[Concerning the development of nursing diagnostics, what are the accompanying dynamics?].
To insure that they are carried out in medical establishments, nursing diagnostics have been taught in Nursing Training Institutes since 1992. This innovative practice, which is now included in new study programmes, is a logical step to increase the responsibility of the nursing profession. The acknowledgement of this new role for the nursing profession enables nurses to free themselves from the essentially curative model. However, this innovation, borrowed from the Anglo-Saxons, doesn't seem to be welcomed and fully taken up by all in the medical professions. The purpose of this thesis is to examine the use being made of this by the medical professions in order to provide new realistic nursing programmes. It also tries to look at teaching and tutoring practices to achieve a greater competency in nursing diagnostics. It attempts to highlight the diverging reactions of the nursing and teaching professionals having to deal with these changes. And finally, it seeks to identify a favourable environment which would lead to an even greater professionalisation of both individual and collective.
Romeder
Florence
F
Cadre de santé formateur IFSI-IFAS.
D003479:Curriculum; D004506:Education, Nursing / Q000379:methods / Q000639:trends; D004510:Education, Nursing, Diploma Programs; D005602:France; D006801:Humans; D007398:Interpersonal Relations; D009733:Nursing Diagnosis / Q000379:methods* / Q000458:organization & administration / Q000592:standards*; D013663:Teaching / Q000379:methods / Q000592:standards