Santé
https://luck.synhera.be/handle/123456789/149
2024-03-27T14:28:03Z
2024-03-27T14:28:03Z
Impact of virtual reality on performance among undergraduate healthcare professionals: A cross-sectional study
Chevalier, Sabrina
Paquay, Méryl
Goffoy, Jonathan
SERVOTTE, Jean-Christophe
Stipulante, Samuel
Ghuysen, Alexandre
https://luck.synhera.be/handle/123456789/2607
2024-02-19T09:30:12Z
2023-11-03T00:00:00Z
Impact of virtual reality on performance among undergraduate healthcare professionals: A cross-sectional study
Chevalier, Sabrina; Paquay, Méryl; Goffoy, Jonathan; SERVOTTE, Jean-Christophe; Stipulante, Samuel; Ghuysen, Alexandre
In recent years, Virtual Reality (VR) has been increasingly used to train healthcare professionals.
However, certain aspects of its application, such as the relationship between VR environments,
training, and Sense of Presence (SoP), have yet to be explored. SoP impacts learners’
performances in certain learning situations, whereas in others, it does not. This study aimed
to investigate the impact of VR, including SoP, on immersive mass incident simulation
performances. A cross-sectional study was performed by immersing 83 undergraduate
students (ambulance attendants, student nurses, and medical students) in a VR simulation.
Questionnaires were administered before, during, and after the simulation to assess
variables impacting non-technical skills. The results revealed that SoP was not associated
with performance (P = 0.66). However, performance was associated with the learners’
perceptions of the VR environment (P = 0.008). Therefore, the impact of environmental
perception on performance should be considered, allowing instructors to promote optimal
training in VR. Moreover, SoP may impact performance in certain types of learning, like
emotional skills training. Thus, VR should be chosen as a simulation modality to encourage
reflexivity through rapid feedback and learning skills in the affective domain.
2023-11-03T00:00:00Z
The Performance of the Health Communication Assessment Tool© (HCAT-f) in Calibrating Different Levels of Nurse Communication Skills in a French-Speaking Context
Diep, A. N.
SERVOTTE, Jean-Christophe
Dardenne, N.
Vanbelle, S.
Wauthier, V.
Paquay, M.
Hetzel Campbell, S.
Goffoy, J.
Donneau, A.-F.
Ghuysen, A.
https://luck.synhera.be/handle/123456789/1963
2024-02-19T09:40:36Z
2023-01-01T00:00:00Z
The Performance of the Health Communication Assessment Tool© (HCAT-f) in Calibrating Different Levels of Nurse Communication Skills in a French-Speaking Context
Diep, A. N.; SERVOTTE, Jean-Christophe; Dardenne, N.; Vanbelle, S.; Wauthier, V.; Paquay, M.; Hetzel Campbell, S.; Goffoy, J.; Donneau, A.-F.; Ghuysen, A.
Communication skills training is essential in nurse education. Miscommunication may lead to adverse events and unsafe healthcare. To date, valid and reliable instruments to serve both communication training and assessment purposes across different cultural contexts are scarce. The present study empirically tested a French-language version of the Health
Communication Assessment Tool© (HCAT-f) across different levels of communication skills performance to establish its reliability and validity through a cognitive fluency framework.
Ten experts in communication and 52 nurse educators rated three videos simulating conversations between a nurse and a patient scheduled for lumpectomy. Each video captured a different level of communication skills performed by the nurse: High, medium, and low.
Three distinct constructs were identified, i.e., professional presentation, empathy, and trust building. At absolute single-measure, an ICC = .43 suggested adequate interrater reliability of the whole scale for the medium-performed scenario, which decreased in low-performed (ICC = .35) and high-performed (ICC = .18) scenarios. The HCAT-f fulfils the criteria of linguistic
equivalence, contextual relevance, and demonstrates acceptable construct validity. It can be used as a summative assessment tool after prior training on scale calibration is in place because interrater agreement was difficult to be established in high and low performance scenarios.
2023-01-01T00:00:00Z
Utilisation de la vidéo 360 interactive pour la formation par simulation clinique en santé : Potentiels, limites et enjeux dans le cadre de la formation en soins infirmiers
Marceaux, J.
SERVOTTE, Jean-Christophe
Pilote, B.
https://luck.synhera.be/handle/123456789/1961
2024-02-19T09:40:02Z
2023-01-01T00:00:00Z
Utilisation de la vidéo 360 interactive pour la formation par simulation clinique en santé : Potentiels, limites et enjeux dans le cadre de la formation en soins infirmiers
Marceaux, J.; SERVOTTE, Jean-Christophe; Pilote, B.
Le gouvernement du Québec a investi dans une offensive de transformation numérique. Elle vise à accélérer le virage technologique de plusieurs secteurs d’activités incluant celui de l’enseignement. Pour les universités, cette décision se traduit par un rehaussement de l’intégration pédagogique des technologies de l’information et des communications (TIC). D’ailleurs, dans plusieurs cas, ces TIC rejoignent les personnes dans leur manière d’apprendre. Parmi ces nouvelles méthodes pédagogiques, nous retrouvons la simulation clinique par réalité virtuelle (SimRV), constituant un exemple d’actualisation des approches technopédagogiques au service de l’apprentissage. En reprenant des scénarios de simulation clinique traditionnels, la SimRV amène la personne, par le biais d’expériences immersives, à réaliser des simulations qui, autrefois, nécessitaient l’accès à une structure formelle. Bien que cette approche soit récente, plusieurs avenues viennent lui conférer un grand potentiel d’application. Une équipe de la Faculté des sciences infirmières de l’Université Laval a testé ce potentiel dans un projet exploratoire de simulations interactives par vidéo 360 degrés interactive, dans le programme de deuxième cycle de formation des infirmiers praticiens spécialisés. Cet article présentera les avantages, les limites et les enjeux identifiés pour une intégration pédagogique réussie de cette nouvelle technologie.
2023-01-01T00:00:00Z
Prevalence and factors associated with academic burnout risk among nursing and midwifery students during the COVID-19 pandemic: A cross-sectional study
Baudewyns, V.
Smith, P.
Bruyneel, A.
SERVOTTE, Jean-Christophe
DANCOT, Jacinthe
https://luck.synhera.be/handle/123456789/1725
2024-02-19T09:39:40Z
2022-01-01T00:00:00Z
Prevalence and factors associated with academic burnout risk among nursing and midwifery students during the COVID-19 pandemic: A cross-sectional study
Baudewyns, V.; Smith, P.; Bruyneel, A.; SERVOTTE, Jean-Christophe; DANCOT, Jacinthe
Aim: The aim of the study was to assess the prevalence of academic burnout (AB) and its associated factors among nursing and midwifery students during the COVID-19 pandemic.
Design: A correlational cross-sectional study.
Methods: An online survey was distributed from November to December 2020 to nursing and midwifery students in Belgium. The risk of AB was assessed using the MBI-SS Academic Burnout Inventory scale. Factors associated with AB were related to the personal life and level of education of the student and to the COVID-19 pandemic.
Results: The prevalence of overall AB risk was 50.0% (95% CI 48.5–53.1). Factors significantly associated with higher risk of AB were having a child, having a job, the level of academic training, working overtime, insufficient personal protective equipment against viral contamination during the last internship, work overload due to the pandemic, personal proven or possible SARS-CoV-2 infection and having a relative who died related to COVID-19.
2022-01-01T00:00:00Z