Abstracts
Résumé
Les stages occupent une place centrale dans la formation des futures ergothérapeutes, mais les enjeux éthiques de la formation clinique en ergothérapie sont peu documentés. Une étude auprès de 23 ergothérapeutes ayant de l’expérience comme superviseur de stage a été menée afin d’accroître les données sur cet aspect de la profession. Il ressort des entretiens qualitatifs individuels semi-dirigés réalisés avec les participantes que ceux-ci vivent tous des enjeux éthiques comme formateurs cliniques. L’analyse des verbatims fait émerger des enjeux correspondant à six thèmes, soit : 1) les conflits de loyautés multiples; 2) les étudiantes en difficulté ou en situation d’échec; 3) les tensions entre quatre postures éthiques; 4) l’enseignement de l’idéal, du possible ou de rien du tout; 5) les difficultés à soutenir les compétences éthiques et culturelles; 6) les iniquités reliées à la formation clinique. L’étude révèle notamment des enjeux inédits et préoccupants. Puisque certains d’entre eux peuvent occasionner de la souffrance chez la superviseure et la stagiaire, une réflexion critique sur ce rôle de gardienne de la profession s’impose.
Mots-clés :
- Stage,
- supervision,
- éducation,
- éthique,
- réadaptation
Appendices
Bibliographie
- Aiken, F., Menaker, L., & Barsky, L. (2001). Fieldwork education. Occupational Therapy International, 8(2), 86-95.
- Barnett, J. E., Goodyear, R. K., Cornish, J. A. E., & Lichtenberg, J. W. (2007). Commentaries on the ethical and effective practice of clinical supervision. Professional Psychology, 38(3), 268-275.
- Barton, R., Corban, A., Herrli-Warner, L., McClain, E., Riehle, D., & Tinner, E. (2013). Role strain in occupational therapy fieldwork educators. Work, 44(3), 317-328.
- Bégin, L., & Centeno, J. (2015). Les loyautés multiples. Montréal : Nota Bene.
- Bibeau, A. (2018). Une réforme qui continue d’inquiéter. Ergothérapie express, 29(1), 1-2.
- Black, S., Curzio, J., & Terry, L. (2014). Failing a student nurse. Nursing Ethics, 21(2), 224-238.
- Bushby, K., Chan, J., Druif, S., Ho, K., & Kinsella, E. A. (2015). Ethical tensions in occupational therapy practice. British Journal of Occupational Therapy, 78(4), 212-221.
- Canadian Association of Occupational Therapist (CAOT) & Association of Canadian Occupational Therapy University Programs (ACOTUP). (2012). Position statement : Professional responsibility in fieldwork education in occupational therapy. Ottawa : CAOT & ACOTUP.
- Cardinal, D., Couturier, L., Savard, J., Tremblay, M., & Desmarais, M. (2014). La supervision de stagiaires : un art qui s’apprend. Reflets, 20(1), 41-75.
- Christie, B. A., Joyce, P. C., & Moeller, P. L. (1985). Fieldwork experience, part II : the supervisor’s dilemma. The American Journal of Occupational Therapy, 39(10), 675-681.
- Clampin, A. (2012). Not the right time to take a student? Think again. British Journal of Occupational Therapy, 75(10), 441.
- Cohn, E. S., & Frum, D. C. (1988). Fieldwork supervision : More education is warranted. The American journal of Occupational Therapy, 42(5), 325-327.
- Copeland, P., Dean, R. G., & Wladkowski, S. P. (2011). The power dynamics of supervision : Ethical dilemmas. Smith College Studies in Social Work, 81(1), 26-40.
- DePoy, E., & Gitlin, L. N. (2011). Introduction to research. St. Louis, MO : Elsevier Mosby.
- Desaulniers, M.-P. (2002). La dimension éthique de la supervision ou l’art de la médiation. Dans M. Boutet, & N. Rousseau (Éds), Les enjeux de la supervision pédagogique des stages (pp. 129-140). Québec : Presses de l’Université du Québec.
- De Swardt, H. C., van Rensburg, G. H., & Oosthuizen, M. J. (2014). Teaching and facilitation strategies for the professional socialisation of student nurses. South African Journal of Higher Education, 28(6), 1861-1875.
- De Witt, P. A. (2016). Ethics and clinical education. South African Journal of Occupational Therapy, 46(3), 4-9.
- Drake, V., & Irurita, V. (1997). Clarifying ambiguity in problem fieldwork placements. Australian Occupational Therapy Journal, 44(2), 62-70.
- Drolet, M.-J. (2014). De l’éthique à l’ergothérapie. La philosophie au service de la pratique ergothérapique. Québec : Presses de l’Université du Québec.
- Drolet, M.-J. (2018). Acting ethically? A theoretical framework and a method designed to overcome ethical tensions in occupational therapy. Ottawa : CAOT Publications ACE.
- Drolet, M.-J., & Goulet, M. (2017). Les barrières et facilitateurs à l’actualisation des valeurs professionnelles. Recueil annuel d’ergothérapie, 9, 7-42.
- Drolet, M.-J., & Goulet, M. (2018). Travailler avec des patients autochtones du Canada? Recueil annuel francophone d’ergothérapie, 10, 25-56.
- Glaser, J. W. (1994). Three realms of ethics: individual institutional societal. Lanham, MD: Rowman and Littlefield.
- Gopee, N. (2008). Assessing student nurses’ clinical skills : The ethical competence of mentors. International Journal of Therapy and Rehabilitation, 15(9), 401-407.
- Govender, P. (2015). An ethical dilemma. African Journal of Health Professions Education,7(1), 8-9.
- Hambrick, J. P., Pimentel, S., & Albano, A. M. (2009). From theory to practice : Facing ethical challenges as a clinical intern. Cognitive and Behavioral Practice, 16, 191-204.
- Holmes, J. D., Bossers, A. M., Polatajko, H. J., Drynan, D. P., Gallagher, M., O’Sullivan, C. M., … Denney, J. L. (2010). 1000 fieldwork hours. Canadian Journal of Occupational Therapy, 77(3), 135-143.
- Ilott, I. (1996). Ranking the problems of fieldwork supervision reveals a new problem : Failing students. British Journal of Occupational Therapy, 59(11), 525-528.
- James, K. L., & Musselman, L. (2005). Commonalities in level II fieldwork failure. Occupational Therapy in Health Care, 19(4), 67-81.
- Jung, B., Sainsbury, S., Grum, R. M., Wilkins, S., & Tryssenaar, J. (2002). Collaborative fieldwork education with student occupational therapists and student occupational therapist assistants. Canadian Journal of Occupational Therapy, 69, 95-103.
- Kasar, J., & Muscari, M. E. (2000). A conceptual model for the development of professional behaviours in occupational therapists. Canadian Journal of Occupational Therapy, 67(1), 42-50.
- Kirke, P., Layton, N., & Sim, J. (2007). Informing fieldwork design. Australian Occupational Therapy Journal, 54, S13-S22.
- Le Maistre, C., Boudreau, S., & Paré, A. (2006). Mentor or evaluator? Journal of Workplace Learning, 18(6), 344-354.
- Lemay, V. (2002). La supervision et la théorie des sphères de la justice. Dans M. Boutet, & N. Rousseau (Éds), Les enjeux de la supervision pédagogique des stages (pp. 217-231). Québec : Presses de l’Université du Québec.
- Luhanga, F., Myrick, F., & Yonge, O. (2010). The preceptor experience : An examination of ethical and accountability issues. Journal of Professional Nursing, 26(5), 264-271.
- Maclellan, D., Lordly, D., & Gingras, J. (2011). Professional socialization in dietetics. Canadian Journal of Dietetic Practice & Research, 72(1), 37-42.
- Penny, N. H., Ewing, T. L., Hamid, R. C., Shutt, K. A., & Walter, A. S. (2014). An investigation of moral distress experienced by occupational therapists. Occupational Therapy in Health Care, 28(4), 382-393.
- Pope, K. S., & Vetter, V. A. (1992). Ethical dilemmas encountered by members of the American Psychological Association. American Psychologist, 47(3), 397-411.
- Richard, L. F. (2008). Exploring connections between theory and practice : Stories from fieldwork supervisors. Occupational Therapy in Mental Health, 24(2), 154-175.
- Roberts, M. E., Hooper, B .R., Wood, W. H., & King, R. M. (2015). An international systematic mapping review of fieldwork education in occupational therapy. Canadian Journal of Occupational Therapy, 82(2), 106-118.
- Rodger, S., Webb, G., Devitt, L., Gilbert, J., Wrightson, P., & McMeeken, J. (2008). A clinical education and practice placements in the allied health professions. Journal of Allied Health, 37(1), 53-62.
- Rubin, S. S. (1997). Balancing duty to client and therapist in supervision. The Clinical Supervisor, 16(1), 1-23.
- Sloggett, K., Kim, N., & Cameron, D. (2003). Private practice : Benefits, barriers and strategies of providing fieldwork placements. Canadian Journal of Occupational Therapy, 70(1), 42-50.
- Swisher, L. L. D., Arslanian, L. E., & Davis, C. M. (2005). The realm-individual process-situation (RIPS) model of ethical decision-making. HPA Ressource, 5(3), 3-8.
- Thomas, Y., Dickson, D., Broadbridge, J., Hopper, L., Hawkins, R., Edwards, A., & McBryde, C. (2007). Benefits and challenges of supervising occupational therapy fieldwork students. Australian Occupational Therapy Journal, 54, S2-S12.
- Torrance, C., Mansell, I., & Wilson, C. (2012). Learning objects? Nurse educators’ views on using patients for student learning. Education for Health, 25(2), 9297.
- Waterbury, J. T. (2001). Refuting patients’ obligations to clinical training. Medical Education, 35, 286-294.
- World Federation of Occupational Therapy (WFOT). (2016). Minimum standards for the education of occupational therapists. Repéré à https://www.mailmens.nl/files/21072349/copyrighted+world+federation+of+occupational+therapists+minimum+standards+for+the+education+of+occupational+therapists+2016a.pdf
- Yepes-Rios, M., Dudek, N., Duboyce, R., Curtis, J., Allard, R. J., & Varpio, L. (2016). The failure to fail underperforming trainees in health professions education. Medical Teacher, 38(11), 1092-99.
10.7202/1025794ar