para la formación, mencionaron aproximaciones y contradicciones en la articulación teoría-práctica, además de expressar sus propias elaboraciones acerca de esta experiencia

This article discusses the results of a survey that investigated an initial training experience in which undergraduates from different undergraduate courses acted as mediators for students with disabilities in a regular school. Based on the psychoanalytical concept of knowledge, we sought to understand how knowledge is mobilized by these mediators and what effects have emerged for their professional development as teachers. Through round tables and individual interviews, the participants testimonies pointed to knowledge under construction in each mediator's path, which enabled them to find solutions to the impasses present in the relationship with the other in the school context.The mediators recognized the importance of this experience for training, listed approaches and paradoxes in the theory-practice articulation, in addition to expressing their own elaborations about this experience

Cet article discute les résultats d'une recherche qui a été menée sur une expérience de formation initiale dans laquelle des étudiants en licence de premier cycle sont intervenus comme des médiateurs des élèves handicapés. A partir du concept psychanalytique de savoir, nous cherchons à comprendre comment s'effectue la mobilisation de savoirs par les médiateurs et quels sont les effets qui en ont émergé pour leur formation professionnelle. Les témoignages des participants ont indiqué des savoirs en construction dans le parcours de chaque médiateur, ce qui leur permettait de trouver des solutions aux impasses présentes dans la relation avec l'autre en contexte scolaire. Les médiateurs ont reconnu l'importance de cette expérience pour leur formation, ils ont énuméré des approches et des paradoxes dans l'articulation théorie-pratique

[Prepare and train professionals to deal with odours]. / Préparer et former les soignants à la confrontation aux odeurs.

In their daily practice, caregivers experience many different smells that evoke different emotions. However, the role of the sense of smell in care is poorly documented in the nursing literature. During initial training, trainers organise support, including with regard to odours, so that each future carer becomes a reflective practitioner, as adaptable as possible.

French speech-language therapy students' interest in evidence-based practice: A survey.

BACKGROUND: Taking into account international studies interested in the development of evidence-based practice (EBP) in the speech and language therapy field, this survey investigated key issues with regard to students' perception of EBP. AIMS: To determine how final-year students in France conceive EBP; to know if they feel competent in this area; to investigate any barriers to the use of EBP; and to assess their intention of using the EBP approach in their professional practice after graduating. METHODS & PROCEDURES: Between January and April 2019, 182 advanced French students from 15 French speech-language university training centres (SLUTC) completed an online survey addressing these questions. OUTCOMES & RESULTS: The results show that 68.7% of students in the sample had a positive perception of the EBP. Between 54.9% and 73.6% of students felt rather competent to apply part of the approach, and 17% were sure to implement it in their own practice later on. Step 3 'Critically evaluating the evidence' was the most difficult. Regardless of the different EBP steps, the most important barrier for students who felt competent was the lack of practice; for students who did not feel competent, the major barriers were both the lack of theoretical knowledge and the lack of practice. A total of 61% of students reported not seeing EBP being practised by their clinical practice placements supervisors; 55% reported never having used their EBP knowledge during their clinical practice placements. CONCLUSIONS & IMPLICATIONS: The students interviewed had a positive perception of EBP. Nevertheless, these results demonstrate a need to improve the EBP curricula and to include EBP in clinical education, under the guidance of clinical practice placements supervisors. WHAT THIS PAPER ADDS: What is already known on the subject Despite the fact that EBP is widespread, previous studies have shown that it is not sufficiently used in the practice of speech and language therapists (SLT) and that young professionals tend to seek advice from experienced professionals rather than use EBP. Some students, despite their programme, do not feel competent enough to implement EBP. What this study adds to the existing knowledge French SLT students had a positive opinion of EBP despite barriers to implementation in their future professional practice, especially regarding the critical analysis of evidence. Moreover, the study reveals a need to practise EBP during clinical practice placements, and to create specific pedagogical framework for EBP. What are the potential or actual clinical implications of this work? The potential implication of this study is the use of the questionnaire to investigate the students' perception of EBP from a theoretical and a practical point of view, in collaboration with clinical practice placement supervisors, with the aim of promoting the task value and the self-efficacy as the two best factors to enhance students' motivation in favour of EBP.

[Integrating sustainable development into initial nursing education]. / Intégrer le développement durable dans la formation initiale infirmière.

The initial nursing training framework offers the opportunity to build a teaching program that will lay the foundations of an eco-citizen care giving practice. With evolving content, and in light of climatic contingencies and the need to adapt to emerging pathologies, these courses must make sustainable development, associated with hygiene and safety, a new professional imperative in the care giving system.

[The home visit: "If it were only work at the level of the daisies, not much would happen there"]. / Visite à domicile : de l'importance de la supervision.

The home visit is a nursing practice more particularly developed within the framework of the medico-psychological centre. Going to the patient's home to ensure continuity of care is not an easy task. Although approached in a nursing training institute, it cannot be learned. Clinical situations are sometimes explosive or disconcerting, undermining the helpless and inadequately prepared nurse. Supervision of nursing practices can be life-saving and allow everyone to make sense of clinical situations. Feedback from experience.

Accompagner la professionnalisation des étudiants en soins infirmiers par l'approche du corps.

Supporting the professionalisation of student nurses through the approach of the body. When student nurses begin their training, their approach to others' bodies is shaped by social norms. This relationship changes through their studies and their practice placements, until they become qualified professionals. Becoming a caregiver requires them to change their relationship with the body. How does the training support students in the transformations of their representations, enabling them to be competent in the nurse-patient relationship within the other person's private sphere?

Booktrailer y lectura en la formación inicial del maestro: un estudio de caso / Booktrailer and reading in the initial teacher training: a case study / Booktrailer e leitura na formação inicial de professores. Um estudo de caso

Resumen Introducción: el booktrailer está convirtiéndose en un recurso digital importante para promocionar la lectura entre los estudiantes y, por ende, para el fomento lector. Dentro de este panorama, los futuros maestros deben tener una formación no solo en las áreas específicas de la didáctica, sino también en el ámbito tecnológico para poder utilizarlas; es decir, es importante en la formación inicial del maestro. Objetivo: analizar las oportunidades que nos ofrece el booktrailer y las creencias de los futuros maestros. Materiales y métodos: para realizar esta investigación se decidió escoger un estudio de caso cuya muestra son los estudiantes de la asignatura Competencia Comunicativa del curriculum integrado de la Universidad de Cádiz. En este sentido, se utilizaron cuestionarios, diario de campo, entrevistas y matriz DAFO. Resultados: se consideró que el booktrailer presenta un potencial educativo y, por consiguiente, es necesario incluirlo en las aulas. Conclusiones: con todo lo anterior se consideró que la lectura se puede fomentar y promocionar a través el booktrailer.

Abstract Introduction: the booktrailer is becoming an important digital resource to promote reading among students and thus encourage reading. Within this panorama, future teachers must have an academic background not only in specific areas of didactics, but also in the field of technology in order to be able to use them; that is, it is important in the initial training of the teacher. Objective: to analyse the opportunities offered by the booktrailer and the beliefs of future teachers. Materials and methods: to carry out this research, we decided to choose a case study which sample is the students of the subject Communicative Competence of the integrated Curriculum of the University of Cadiz. In this context, questionnaires, field diary, interviews and SWOT matrix were used. Results: the booktrailer was considered to have an educational potential and, therefore, it is necessary to include it in the classrooms. Conclusions: with all the above, it was considered that reading can be encouraged and promoted through the booktrailer.

Resumo Introdução: o booktrailer está se tornando um importante recurso digital para promover a leitura entre os alunos e, portanto, para a promoção da leitura. Dentro desse panorama, os futuros professores devem ter treinamento não apenas em áreas específicas do ensino, mas também no campo tecnológico para poder usá-los; isto é, é importante na formação inicial do professor. Objetivo: analisar as oportunidades oferecidas pelo booktrailer e as crenças dos futuros professores. Métodos e Materiais: para a realização desta pesquisa, optou-se por escolher um estudo de caso, cuja amostra são os alunos da Competência em Comunicação do currículo integrado da Universidade de Cádiz. Nesse sentido, foram utilizados questionários, diário de campo, entrevistas e matriz SWOT. Resultados: o booktrailer foi considerado com potencial educacional e, portanto, é necessário incluí-lo na sala de aula. Conclusões: com todas as considerações acima, considerou-se que a leitura pode ser promovida e promovida através do booktrailer.