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首页> 外文学位 >Evaluation d'un programme de developpement professionnel en sante publique Le Laboratoire de promotion de la sante.
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Evaluation d'un programme de developpement professionnel en sante publique Le Laboratoire de promotion de la sante.

机译：对公共卫生专业发展计划的评估健康促进实验室。

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摘要

The emergence of the health promotion discourse a few decades ago steered public health practice into a new direction, orienting it toward community-based, participatory, and intersectoral action. Meanwhile, in Quebec, the 2004 healthcare system reform restructured the local level through the creation of health and social services centres. The mandate of these new organizations is to integrate the public health and the healthcare sector across a continuum of services ranging from health promotion all the way to palliative care. All these changes have significant implications for healthcare and public health practitioners, who must come to terms with new professional roles and new intervention strategies. Professional development is considered to be a potential lever for action to support these changes.;In 2009, a team from the Public Health Directorate of the Health and Social Services Agency of Montreal designed a professional development program called the Health Promotion Laboratory. This program builds on a team learning approach to enable participants to develop new competencies, a reflexive practice, and new health promotion practices within the organization.;Based on a qualitative methodology and a collaborative evaluation approach, this doctoral thesis used several investigation strategies to evaluate three components of the Health Promotion Laboratory, i.e., the program's conceptualization, implementation, and outcomes. More specifically, this thesis aims to: (1) examine the plausibility of the program's intervention theory; (2) describe and understand the team learning processes involved in the program, as well as the factors influencing them; and (3) explore, from the participants' perspective, the reflexivity outcomes of the program. In pursuing these objectives, this thesis adopts several theoretical perspectives related to adult learning, team learning, and organizational learning.;The results show that: (1) while there is room for improvement, the program's model is generally well designed to achieve the intended outcomes; (2) the model's implementation in two sites resulted in different team learning processes, both of which depended on common factors related to the participants, the team, the organizational context, and the implementation of the program itself; and (3) as intended, participants from both sites developed reflexivity with regard to their practice and their professional roles, with this reflexivity taking on a formative and a critical function in terms of their professional experience.;These results highlight the potential offered by the evaluation of a program's intervention theory for improving the conceptualization of a professional development program. They also demonstrate the importance and relevance of assessing the learning process at a group level in the context of a collective professional development approach. Finally, the findings support the importance of reflexive learning for improving professional practice and fostering the social engagement of practitioners. Thus, they suggest different avenues having the potential to strengthen the capacities of the public health workforce and thereby to increase its effectiveness in improving the health of communities in the coming century.;Keywords: [LSCH] program evaluation; health promotion; continuing education; career development; problem-based learning; adult learning; reflective learning; team learning approach in education; organizational learning.
机译：几十年前，健康促进话语的出现引导公共卫生实践朝着新的方向发展，使其朝着基于社区，参与性和跨部门行动的方向发展。同时，在魁北克，2004年的医疗保健系统改革通过建立医疗保健和社会服务中心，重组了地方政府。这些新组织的任务是将公共卫生和医疗保健部门整合到从健康促进一直到姑息治疗的一系列连续服务中。所有这些变化对医疗保健和公共卫生从业人员具有重要意义，他们必须适应新的专业角色和新的干预策略。专业发展被认为是支持这些变化的潜在行动杠杆。2009年，蒙特利尔卫生与社会服务局公共卫生局的一个团队设计了一个名为“健康促进实验室”的专业发展计划。该计划以团队学习方法为基础，使参与者能够在组织内发展新的能力，反思性实践和新的健康促进实践。;基于定性方法和协作评估方法，该博士论文使用了几种调查策略来评估健康促进实验室的三个组成部分，即计划的概念，实施和结果。更具体地说，本论文旨在：（1）检验程序干预理论的合理性； （2）描述和了解计划中涉及的团队学习过程以及影响他们的因素； （3）从参与者的角度探讨该计划的反思性结果。为了实现这些目标，本文采用了与成人学习，团队学习和组织学习有关的几种理论观点。结果表明：（1）尽管有改进的空间，但该程序的模型通常经过精心设计，可以实现预期的目标。结果； （2）模型在两个站点的实施导致团队学习过程不同，这两个过程都取决于与参与者，团队，组织环境以及计划本身的实施相关的共同因素； （3）如预期的那样，两个站点的参与者在实践和专业角色方面都产生了反思性，这种反思性就其专业经验而言起了形成性和关键性的作用。对计划的干预理论进行评估，以改善专业发展计划的概念化。他们还展示了在集体专业发展方法的背景下，评估小组学习过程的重要性和相关性。最后，研究结果支持反思性学习对改善专业实践和促进从业者的社会参与的重要性。因此，他们提出了不同的途径，它们有可能加强公共卫生工作人员的能力，从而在下个世纪提高其在改善社区健康方面的效力。促进健康;继续教育;职业发展;基于问题的学习;成人学习；反思性学习；教育中的团队学习方法；组织学习。

著录项

  • 作者

    Tremblay, Marie-Claude.;

  • 作者单位

    Universite de Montreal (Canada).;

  • 授予单位 Universite de Montreal (Canada).;
  • 学科 Health Sciences Public Health.;Education Health.;Education Adult and Continuing.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 304 p.
  • 总页数 304
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 肿瘤学;
  • 关键词

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