Santéhttps://luck.synhera.be/handle/123456789/1442026-04-14T17:37:54Z2026-04-14T17:37:54ZEnseignement et apprentissage en soins infirmiersDELVAUX, SophieTOCK, R.,GUAY, F.,SERVOTTE, Jean-ChristophePILOTE, BrunoDETROZ, Pascalhttps://luck.synhera.be/handle/123456789/30992026-03-03T14:38:53Z2025-10-02T00:00:00ZEnseignement et apprentissage en soins infirmiers
DELVAUX, Sophie; TOCK, R.,; GUAY, F.,; SERVOTTE, Jean-Christophe; PILOTE, Bruno; DETROZ, Pascal
Article scientifique
2025-10-02T00:00:00ZL’apprentissage par la simulation en enseignement supérieur : au-delà des effets didactiquesDELVAUX, SophieBIEMAR, SandrineDETROZ, PascalSERVOTTE, Jean-ChristophePILOTE, Brunohttps://luck.synhera.be/handle/123456789/30982026-03-03T14:38:24Z2025-08-03T00:00:00ZL’apprentissage par la simulation en enseignement supérieur : au-delà des effets didactiques
DELVAUX, Sophie; BIEMAR, Sandrine; DETROZ, Pascal; SERVOTTE, Jean-Christophe; PILOTE, Bruno
Article scientifique
2025-08-03T00:00:00ZImpacts of stress and emotional competencies on the flow experience during simulation-based learning in nursing studentsDELVAUX, SophieTock, RyanGuay, FrédéricSERVOTTE, Jean-ChristophePilote, BrunoDetroz, Pascalhttps://luck.synhera.be/handle/123456789/30612025-07-07T12:22:19Z2025-07-01T00:00:00ZImpacts of stress and emotional competencies on the flow experience during simulation-based learning in nursing students
DELVAUX, Sophie; Tock, Ryan; Guay, Frédéric; SERVOTTE, Jean-Christophe; Pilote, Bruno; Detroz, Pascal
Background
Clinical immersion simulation, used in nursing training, can bring students into a state of flow that enhances learning.
Purpose
The aim of this study is to describe the relationships between stress, emotional competencies, and flow.
Methods
This exploratory study of 101 students used three validated measuring instruments.
Results
The flow was positively correlated to emotional competencies (r = 0.25; p = 0.012) and a negatively correlated to stress (r = −0.34; p < 0.001). Analyses of variance suggest that stress levels significantly influence flow scores (p < 0.001) and that emotional competencies also significantly influences the flow state (p = 0.005).
Conclusions
Optimizing the flow state during simulation requires consideration of stress and emotional competencies.
2025-07-01T00:00:00ZLa télésimulation, une autre facette de la simulationBAIJOT, S.https://luck.synhera.be/handle/123456789/18012025-03-29T03:14:45Z2023-01-01T00:00:00ZLa télésimulation, une autre facette de la simulation
BAIJOT, S.
Pratique pédagogique consistant à faire l'analyse critique d'enregistrements vidéo de mises en situation, fictives ou réelles, liées à la pratique du domaine d'études des apprenants.
2023-01-01T00:00:00Z