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Vulnérabilité et processus de résilience en formation infirmière : quels tuteurs pour les étudiants vulnérabilisés ?

Abstract : The vast majority of French nursing students succeed in their studies despite having experienced stress factors, that can often be associated or, indeed, lead to burnout. We conducted a literature review followed by a semi-structured interview of 30 nursing students. The aim was to explore the concepts of vulnerability and resilience and how nursing students use these to succeed in their studies. Our main results confirm that nursing training places students in a situation of temporary vulnerability. Personal factors of vulnerability identified were: the stakes due to learning during the youth or later in adult life and the process of identity. The main factors of vulnerability relating to the environment were; the difficulty in measuring the gap between the ideal and reality, the emotional experience with the patient during their placement and establishment of difficult relationships with supervisors, who are often suffering in their work. The main consequences observed were stress, anxiety, insomnia, or loss of hope. These symptoms are sometimes the expression of post-traumatic stress disorder or of a professional burnout.On the other hand, the survey revealed that resilient processes can be observed during the studies. The main protective factors identified in the study that gave the students resilience were ; learning in oneself and supportive teachers, which allows the mentalization process. Defense mechanisms are also activated during training. Altruism in the supportive relationship both with mentors and the camaradery formed with fellow students were particularly evident amongst the interview responses. Potential sources of resilience identified were: student groups, trainers, directors, health managers / supervisors, nurses, nursing aides and psychologists. In summary, we have analyzed the new elements that this research has shown and compared to previous studies that have been conducted about the risk of among nursing students. We identified the main characteristic of their resilience tutors that emerged from our investigation: compassion. Finally, we considered the pedagogical follow-up and the analysis of professional practice as the two sequences of learning to promote resilience.
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Submitted on : Monday, June 25, 2018 - 3:32:10 PM
Last modification on : Thursday, June 16, 2022 - 9:35:44 AM
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  • HAL Id : tel-01822902, version 1



Olivier Morenon. Vulnérabilité et processus de résilience en formation infirmière : quels tuteurs pour les étudiants vulnérabilisés ?. Education. Université de Lyon, 2017. Français. ⟨NNT : 2017LYSE2097⟩. ⟨tel-01822902⟩



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