Psicomotricidad relacional y Educación Física

Empecé a interesarme por la psicomotricidad, es decir, a considerar el movimiento corporal en sus aspectos psicológicos y no solamente somatomorfofisiológico o fisiológico. Pero la práctica de esta psicomotricidad racionalista ha puesto en evidencia sus límites como se ha referido Le Boulch cuando habló de la insuficiencia de la teoría piagetiana. Esto nos condujo a revisar nuevamente esta orientación y, a mi entender, el libro que marca el giro fundamental es la “Simbología del movimiento”. Hay ahí un cambio total de perspectiva. Hasta ese momento nos habíamos quedado en una orientación pedagógica, se trataba de descubrir conceptos, relaciones espacio temporales, elementos cognitivos racionales; seguía siento una enseñanza aunque esto se hiciera a través de la vivencia del cuerpo en movimiento y de manera aparentemente no directiva. Había entonces posibilidad de establecer relaciones con la Educación Física de proponerle nuevas orientaciones, especialmente para los niños pequeños. La psicomotricidad que a partir de ese momento se va a convertir en relacional, cambiaba todo esto; ya no se trataba más de enseñanza, sino de educación en el sentido más amplio del término, es decir, una cierta concepción de la formación de la personalidad. Este objetivo de formación no es extraño a la Educación Física.Facultad de Humanidades y Ciencias de la Educació

Motricidad y psiquismo

Mi evolución personal y profesional me llevó muy lejos de la Educación Física, lo he dicho ya pero lo quiero repetir porque hay una tendencia consciente o inconsciente a comparar y oponer la psicomotricidad relacional a la educación física. Son cosas diferentes, respeto mucho a la educación física y quiero que ella me respete a mí, pero son dos cosas diferentes que no hay que comparar, valorar. El título de Cuerpo y Psiquismo podría ser también el cuerpo en la educación en general y no solamente en la educación física. Podría ser un título más provocativo. Que el niño no sea solamente un alumno. Esta evolución mía me llevó no ya a olvidar el cuerpo, a perderme en el laberinto del psi, sino por el contrario a conservarlo como el hilo de Ariadna para orientarme en ese laberinto. Se trata de integrar el cuerpo en la globalidad de ese ser psicocorporal que somos; esto se ve en los actos y no solamente en el discurso. Esta empresa es todavía subversiva en las instituciones educativas que, a imagen de nuestra cultura, continúan separando enseñanza intelectual y educación física.Facultad de Humanidades y Ciencias de la Educació

Problemas del juego en la Educación Física: mesa redonda

Mesa redonda con la participación de los profesores Graciela Scheines, Pierre Parlebas, André Lapierre, donde se debate acerca del deporte, el juego y la educación física.Facultad de Humanidades y Ciencias de la Educació

Effect of simulation-based education on the preparedness of healthcare professionals for the COVID-19 pandemic : a systematic review and meta-analysis

Healthcare organizations around the world have embraced simulation to prepare healthcare professionals to the COVID-19 pandemic. However, this pandemic implies additional educational challenges in rapidly designing simulation activities, while remaining compliant with health and safety measures to prevent the spread of the virus. The effect of simulation-based education in this context remains to be evaluated. Objective: The purpose of this systematic review was to describe the features and evaluate the effect of simulation activities on the preparedness of healthcare professionals and students to safely deliver care during the COVID-19 pandemic. Methods: Databases were searched up to November 2020 using index terms and keywords related to healthcare professions, simulation, and COVID-19. All learning outcomes were considered according to the Kirkpatrick model adapted by Barr et al. (2020). Reference selection, data extraction, and quality assessment were performed in pairs and independently. Results were synthesized using meta-analytical methods and narrative summaries. Results: 22 studies were included, 21 of which were single-group studies and 14 of those included pretest/posttest assessments. Simulation activities were mostly implemented in clinical settings using manikins for training on the use of personal protective equipment, hand hygiene, identification and management of COVID-19 patients, and work processes and patient flow. Large improvements in learning outcomes after simulation activities were reported in all studies. Discussion and conclusion: Results should be interpreted cautiously due to significant threats to the internal validity of studies and the absence of control groups. However, these findings are coherent with the overall evidence on the positive effect of simulation-based education. Future studies should include control groups if feasible.Les organisations de santé ont adopté la simulation pour préparer les professionnels à la pandémie de COVID-19. La conception en accéléré de simulations tout en respectant les mesures de prévention de la propagation du virus amène des défis. Dans ces conditions, l’efficacité de la simulation reste à être évaluée. Objectif : Décrire les caractéristiques et évaluer l’effet de simulations sur la préparation des professionnels de la santé et des étudiants pour fournir des soins sécuritaires pendant cette pandémie. Méthodes : Les bases de données ont été consultées jusqu’en novembre 2020 en utilisant des descripteurs et des mots-clés relatifs aux professions de la santé, à la simulation et à la COVID-19. Tous les résultats d’apprentissage ont été considérés. La sélection des articles, l’extraction des données et l’évaluation de la qualité ont été effectuées par paires. Les résultats ont été synthétisés par des méthodes méta-analytiques et des résumés narratifs. Résultats : 22 études ont été incluses ; 21 à groupe unique et, parmi ces 21, 14 évaluations pré-posttest. Les simulations ont principalement été déployées en milieux cliniques avec des mannequins pour la formation à l’utilisation d’équipements de protection individuelle, au lavage de mains, à l’identification et la prise en charge de patients atteints de la COVID-19 et à l’implantation de procédés organisationnels. Toutes les études rapportent des apprentissages importants après les simulations. Discussion et conclusion : Malgré les limites de validité interne et l’absence de groupes de contrôle, ces résultats sont cohérents avec l’état des connaissances sur les effets positifs de la simulation. De futures études devraient inclure des groupes de contrôle si possible

Transfer of clinical decision-making-related learning outcomes following simulation-based education in nursing and medicine : a scoping review

Purpose : Simulation is often depicted as an effective tool for clinical decision-making education. Yet, there is a paucity of data regarding transfer of learning related to clinical decision-making following simulation-based education. The authors conducted a scoping review to map the literature regarding transfer of clinical decision-making learning outcomes following simulation-based education in nursing or medicine. Method Based on the Joanna Briggs Institute methodology, the authors searched 5 databases (CINAHL, ERIC, MEDLINE, PsycINFO, and Web of Science) in May 2020 for quantitative studies in which the clinical decision-making performance of nursing and medical students or professionals was assessed following simulation-based education. Data items were extracted and coded. Codes were organized and hierarchized into patterns to describe conceptualizations and conditions of transfer, as well as learning outcomes related to clinical decision-making and assessment methods. Results : From 5,969 unique records, 61 articles were included. Only 7 studies (11%) assessed transfer to clinical practice. In the remaining 54 studies (89%), transfer was exclusively assessed in simulations that often included one or more variations in simulation features (e.g., scenarios, modalities, duration, and learner roles; 50, 82%). Learners’ clinical decision-making, including data gathering, cue recognition, diagnoses, and/or management of clinical issues, was assessed using checklists, rubrics, and/or nontechnical skills ratings. Conclusions : Research on simulation-based education has focused disproportionately on the transfer of learning from one simulation to another, and little evidence exists regarding transfer to clinical practice. The heterogeneity in conditions of transfer observed represents a substantial challenge in evaluating the effect of simulation-based education. The findings suggest that 3 dimensions of clinical decision-making performance are amenable to assessment—execution, accuracy, and speed—and that simulation-based learning related to clinical decision-making is predominantly understood as a gain in generalizable skills that can be easily applied from one context to another

Effect of simulation on cognitive load in health care professionals and students : protocol for a systematic review and meta-analysis

Objective: The objective of this review is to assess the effect of simulation activities and their design features on cognitive load in health care professionals and students. Introduction: Simulation activities are now widely implemented in health care professionals’ education. However, the mechanisms by which simulations and their design features lead to health care professionals’ and students’ learning remains unclear. Still, because of their high interactivity and complexity, simulation activities have the potential to impact the cognitive load of learners. Synthesizing evidence regarding this phenomenon could help simulation educators identify the design features that affect learners’ cognitive load, and explain why some simulation activities are more effective than others. Inclusion criteria: This review will consider experimental and quasi-experimental studies in which the effect of a simulation activity on cognitive load in health care professionals or students from any discipline or level of practice is evaluated. All academic and health settings will be included. Methods: Following the guidelines of the JBI methods for systematic reviews of effectiveness, CINAHL, Embase, ERIC, MEDLINE, PsycINFO, and Web of Science will be searched for studies published in English or French, without a date limit. Retrieved studies will be independently screened for inclusion, then critically appraised for methodological quality by two reviewers using standardized JBI tools. Data extraction will be done independently using adapted tools from JBI. Where possible, data will be pooled using meta-analytical methods

Improving the recognition and management of hemorrhage : a scoping review of nursing and midwifery education

Background : Hemorrhage is a frequent complication that nurses and midwives must recognize and manage to avoid life-threatening consequences for patients. There is currently no synthesis of evidence on educational interventions in nursing and midwifery regarding hemorrhage, thus limiting the definition of best practices. Objective : To map the literature on nursing and midwifery education regarding the recognition and management of hemorrhage. Design : Scoping review based on the Joanna Briggs Institute guidelines. Data sources : Quantitative studies evaluating the effect of educational interventions with students, nurses, or midwives published in English or French, with no time limit. Review methods : Study selection, data extraction, and quality assessment were conducted by two independent reviewers. We characterized educational interventions based on the Guideline for Reporting Evidence-Based Practice Educational Interventions and Teaching. We categorized learning outcomes using the New World Kirkpatrick Model. Methodological quality appraisal was performed with tools from the Joanna Briggs Institute. Findings were synthesized using descriptive statistics and graphical methods. Result : Most of the 38 studies used a single-group design (n = 26, 68%) and were conducted with professionals (n = 28, 74%) in hospital settings (n = 20, 53%). Most were of low (n = 14; 37%) or moderate (n = 18, 47%) methodological quality. Most interventions focused on postpartum hemorrhage (n = 34, 89%) and combined two or more teaching strategies (n = 25, 66%), often pairing an informational segment (e.g., lecture, readings) with a practical session (e.g., workshop, simulation). Learning outcomes related to the management (n = 27; 71%) and recognition of hemorrhage (n = 19, 50%), as well as results for patients and organizations (n = 9, 24%). Conclusion : Considerable heterogeneity in interventions and learning outcomes precluded conducting a systematic review of effectiveness. High-quality, controlled studies are needed, particularly in surgery and trauma. Reflection on the contribution of nurses and midwives to the detection, monitoring, and management of hemorrhage could enrich the content and expected outcomes of hemorrhage education

Involvement of end users in the development of serious games for health care professions education : systematic descriptive review

Background: On the basis of ethical and methodological arguments, numerous calls have been made to increase the involvement of end users in the development of serious games (SGs). Involving end users in the development process is considered a way to give them power and control over educational software that is designed for them. It can also help identify areas for improvement in the design of SGs and improve their efficacy in targeted learning outcomes. However, no recognized guidelines or frameworks exist to guide end users’ involvement in SG development. Objective: The aim of this study is to describe how end users are involved in the development of SGs for health care professions education. Methods: We examined the literature presenting the development of 45 SGs that had reached the stage of efficacy evaluation in randomized trials. One author performed data extraction using an ad hoc form based on a design and development framework for SGs. Data were then coded and synthesized on the basis of similarities. The coding scheme was refined iteratively with the involvement of a second author. Results are presented using frequencies and percentages. Results: End users’ involvement was mentioned in the development of 21 of 45 SGs. The number of end users involved ranged from 12 to 36. End users were often involved in answering specific concerns that arose during the SG design (n=6) or in testing a prototype (n=12). In many cases, researchers solicited input from end users regarding the goals to reach (n=10) or the functional esthetics of the SGs (n=7). Most researchers used self-reported questionnaires (n=7). Conclusions: Researchers mentioned end users’ involvement in the development of less than half of the identified SGs, and this involvement was also poorly described. These findings represent significant limitations to evaluating the impact of the involvement of end users on the efficacy of SGs and in making recommendations regarding their involvement

Nursing students’ decision-making regarding postpartum hemorrhage : an exploration using the recognition-primed decision model

Aim : To explore the knowledge content and structure of nursing students' decision-making in a high-stake clinical situation of postpartum hemorrhage using the Recognition-Primed Decision Model. Background : According to research on clinical judgment, a nurse’s expectations for a patient situation are central to the clinical decision-making process. However, little research has addressed the expectation concept and its relationship with the nurse’s knowledge. Grounded in the naturalistic decision-making paradigm, the Recognition-Primed Decision Model provides a potential framework to describe the content and structure of nurses’ knowledge and expectations as they unfold in high-stake clinical situations, such as postpartum hemorrhage. As it is typically used in studies of expert decision-making, it is crucial to test the adequacy of the Model with a student population and refine the research methods for using this framework. Design : Descriptive design where qualitative data were analyzed using qualitative and quantitative methods. Methods : A convenience sample of 53 students enrolled in a maternal and child health course in the Fall of 2021 was formed. As part of an online exercise to prepare for a simulation, they read a vignette presenting the story of a woman experiencing postpartum hemorrhage and recorded their answers to questions designed to probe their decision-making. Recordings were transcribed and subjected to content analysis based on the four components of recognition according to the Recognition-Primed Decision Model (i.e., cues, expectations, goals and actions). Findings : All participants recognized the postpartum hemorrhage. Their knowledge was organized into clusters representing the potential causes (i.e., tone, trauma, tissue and thrombin) and consequences (i.e., hemodynamic instability) of postpartum hemorrhage, as well as other potential issues (e.g., pain and comfort, baby and partner, infection). Although students could identify relevant cues and actions, they had difficulties articulating their longer-term goals and expectations for the mother and care outcomes. Conclusions : This study showed the potential of the Recognition-Primed Decision Model to organize the content and structure of the knowledge that supported nursing students' decision-making in a high-stake situation. The findings suggest that their knowledge disproportionately focuses on the cause-and-effect relations between cues and actions. They invite further consideration of longer-term goals and expectations in nursing education to prepare students to anticipate events and assess patient responses appropriately