Transfert des compétences et construction d’un langage d’action en situation de compagnonnage professionnel en soins infirmiers

Nous proposons que le transfert de compétences d’un milieu institutionnel de formation vers le milieu professionnel soit un cas de transfert d’un langage d’action. Un modèle en ce sens est proposé et soumis à une validation empirique dans le cadre d’un stage terminal à l’intérieur du curriculum en techniques de soins infirmiers. Selon ce modèle, une structure cognitive élaborée qui distingue les aspects conceptuels et procéduraux favorise le transfert. Nous montrons que le compagnonnage permet de négocier les significations et les pratiques sous-jacentes, et que, de son côté, la pensée réflexive favorise la re-représentation. Cependant, le transfert ne se produit pas d’une manière identique pour toutes les composantes d’une compétence.The transfer of competencies from an academic setting to professional institutions appears to be a case of action language transfer. Such a model is proposed, followed by an empirical validation within the final practicum in nursing techniques. This model is composed of schemes constructed from one situation to another. A rich knowledge structure with varied conceptual and procedural elements favours the transfer process. New practices and meanings are negotiated using this language during the apprenticeship scaffolding episodes. Reflective thinking promotes the re-representation of action. However, not all components of a competency are transferred in an identical way : some parts of a competency are not very prone to transfer.Proponemos que la transferencia de competencias de un medio institucional de formación hacia un medio profesional sea un caso de transferencia de un lenguaje de acción. Se propone un modelo orientado en este sentido y sometido a una validación empírica en el marco de una práctica terminal dentro del currículum de técnicas en cuidados enfermeros. De acorde a este modelo, una estructura cognitiva elaborada que distingue los aspectos conceptuales y procedimentales favorece la transferencia. Demostramos que el acompañamiento permite negociar los significados y las prácticas subyacentes y que, de su lado, el pensamiento reflexivo favorece la re-representación. Sin embargo, la transferencia no se realiza de manera idéntica para todos los componentes de una competencia

Interaction and Mechanics: Understanding Course-work Engagement in Large Science Lectures

Post-secondary institutions have developed several interventions to address what Chamblis’ (2014) calls the arithmetic of classroom engagement. Large lecture courses limit the potential for student/instructor interaction. Instead, large lecture courses have historically relied on an industrialized model of information delivery. Very little is known about how students develop their strategies for completing their course-work in this context. The aim of this study was to outline a conceptual framework describing how undergraduates become engaged in their course-work in large science lecture courses. Course-work engagement refers to the set of practices that are part of students’ efforts to successfully complete a course. Course-work engagement is goal oriented behavior, shaped by the beliefs that individual holds about their self and the course. In the framework, I propose that students’ initial beliefs states catalyze their behavioral engagement in the course which is conditioned through feedback from working with peers, from performance assessments, and through interactions with the instructor. This study was conducted in a large (n=551) undergraduate introductory physics course. The course was composed of three lecture sections, each taught by a different instructor. Based on a review of the literature, I posed the following research questions: 1. What are the relationships among students’ peer interactions, their digital instructional technology use, and their performance on assessments in a physics lecture course? 2. How does the instructional system shape students’ engagement in peer interactions and their use of digital instructional technologies in a course? In this study, I employed three methods of data collection. First, I observed instruction in all three sections throughout the semester to characterize similarities and differences among the three lecture sections. Second, I administered two surveys to collect information about students’ goals for the course, their expectations for success, their beliefs about the social and academic community in the course, and the names of peers in the course who the student collaborated with in out-of-class study groups. Surveys were administered before the first and final exam in the course. Third, I used learning analytics data from a practice problem website to characterize students’ usage of the tool for study preparation before and after the first exam. Through the stochastic actor based modeling, I identified three salient factors on students’ likelihood of participating in out-of-class study groups. First, being underrepresented in the course may have shaped students’ opportunities to participate in out-of-class study groups. Women and international students both attempted to participate at higher rates than men and domestic students, respectively. However, women and international students were unlikely to have their relationships reciprocated over the semester. Second, when study tools are incorporated into out-of-class study groups, social influence appears to play a significant role in the formation of course-work engagement. For example, students who were non-users of the practice problem website tended to adopt the use behavior of their higher intensity peers. Third, changes in students’ beliefs about the course were significantly related to changes in their course grade. In terms of performance, students who experienced changes to their course beliefs, or what attempted to form new out of class study groups in the lead up to the third exam, were likely to experience academic difficulty. This study highlights the important role of time and the dynamic role of social interaction on the development of course-work engagement in large science lecture courses.PHDHigher EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/138776/1/mbrowng_1.pd