How holistic approaches of activity analysis in ergonomics renew training design?

International audienceThis communication presents the benefit of holistic approaches of work analysis in ergonomics and professional didactics in the field of occupational training. The research-intervention processes discussed have the originality aiming to conduct jointly learning questions, conditions of training and prevention of occupational risks. Its specificities are presented from three research-interventions in the field of aeronautics industry, agriculture and education. We stress questions that are emerging, such as the design of digital tools for training, the importance of subjective commitment at work and the identity transformations and we precise how the holistic approach advocated, based on a model of operator development that articulates mastery of tasks and work and the construction of health and safety over the long term, may be used to treat these questions.

Transformation for inclusive conservation: evidence on values, decisions, and impacts in protected areas

As countries consider new area-based conservation targets under the Convention on Biological Diversity, protected areas (PAs) and their impacts on people and nature are coming under increasing scrutiny. We review the evidence base on PA impacts, combining the findings from existing rigorous impact evaluations with local case studies developed for this study. We identify characteristics of PA establishment and management that improve the sustainability of biodiversity conservation and justice for local communities. We find that recognizing and respecting local values and knowledge about natural resource stewardship, colearning, and comanagement are key to achieving positive impacts for nature and people. Transforming PA governance toward more inclusive conservation depends upon the ability of PAs to be designed and implemented around the values and needs of local people

Perspectives on Age and Continuing Professional Development for Nurses: A Literature Review

The need for nurses to participate in continuing professional development (CPD) is growing to keep abreast of rapid changes in nursing care. Concurrently, the nursing workforce is growing older. Ageing leads to changes in biological, psychological, and social functioning. Little is known about the effects of age-related changes on nurses’ CPD. A literature review was conducted to examine whether and how CPD differs across age groups. A framework with five perspectives on age was used in an attempt to distinguish factors contributing to these age differences. Given the limited research on this topic with respect to nurses, we also included studies of workers in general. The literature search revealed 27 relevant studies. In general, older workers appeared less likely to participate in CPD, when considering formal learning activities and late-career workers (older than 50/55 years). We found no clear age patterns for motivation to participate in CPD, for learning outcomes, and for participation in informal and non-formal learning activities. The study showed that more nuanced results are found when studies distinguish at least three age groups. By using different perspectives of age, a comprehensive overview of age-related factors in CPD was generated and gaps in current research were identified. Recommendations for further research are discussed, such as the need for research on whether the types of learning activities that nurses undertake change with ageing. Keywords: Continuing professional development, Age differences, Nurses, Older workers, Workplace learning, Literature revie