S’INSCRIRE
Date et heure du webinaire :
7 octobre 2025
NT 2:00 PM – 3:30 PM
AT 1:30 PM – 3:00 PM
ET 12:30 PM – 2:00 PM
CT 11:30 AM – 1:00 PM
MT 10:30 AM – 12:00 PM
PT 9:30 AM – 11:00 AM
Description du webinaire :
Les étudiantes et étudiants en sciences infirmières de premier cycle sont à risque d’exposition à des incidents critiques en milieu clinique (Harvey et Carter-Snell, 2022). Des incidents critiques sont des événements inattendus avec le potentiel de compromettre les mécanismes d’adaptation généralement utilisés et pouvant entraîner de la détresse (Everly et Mitchell, 1999, 2008). Les incidents critiques peuvent également susciter un stress ou provoquer une variété de réactions physiologiques, psychologiques ou existentielles (Mitchell, 2012). Les infirmières et infirmiers en sciences infirmières ont discuté de leurs expériences de stress lié à un incident critique qui ont eu un impact sur leur confiance en eux et leur estime de soi et qui ont compromis leur identité personnelle et professionnelle (Harvey et Carter-Snell, 2022 ; Harvey et coll., 2024). Le risque de subir une exposition à des incidents critiques, couplé au risque de nouveaux traumatismes relatifs aux expériences personnelles ou d’enfance passées (Gilroy et coll., 2024) ajoute une couche de complexité à l’enseignement et l’apprentissage en milieu clinique (Harvey et Carter-Snell, 2024). Il est impératif de fournir aux infirmières et infirmiers enseignants cliniques des outils fondés sur une approche tenant compte des traumatismes pour faciliter des conversations opportunes et encourageantes avec les étudiantes et étudiants ayant vécu des incidents critiques en milieu clinique. Pour offrir un soutien aux étudiantes et étudiants en sciences infirmières à la suite d’un incident critique en milieu clinique, les enseignantes et enseignants doivent être flexibles et accommodants afin d’offrir une aide personnalisée aux apprenantes et apprenants.
Intervenant(e)s
Giuliana Harvey is an Associate Professor in the School of Nursing and Midwifery at Mount Royal University (MRU) (Calgary, Alberta). Giuliana teaches widely across the Bachelor of Nursing program at MRU supporting learners in the classroom, lab, clinical, and simulation settings. She has developed expertise in simulation through participation in numerous international simulation training sessions from well-known academic institutions, and successful achievement of international certification as a Certified Healthcare Simulation Educator. She was awarded and completed a research fellowship from the International Nursing Association for Clinical Simulation and Learning where she explored nursing students’ experiences of psychological harm from simulation-based learning experiences. This project aligned well with her program of research which is focused on undergraduate nursing student stress and well-being. She has conducted most of her research in the area of clinical related critical incident stress in the context of undergraduate nursing students.
Jaime Gallaher is an experienced emergency nurse and dedicated nursing educator with over 15 years in nursing education. She holds a Master of Nursing Education & Leadership from the University of British Columbia and has a deep passion for experiential learning, particularly in simulation-based education. Since 2016, Jaime has played a significant role in advancing simulation practices in both academic and clinical settings. As a recognized expert in simulation-based learning (SBL), Jaime has presented at numerous conferences, sharing insights on in-situ simulation, tele-simulation for rural and remote communities, and effective debriefing strategies for healthcare professionals. She has also contributed to faculty development by teaching with the “Debriefing Academy” and is a strong advocate for the PEARLS healthcare debriefing framework as a structured approach to simulation debriefing. Beyond simulation, Jaime is passionate about clinical event debriefing, emphasizing the importance of reflective learning in healthcare. Throughout her career, she has led multiple workshops and discussions.
