A conceptual framework of student professionalization for health professional education and research
dc.contributor.author | Bélisle, Marilou | |
dc.contributor.author | Lavoie, Patrick | |
dc.contributor.author | Pepin, Jacinthe | |
dc.contributor.author | Fernandez, Nicolas | |
dc.contributor.author | Boyer, Louise | |
dc.contributor.author | Lechasseur, Kathleen | |
dc.contributor.author | Larue, Caroline | |
dc.date.accessioned | 2023-03-28T12:36:19Z | |
dc.date.available | NO_RESTRICTION | fr |
dc.date.available | 2023-03-28T12:36:19Z | |
dc.date.issued | 2021-03-03 | |
dc.identifier.uri | http://hdl.handle.net/1866/27731 | |
dc.publisher | De Gruyter | fr |
dc.subject | Professionalization | fr |
dc.subject | Competency-based education | fr |
dc.subject | Meaningful learning experiences | fr |
dc.subject | Conceptual framework | fr |
dc.title | A conceptual framework of student professionalization for health professional education and research | fr |
dc.type | Article | fr |
dc.contributor.affiliation | Université de Montréal. Faculté des sciences infirmières | fr |
dc.identifier.doi | 10.1515/ijnes-2020-0104 | |
dcterms.abstract | Objectives To present a conceptual framework of student professionalization for health professional education and research. Methods Synthesis and discussion of a program of research on competency-based education. Results Competency-based education relies on active, situation-based group learning strategies to prepare students to become health professionals who are connected to patient and population needs. Professionalization is understood as a dynamic process of imagining, becoming, and being a member of a health profession. It rests on the evolution of three interrelated dimensions: professional competencies, professional culture, and professional identity. Professionalization occurs throughout students’ encounters with meaningful learning experiences that involve three core components: the roles students experience in situations bounded within specific contexts. Educational practices conducive to professionalization include active learning, reflection, and feedback. Conclusions This conceptual framework drives a research agenda aimed at understanding how students become health professional and how learning experiences involving action, reflection, and feedback foster that process and the advancement of professional practices. | fr |
dcterms.isPartOf | urn:ISSN:1548-923X | fr |
dcterms.language | eng | fr |
UdeM.ReferenceFournieParDeposant | Bélisle, M., Lavoie, P., Pepin, J., Fernandez, N., Boyer, L., Lechasseur, K. et Larue, C. (2021). A conceptual framework of student professionalization for health professional education and research. International Journal of Nursing Education Scholarship, 18(1), 20200104. https://doi.org/10.1515/ijnes-2020-0104 | fr |
UdeM.VersionRioxx | Version publiée / Version of Record | fr |
oaire.citationTitle | International journal of nursing education scholarship | fr |
oaire.citationVolume | 18 | fr |
oaire.citationIssue | 1 | fr |
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