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Soutenir le changement de pratiques d’enseignement chez les professionnels de la santé : le cas des rencontres prénatales dans un CSSS de Montréal

Nicole Beaudet, Claire Bélanger, Marie-José Legault

Abstract


A Montreal Social and Health Service Centre (CSSS) has set up a learning community following the accreditation visit related to obtaining Baby-Friendly Initiative certification. The evaluators of this program noted that parents did not retain much information from prenatal meetings. The article describes the professional development system established by the Perinatal Team that sought to refine its teaching practices. It also summarizes the two evaluations that allowed the professionals to improve on a continual basis. The discussion focuses on the conditions that have favoured the development of the skills of the teaching professionals. In particular, it appears that parents retain information and apply it when the professionals succeed in including them actively in the training and in reaching them emotionally in their learning: skin-to-skin contact between mother and baby and the reinforcement of breastfeeding goals are prime examples.


Keywords


Learning community; principles of andragogy; reflective practice; prenatal meetings



DOI: http://dx.doi.org/10.17269/cjph.108.5813