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

The evolving SARS-CoV-2 epidemic in Africa: Insights from rapidly expanding genomic surveillance

INTRODUCTION Investment in Africa over the past year with regard to severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) sequencing has led to a massive increase in the number of sequences, which, to date, exceeds 100,000 sequences generated to track the pandemic on the continent. These sequences have profoundly affected how public health officials in Africa have navigated the COVID-19 pandemic. RATIONALE We demonstrate how the first 100,000 SARS-CoV-2 sequences from Africa have helped monitor the epidemic on the continent, how genomic surveillance expanded over the course of the pandemic, and how we adapted our sequencing methods to deal with an evolving virus. Finally, we also examine how viral lineages have spread across the continent in a phylogeographic framework to gain insights into the underlying temporal and spatial transmission dynamics for several variants of concern (VOCs). RESULTS Our results indicate that the number of countries in Africa that can sequence the virus within their own borders is growing and that this is coupled with a shorter turnaround time from the time of sampling to sequence submission. Ongoing evolution necessitated the continual updating of primer sets, and, as a result, eight primer sets were designed in tandem with viral evolution and used to ensure effective sequencing of the virus. The pandemic unfolded through multiple waves of infection that were each driven by distinct genetic lineages, with B.1-like ancestral strains associated with the first pandemic wave of infections in 2020. Successive waves on the continent were fueled by different VOCs, with Alpha and Beta cocirculating in distinct spatial patterns during the second wave and Delta and Omicron affecting the whole continent during the third and fourth waves, respectively. Phylogeographic reconstruction points toward distinct differences in viral importation and exportation patterns associated with the Alpha, Beta, Delta, and Omicron variants and subvariants, when considering both Africa versus the rest of the world and viral dissemination within the continent. Our epidemiological and phylogenetic inferences therefore underscore the heterogeneous nature of the pandemic on the continent and highlight key insights and challenges, for instance, recognizing the limitations of low testing proportions. We also highlight the early warning capacity that genomic surveillance in Africa has had for the rest of the world with the detection of new lineages and variants, the most recent being the characterization of various Omicron subvariants. CONCLUSION Sustained investment for diagnostics and genomic surveillance in Africa is needed as the virus continues to evolve. This is important not only to help combat SARS-CoV-2 on the continent but also because it can be used as a platform to help address the many emerging and reemerging infectious disease threats in Africa. In particular, capacity building for local sequencing within countries or within the continent should be prioritized because this is generally associated with shorter turnaround times, providing the most benefit to local public health authorities tasked with pandemic response and mitigation and allowing for the fastest reaction to localized outbreaks. These investments are crucial for pandemic preparedness and response and will serve the health of the continent well into the 21st century

Évaluation de la qualité de l'enseignement par les étudiantes et étudiants : qualités psychométriques et comparaison des conditions de passation

Les évaluations de l’enseignement par les étudiants et étudiantes sont utilisées à des fins académiques et formatives, mais sont également évoquées d’une manière sommative lors de décisions liées à la carrière professorale. Dans le cadre de la présente recherche, deux objectifs sont poursuivis. Le premier objectif est de déterminer les qualités psychométriques de l’instrument utilisé à l’Université du Québec à Rimouski. Avec l’avènement des technologies de l’information et de la communication, les conditions dans lesquelles se déroulent ces évaluations ont été modifiées. Le second objectif est de vérifier les impacts de la modalité de passation en ligne vs papier sur les qualités psychométriques de l’instrument. Le corpus de données est constitué des évaluations réalisées durant les années 2007- 2008 (20245 évaluations) et 2010-2011 (16432 évaluations). Les résultats attestent qu’un modèle hiérarchique décrit mieux la structuration du questionnaire que des modèles alternatifs, que la modalité de passation a une influence sur le taux de réponses et, dans certains cas, sur le taux de satisfaction des enseignements, mais qu’elle n’influence ni la fiabilité ni la dimensionnalité des évaluations. Les implications de ces résultats sont discutées.Students’ evaluations of teaching effectiveness are used for academic and formative purposes, but are also sometimes evoked, in a summative way, for some faculty career decisions. In the present study, two main objectives are pursued. The first objective is to determine the psychometric properties of the instrument in use at the Université du Québec à Rimouski. With the advent of information and communication technologies, the conditions in which the evaluations take place have been changed from paper to online processes. so, the second objective is to verify the impacts of these online vs paper processes on the psychometric properties of the instrument. The data originated from the evaluations gathered during the 2007-2008 (20,245 evaluations) and 2010-2011 (16,432 evaluations) academic years. The results attest that a hierarchical model better describes the data than alternative models, that online vs paper processes have an influence on response rates and, in some cases, on the satisfaction level with teaching, but they have no impact on the fiability and the dimensionnality of the evaluations. The implications of these results are discussed.As avaliações do ensino pelos estudantes são utilizadas para fins académicos e formativos,mas igualmente evocados de uma maneira sumativa no momento dasdecisões ligadas à carreira docente. No quadro da presente investigação, são seguidosdois objetivos. O primeiro objetivo é determinar as qualidades psicométricasdo instrumento utilizado na Universidade do Quebeque em Rimouski. Com oadvento das tecnologias da informação e da comunicação, as condições nas quaisse desenvolvem estas avaliações foram modificadas. O segundo objetivo é verificaros impactos da modalidade de administração online vs. papel sobre as qualidadespsicométricas do instrumento. O corpo de dados é constituído por avaliaçõesrealizadas durante os anos 2007-2008 (20,245 avaliações) e 2010-2011(16,432 avaliações). Os resultados atestam que um modelo hierárquico descrevemelhor a estruturação dos questionários que os modelos alternativos, que o modode administração tem uma influência sobre a taxa de respostas e, em certos casos,sobre a taxa de satisfação do ensino, mas que não tem influência nem na fiabilidadenem na dimensionalidade das avaliações. As implicações destes resultadossão discutidas

L’échafaudage lors de la supervision en milieu professionnel : Étude des modalités et un modèle

L’échafaudage mis en place en milieu de travail est un aspect important d’une formation professionnelle. Ici, l’hypothèse qu’un superviseur en soins infirmiers a offert un échafaudage adaptatif, explicite et efficace est investiguée et un modèle est proposé. Pour ce faire, des données séquentielles sont recueillies en utilisant une grille d’observation systématique auprès de 13 stagiaires. L’étude des transitions montre une relation entre les états cognitifs et les actions pédagogiques mises de l’avant, et confirme l’hypothèse investiguée. L’étude révèle également la présence d’un modèle général d’apprentissage à états cachés.Scaffolding in a work setting is an important part of a professional education program. The hypothesis that a supervisor in nursery has offered adaptive, explicit and efficient scaffolding is explored and a model is proposed. Sequential data are gathered from 13 nursery apprentices in a clinical setting using an observation grid. As expected, the transitions between the states and the pedagogical actions highlight a relationship that confirms the hypothesis investigated. The pattern of transitions between the states also reveals a general learning model with hidden states.A plataforma implementada num local de trabalho é uma parte importante de um programa de formação profissional. neste texto, a partir da hipótese apresentada por um supervisor em enfermagem, de adaptar uma plataforma explícita e eficaz, apresenta-se a investigação e propõe-se um modelo. Para tal, os dados sequenciais são recolhidos através de uma grelha de observação sistemática junto de 13 estagiários. Tal como era esperado, o estudo das transições mostra uma relação entre os estados cognitivos e as acções pedagógicas adoptadas, o que confirma a hipótese investigada. o estudo revela igualmente a presença de um modelo geral de aprendizagem com estádios escondidos

Évaluation des compétences dans un programme de formation en enseignement : Validité de construit curriculaire

Cette étude propose d’analyser les dossiers académiques, qui cumulent les crédits mérités dans le cadre d’un programme, afin de déterminer si les notes, obtenues durant les cours associés à la formation, permettent de porter un jugement valide sur le développement des compétences attendues. Le concept de validité de construit curriculaire est introduit afin de qualifier le jugement qui sera porté à cet effet. Des analyses factorielles confirmatoires permettent de confronter la struc - turation Cours-Compétences sous-jacente au programme avec l’empirie, ce qui permet de valider les jugements énoncés. Les analyses portent sur les dossiers académiques de 164 finissantes et finissants du programme d’enseignement secondaire d’une université québécoise, diplômés entre 2002 et 2010. Les résultats confirment que les évaluations se structurent en fonction de quatre groupes de compétences liés aux fondements de l’éducation, à l’acte d’enseigner, aux aspects sociaux et au développement de l’identité professionnelle. Les avantages et les limites de cette analyse sont discutés.This study proposes to analyse the student’s academic records that currently hold the credits gathered from the program framework, to determine if the grades, inherited from the courses, allows a valid judgment about the competences developed at the end of the curriculum. The concept of curricular construct validity is introduced to qualify the judgment that will be issued. Confirmatory factorial analyses allow confronting the theoretical Course-Competencies mapping against the empirical data in order to validate the judgments issued. The analyses were conducted on 164 students from a university located in the province of Québec, who graduated from a secondary teaching program between 2002 and 2010. The results confirm that the evaluations are structured into four groups of competencies: educational foundations, teaching acts, social aspects and professional identity. Advantages and limits of this analysis will be discussed.Este estudo propõe-se analisar os dossiês académicos, que reúnem os créditos adquiridos no quadro de um programa, para determinar se as notas, obtidas durante os cursos associados à formação, permitem formular um juízo válido sobre o desenvolvimento das competências esperadas. O conceito de validade do construído curricular é introduzido para qualificar a formulação deste juízo. As análises fatoriais confirmatórias permitem confrontar a estruturação Curso- Competências subjacentes ao programa com a empiria, o que permite validar os juízos enunciados. As análises incidem sobre os dossiês académicos de 164 finalistas do programa de ensino secundário de uma universidade do Quebeque, diplomados entre 2002 e 2010. Os resultados confirmam que as avaliações se estruturam em função de quatro grupos de competências ligados aos fundamentos da educação, ao ato de ensinar, aos aspetos sociais e ao desenvolvimento da identidade profissional. As vantagens e os limites desta análise são discutidas

Les évaluations de l’enseignement par les étudiants : vers une démarche abrégée

Cet article documente le processus de simplification de la démarche d’évaluation de l’enseignement par les étudiants. Cette simplification repose sur la conception d’un instrument abrégé qui permet de porter des appréciations valides et fiables sur la qualité de l’enseignement. Une comparaison des qualités psychométriques entre l’instrument original et abrégé est ainsi réalisée. En conclusion, certaines modifications de la version abrégée sont proposées, mais cette version représente néanmoins un substitut adéquat à la version originale.This paper documents the process of simplifying the student course evaluation procedure. The simplification relies on the conception of a short questionnaire that supports the enunciation of valid and reliable judgments about the quality of a course. For such, a comparison of the psychometric qualities of the original and short versions is realized. To conclude, some modifications of the short version are proposed, but it nevertheless represents an adequate substitute to the original version.Este artigo documenta o processo de simplificação do procedimento de avaliação do ensino por via dos estudantes. Esta simplificação baseia-se na conceção de um instrumento abreviado que permite realizar apreciações válidas e fiáveis sobre a qualidade do ensino. Assim, alcança-se uma comparação das qualidades psicométricas entre o instrumento original e o abreviado. Finalmente, são propostas certas alterações à versão abreviada, mas esta versão, não obstante, representa um substituto adequado da versão original

Analyses des classes et des transitions latentes : des outils pour documenter le parcours de développement des compétences.

Our proposal is that the process of validating the construct of a competency inferred from an observation grid raises a multivariate and multi-dimensional latent classification problem. The analysis models a given competency based on the identification of discrete classes using latent classification (LCA) and latent transition (LTA) models. Then, the approach is illustrated in the context of the growth of the morphosyntax competency of learners of French as a second language. Advantages and limits of the analysis are outlined

Qualités des dossiers universitaires : analyse d'un programme de formation en enseignement

This study presents a reading of academic files of students having completed a bachelor degree in a preschool education and primary teaching curriculum in order to assess the validity and reliability of the underlying grades. The impact of factors such as previous college results, campus of study, year of diploma, gender and age are also investigated. The database is composed of 873 graduated students from the preschool education and primary teaching program, having graduated between 2006 and 2012 from one of the two campuses of the University of Quebec at Rimouski. The results of an exploratory factorial analysis suggest that the grades are not the product of random and arbitrary processes. Student grades according to their records are structured according to factors that, as expected, help measure four groups of connected learning outcomes. The set shows good reliability. Multiple level regressions reveal that past college performance is a good predictor of university mean grade point average (UGPA) with no impact of the university campus or the year of diploma. However, some slight iniquities remain in the UGPA as a function of students’ gender and age, once past academic success has been accounted for

Qualités métriques des résultats académiques universitaires

This paper reviews studies that claim that results obtained by students during university schooling, as reported in their academic files, are valid, reliable and related to the program objectives. The themes examined include the validity and reliability of grades, the indices used, the main procedures, and some important aspects concerning university education.RésuméCet article présente une synthèse des écrits qui attestent que les résultats obtenus par les étudiants dans le cadre d’une formation universitaire, et rapportés au dossier académique, sont valides, fiables et en lien avec les objectifs des programmes. Sont passés en revue la validité et la fiabilité des résultats académiques, les indices utilisés, les principales procédures, ainsi que les principaux constats au niveau universitaire.Mots clés : résultats académiques, validité, fiabilité, analyse factorielle, assurance qualitéEnglish title : Validity et fiability of grades :  A reviewAbstractThis paper reviews studies that claim that results obtained by students during university schooling, as reported in their academic files, are valid, reliable and related to the program objectives. The themes examined include the validity and reliability of grades, the indices used, the main procedures, and some important aspects concerning university education.Key words: grades, validity, fidelity, reliability, factorial analysis, quality assurance