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Caroline Larue

Other affiliations: University of Victoria
Bio: Caroline Larue is an academic researcher from Université de Montréal. The author has contributed to research in topics: Seclusion & Health care. The author has an hindex of 16, co-authored 44 publications receiving 745 citations. Previous affiliations of Caroline Larue include University of Victoria.


Papers
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Journal ArticleDOI
TL;DR: Despite wide variability in SR indicators and methodological rigor, it remains that the outcomes argue in favor of SR reduction program implementation.

92 citations

Journal ArticleDOI
TL;DR: The purpose of this paper is to set out and categorize the factors in play in aggression- and agitation-management situations as perceived by the healthcare teams, particularly the nurses, to reduce recourse to coercive measures and enhance professional practices.
Abstract: Seclusion with or without restraint is a measure for managing aggressive or agitated clients and promoting site security, particularly in an emergency psychiatric setting. The decision to control a potentially dangerous person's behaviour by removal or seclusion seems ethically justifiable in such a setting. However, although the decisions on these restrictive measures are based on rational needs, they are also influenced by the healthcare team's perceptions of the client and by the characteristics of the team and the environment. The purpose of this paper is to set out and categorize the factors in play in aggression- and agitation-management situations as perceived by the healthcare teams, particularly the nurses. The first part of the paper deals briefly with the settings in which control measures are applied in a province in eastern Canada and the effect of such measures on patients and healthcare teams. The second part identifies the factors involved in the management of agitation and aggression behaviour. The final part discusses the current spin-offs from this knowledge as well as promising paths for further research on the factors involved. The ultimate objective is to reduce recourse to coercive measures and enhance professional practices.

87 citations

Journal ArticleDOI
TL;DR: This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies, and identified observational tools used to assess competencies in action, as holistic and context-dependent constructs.
Abstract: Aim To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Background Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context-dependent. Design Theoretical review. Data Sources Research papers (N=182) published between 1999 - 2015 describing simulation in nursing education. Review Methods Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Results Some papers (N=79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students’ perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. Conclusion This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. This article is protected by copyright. All rights reserved.

84 citations

Journal ArticleDOI
TL;DR: In this paper, the authors conducted a systematic review of the literature between 2008 and 2014 and found that substitution of clinical placement with simulation does not seem to have a significant impact on clinical competency, critical thinking, knowledge acquisition, and self-confidence.
Abstract: Background: In recent years, nursing education has undergone changes and restructuring due to changes that have occurred in clinical and academic settings. Currently, academic leaders are facing the challenges of an increasing number of students, the difficulty of recruiting teachers and preceptors to accompany students, and fewer clinical settings that can accommodate many interns at once. To come to terms with these changes, the idea of replacing clinical hours with simulation has emerged. On this issue, little conclusive data is available. The objective of this article is to clarify the contribution of simulation in clinical nursing education in preparation or substitution for clinical placement. Methods: The CIHNAL, MedLine, and PubMed databases, and Google and Google Scholar search engines were consulted between to conduct a systematic review of the literature between 2008 and 2014. Thirty-three articles were selected. Results: Students and teachers perceive the benefits of simulation as an adjunct to clinical placement in terms of effectiveness, self-confidence, and preparation for clinical practice. Substituting clinical placement with simulation does not seem to have a significant impact on clinical competency, critical thinking, knowledge acquisition, and self-confidence. Conclusions: The findings question the very concept of substitution and suggest that the strengths of clinical exposure through both simulation and clinical placement should be highlighted.

82 citations

Journal ArticleDOI
TL;DR: Patients had a nuanced perception of SR: Some felt that SR was a helpful measure, while others felt thatSR was not a helpful measures, and nearly all patients perceived that the health care team did not follow-up with the patients after the experience; such follow- up is essential for reconstructing a sometimes confusing event.
Abstract: Many studies report that the use of seclusion and restraint (SR) is experienced negatively by patients who experience feelings of shame, helplessness, and humiliation, and may relive previous trauma events. Since 2000, in Quebec, exceptional measures like SR have been framed by a protocol. This protocol provides health care teams with guidelines for relieving, containing, and reducing the suffering caused by SR. We have no knowledge, however, about the views of patients regarding application of the protocol. This study aims to understand the perception of patients regarding application of the SR protocol. For this purpose, a questionnaire was presented to patients (n = 50) who experienced an episode of SR in a psychiatric hospital in Canada. Results show that patients had a nuanced perception of SR: Some felt that SR was a helpful measure, while others felt that SR was not a helpful measure. Patients tended to agree with statements related to the comfort and safety of seclusion rooms and the meeting of th...

67 citations


Cited by
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Journal Article

3,099 citations

Journal ArticleDOI
TL;DR: What do you do to start reading teaching in nursing a guide to faculty?
Abstract: (1998). Teaching in Nursing: A guide for faculty. Contemporary Nurse: Vol. 7, No. 4, pp. 197-197.

539 citations

01 Jan 1989
TL;DR: Chickering is a Distinguished Professor of Higher Education at Memphis State University and a Visiting Professor at George Mason University as mentioned in this paper, and Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston, and in the Center for the Study of Higher and Postsecondary Education at University of Michigan.
Abstract: Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

488 citations

Journal ArticleDOI
Vince R. Hunt1
TL;DR: Books and internet are the recommended media to help you improving your quality and performance.
Abstract: Inevitably, reading is one of the requirements to be undergone. To improve the performance and quality, someone needs to have something new every day. It will suggest you to have more inspirations, then. However, the needs of inspirations will make you searching for some sources. Even from the other people experience, internet, and many books. Books and internet are the recommended media to help you improving your quality and performance.

408 citations