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    • Debriefing in the Clinical Environment: before, during and after COVID-19Peer reviewedOpen access 

      2021, Szyld, D.; Welch- Horan, T.; Rock, L.; Diaz- Navarro, C.; Doughty, C.; Rose, S.; Arnold, J.; Ingrassia, P.-L.; Leon Castelao, E.; Mullan, P.; SERVOTTE, Jean-Christophe; Fey, M., HENALLUX
      Acte de conférence ou de colloque
      Debriefing clinical events has the potential to improve teamwork processes. Debriefing practices from the simulated environment can be transferred to the hospital, but questions remain about the best processes for clinical debriefing. This workshop will focus on creating a psychologically safe environment for clinical debriefing and identifying criteria to guide clinical debriefing for both critical ...

    • Development and implementation of an end-of-shift clinical debriefing method for emergency departments during COVID-19Peer reviewedOpen access 

      2020, SERVOTTE, Jean-Christophe; Bram Welch-Horan, T.; Mullan4, P.; Piazza, J.; Ghuysen, A.; Szyld, D., HENALLUX
      Article scientifique
      Background: Multiple guidelines recommend debriefing after clinical events in the emergency department (ED) to improve performance, but their implementation has been limited. We aimed to start a clinical debriefing program to identify opportunities to address teamwork and patient safety during the COVID-19 pandemic. Methods: We reviewed existing literature on best-practice guidelines to answer ...

    • Qu’en est-il de la santé mentale des étudiants en soins infirmiers et sages-femmes en Fédération Wallonie-Bruxelles durant la pandémie à Covid 19 ?Peer reviewedOpen access 

      2022, BAUDEWYNS, Véronique; Bruyneel, A.; Smith, P.; SERVOTTE, Jean-Christophe; Dancot, J., HE GaliléeHE Robert SchumanHENALLUX
      Acte de conférence ou de colloque
      Le burn-out académique (BA) (1) est un trouble psychologique récemment décrit qui affecte la santé mentale des étudiants et qui est lié à la pression de la réussite universitaire et à l'acquisition de nouvelles responsabilités. Lors de l’accompagnement pédagogique des étudiants infirmiers et sages-femmes, nous observons un certain nombre de difficultés liées à la ‘lourdeur de la formation’ (2), ...