Stéréotypes d’incompétence : les conséquences professionnelles d’une menace sociale

L’existence de stéréotypes qui promeuvent l’incompétence de certains groupes sociaux peut conduire leurs cibles à adopter des comportements qui confirment la mauvaise réputation de leur groupe. Deux dynamiques sont exposées pour expliquer les effets délétères de ces stéréotypes dans le parcours professionnel des individus cibles : l’une repose sur l’intériorisation des stéréotypes, l’autre sur l’effet de menace du stéréotype. Dans les deux cas, ces stéréotypes posent une menace sociale et participent à la perpétuation des inégalités professionnelles. Des pistes d’action pour aider ces populations à transformer la menace en défi sont proposées.The existence of incompetence stereotypes of certain social groups may lead their group members to adopt behaviors that confirm their group’s negative reputation. Two dynamics are exposed to explain the deleterious impact of these stereotypes in the group members’ professional development: one relates to stereotype internalization, the other to stereotype threat effect. In both cases, these stereotypes create a social threat and participate in perpetuating professional inequalities. Various actions are proposed to help to transform the threat into a challenge among these individuals

Rôle de l’expérience professionnelle dans le milieu des soins sur les performances et la motivation des étudiants en soins infirmiers dans un dispositif hybride

Les dispositifs d’enseignement hybride dans la formation en soins infirmiers sont peu représentés dans la littérature scientifique (Li et al., 2019). Pourtant le public de cette formation est particulier puisque nombre d’étudiants ont une expérience professionnelle dans le milieu des soins avant même de débuter leur cursus. Cette étude se propose d’identifier les variables qui prédisent les performances des étudiants, notamment en prenant en compte leur expérience professionnelle. Dans un dispositif hybride alternant un enseignement sous la forme de capsules vidéo, accompagnées d’évaluations formatives en ligne et des travaux dirigés en présentiel, des variables liées à la motivation et à la participation sont mesurées auprès de 143 étudiants. Les résultats montrent que les comportements observables et la motivation des étudiants influencent différemment leurs performances selon qu’ils ont ou non une expérience professionnelle préalable. Ces résultats sont décrits et discutés et pourraient constituer un point d’ancrage à une littérature scientifique combinant l’enseignement hybride et la formation en soins infirmiers.Blended learning in nursing education is currently hardly represented in the scientific literature (McCutcheon et al., 2015). However, the public of this education is unusual, especially since many of them already have a professional background in the healthcare environment. Using multiple regression models, this study aims to identify predictive variables of student performance according to their professional background. Variables related to motivation and participation were measured among 143 students in a blended course alternating videos, online formative assessments, and face-to-face supervised exercises. Results showed that participation and motivation influence their performance differently depending on whether they have prior professional experience. These results are described and discussed and could be an anchor for a scientific literature combining blended and nursing education

Motivation, participation et performances des étudiants dans deux dispositifs hybrides

peer reviewedCette recherche vise à mieux comprendre le comportement des étudiants bénéficiant de cours dispensés dans un format hybride. Plus particulièrement, nous étudions la motivation, la participation et les performances des étudiants (N=156) dans deux dispositifs hybrides en condition réelle. Après avoir formalisé les deux dispositifs d’enseignement mis en place en formation de soins infirmiers, un examen des liens entre les caractéristiques des dispositifs et les différentes variables relatives à la motivation, la participation et les performances a été réalisé. En parallèle, une comparaison entre les deux dispositifs est proposée. Les résultats montrent que les deux dispositifs, qui se différencient essentiellement au niveau des activités en présentiel, permettent une augmentation des performances. Néanmoins, les variables qui prédisent les performances diffèrent selon le dispositif : les connaissances préalables et les buts de maitrise-approche dans le dispositif « situations » ; les buts de performance-approche et la régulation externe dans le dispositif « synthèses ». La participation en ligne des étudiants est relativement faible et ne prédit pas les performances. Ces résultats viennent compléter la littérature sur les relations entre ces différentes variables dans les dispositifs hybrides, et particulièrement sur les activités proposées en présentiel.This study aims to better understand the behavior of students taking blended courses. Specifically, we study the motivation, participation, and performance of students (N=156) in two blended courses under ecological conditions. After the formalization of two courses implemented in nursing schools, an analysis of the relationships between the characteristics of the courses and different variables related to motivation, participation and performance was conducted. In parallel, a comparison between the two courses is proposed. The results show that the two courses, which differ essentially in the face-to-face activities, improve student performance. However, the variables that influence performance are different in each of them: prior knowledge and mastery-approach goals in the "situations" course; performance-approach goals and external regulation in the "syntheses" course. Online participation is relatively low in both courses and does not predict student performance. These results complete the literature on the relationships between these different variables in blended learning, and particularly on the face-to-face activities."Investissements d'Avenir'' (16-IDEX-0001 CAP 20-25 - programme LIA

Vaccine breakthrough hypoxemic COVID-19 pneumonia in patients with auto-Abs neutralizing type I IFNs

Life-threatening `breakthrough' cases of critical COVID-19 are attributed to poor or waning antibody response to the SARS- CoV-2 vaccine in individuals already at risk. Pre-existing autoantibodies (auto-Abs) neutralizing type I IFNs underlie at least 15% of critical COVID-19 pneumonia cases in unvaccinated individuals; however, their contribution to hypoxemic breakthrough cases in vaccinated people remains unknown. Here, we studied a cohort of 48 individuals ( age 20-86 years) who received 2 doses of an mRNA vaccine and developed a breakthrough infection with hypoxemic COVID-19 pneumonia 2 weeks to 4 months later. Antibody levels to the vaccine, neutralization of the virus, and auto- Abs to type I IFNs were measured in the plasma. Forty-two individuals had no known deficiency of B cell immunity and a normal antibody response to the vaccine. Among them, ten (24%) had auto-Abs neutralizing type I IFNs (aged 43-86 years). Eight of these ten patients had auto-Abs neutralizing both IFN-a2 and IFN-., while two neutralized IFN-omega only. No patient neutralized IFN-ss. Seven neutralized 10 ng/mL of type I IFNs, and three 100 pg/mL only. Seven patients neutralized SARS-CoV-2 D614G and the Delta variant (B.1.617.2) efficiently, while one patient neutralized Delta slightly less efficiently. Two of the three patients neutralizing only 100 pg/mL of type I IFNs neutralized both D61G and Delta less efficiently. Despite two mRNA vaccine inoculations and the presence of circulating antibodies capable of neutralizing SARS-CoV-2, auto-Abs neutralizing type I IFNs may underlie a significant proportion of hypoxemic COVID-19 pneumonia cases, highlighting the importance of this particularly vulnerable population

Extracorporeal Membrane Oxygenation for Severe Acute Respiratory Distress Syndrome associated with COVID-19: An Emulated Target Trial Analysis.

RATIONALE: Whether COVID patients may benefit from extracorporeal membrane oxygenation (ECMO) compared with conventional invasive mechanical ventilation (IMV) remains unknown. OBJECTIVES: To estimate the effect of ECMO on 90-Day mortality vs IMV only Methods: Among 4,244 critically ill adult patients with COVID-19 included in a multicenter cohort study, we emulated a target trial comparing the treatment strategies of initiating ECMO vs. no ECMO within 7 days of IMV in patients with severe acute respiratory distress syndrome (PaO2/FiO2 <80 or PaCO2 ≥60 mmHg). We controlled for confounding using a multivariable Cox model based on predefined variables. MAIN RESULTS: 1,235 patients met the full eligibility criteria for the emulated trial, among whom 164 patients initiated ECMO. The ECMO strategy had a higher survival probability at Day-7 from the onset of eligibility criteria (87% vs 83%, risk difference: 4%, 95% CI 0;9%) which decreased during follow-up (survival at Day-90: 63% vs 65%, risk difference: -2%, 95% CI -10;5%). However, ECMO was associated with higher survival when performed in high-volume ECMO centers or in regions where a specific ECMO network organization was set up to handle high demand, and when initiated within the first 4 days of MV and in profoundly hypoxemic patients. CONCLUSIONS: In an emulated trial based on a nationwide COVID-19 cohort, we found differential survival over time of an ECMO compared with a no-ECMO strategy. However, ECMO was consistently associated with better outcomes when performed in high-volume centers and in regions with ECMO capacities specifically organized to handle high demand. This article is open access and distributed under the terms of the Creative Commons Attribution Non-Commercial No Derivatives License 4.0 (http://creativecommons.org/licenses/by-nc-nd/4.0/)

De l'émergence d'une réputation intellectuelle à son effet sur la performance scolaire

Dans le cadre de cette thèse, notre objectif est d'envisager la réputation comme un déterminant supplémentaire de la performance scolaire d'un élève. Alors que ces capacités intellectuelles sont souvent avancées en guise d'explication des résultats, nous proposons que la réputation intellectuelle qu'un enfant peut avoir à l'école aurait un impact sur son fonctionnement intellectuel, notamment lorsque cette réputation est mauvaise. En nous basant sur les travaux issus du champ de la menace du stéréotype (Steele, 1997) et sur les travaux portant sur l'effet d'inhibition autobiographique (Huguet et Régnet, 2004), nous tentons de définir généralement la notion de réputation intellectuelle : elle peut être issue d'une appartenance groupale (i.e., réputation collective ou stéréotype ; e.g., la mauvaise réputation des filles en maths) ou issue d'un passé scolaire mauvais (i.e., réputation individuelle ; e.g., un élève de faible niveau). L'individu peut la considérer comme descriptive ou non de sa personne. Dès qu'elle, et qu'elle est rendue applicable par une situation évaluative (e.g., un contrôle), la mauvaise réputation aurait alors un effet négatif sur le fonctionnement cognitif de l'élèveCLERMONT FD-BCIU Lettr./Sci.Hum. (631132101) / SudocSudocFranceF

A wayfinding pilot study: the use of the Intelligent Public Vehicle by people with visual impairment

International audienc

Hybridation du dispositif de formation infirmière et conditions du développement professionnel des formateurs

International audienceLes instituts de formation en soins infirmiers ont à composer avec une injonction à l'hybridation de leur dispositif, impliquant une transformation des pratiques pédagogiques pour les formateurs. L'étude explore la manière dont les formateurs référents d'une même unité d'enseignement dans six instituts se sont saisis de ce nouvel environnement technopédagogique et interroge les conditions de leur développement professionnel. A partir d'entretiens semi-directifs, l'étude met en lumière un faible investissement de la plateforme au profit d'une survalorisation du présentiel, et des formateurs construisant un rapport distant à la distance. Ces résultats interrogent le soutien institutionnel à l'introduction de l'hybridation et révèle possiblement un enjeu identitaire pour ces formateurs dans le contexte de l'universitarisation de la formation infirmière

“Who we are” shapes “what we do”: The impact of social identity on behavioral intentions towards robotic vehicle use

International audienceSocial psychology theory and research on attitudes and behavior has produced two highly successful models focused on explaining behavior and take up of new technology – the theory of planned behavior (TPB; Ajzen, 1991, 2011) and the technology acceptance model (TAM; Davis, 1989; Šumak et al., 2011). Key social variables are perceived ease of use, perceived usefulness, and positive attitudes towards the behavior. There is also a recognition that others in one’s social network will impact on behavioral intentions referred to as subjective norms.A separate body of research based on social identity and self-categorization theories (Tajfel & Turner, 1986; Turner et al., 1987) recognizes that one’s self-definition or identity can vary and can impact on attitudes and behavior. For example, it has been shown that adopting a particular social identity shapes the characteristics ascribed to the self, leading subsequently to differing intentions towards environmental issues (Rabinovich et al., 2012).In two studies (total N > 300), TPB, TAM and social identity were investigated. Social identity, “who we are”, was experimentally manipulated and its impact was assessed with respect to acceptability of a specific technological innovation, namely a robotic vehicle (VIPA for Véhicule Individuel et Public Autonome).In accordance with prior research, when French students were primed with the idea that French people are innovative (vs. traditional),they displayed greater intentions to use the VIPA, thus confirming the causal chain from social identity to intentions in a new context. Also, they expressed to a greater extent the car-use problem awareness, supporting that the degree to which people are concerned withenvironmental issues depends on the social identity-related standpoint they adopt. In addition, changes in social identity resulted in changes in almost all variables considered as explanatory of acceptability-related intentions by TPB and TAM. Social identity impacted on positive attitudes, perceived usefulness and subjective norms. This suggests that social identity and its associated content is central to understanding behavioral intentions. Through shaping social identity and definitions of “who we are”, it may be possible to directly affect “what we do”. The research points to need for further integration of social identity, TPB and TAM

Rôle de l’expérience professionnelle dans le milieu des soins sur les performances et la motivation des étudiants en soins infirmiers dans un dispositif hybride

Blended learning in nursing education is currently hardly represented in the scientific literature (McCutcheon et al., 2015). However, the public of this education is unusual, especially since many of them already have a professional background in the healthcare environment. Using multiple regression models, this study aims to identify predictive variables of student performance according to their professional background. Variables related to motivation and participation were measured among 143 students in a blended course alternating videos, online formative assessments, and face-to-face supervised exercises. Results showed that participation and motivation influence their performance differently depending on whether they have prior professional experience. These results are described and discussed and could be an anchor for a scientific literature combining blended and nursing education