L’apprentissage du raisonnement clinique infirmier par la simulation en formation initiale pour la qualité et l’efficience des soins

Abstract

An error in clinical judgement, arising out of a nursing professional’s clinical reasoning, can have more or less serious consequences for the patient by altering the quality and effectiveness of the care provided, with the possibility of undesirable events occurring. An experiment with French nursing students focused on the metacognitive process in order to limit reasoning heuristics by introducing high-fidelity simulation into the training curriculum. This experiment in basic nursing training made it possible to measure the relevance of clinical situation diagnosis following clinical nursing reasoning. This drew attention to the links between the benefits of a high-fidelity simulation and the highlighting of the metacognitive process, with the ultimate aim of limiting the occurrence of undesirable events. However, instructional engineering using high-fidelity simulation must not exclude contributory factors such as emotions and feelings that influence this reasoning process, but also allow access to the metacognitive reflection within the learning context.