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Des données scientifiques librement accessibles : un critère émergent de la science ouverte / Open-access Scientific Data: An Emerging Criterion of Open Science

José Côté and Mélina Bernier

La littérature soigne / The Healing Power of Literature

Simon Harel

Les infirmières scolaires et la promotion de la santé des élèves des lycées et collèges en République du Bénin

Koffi Justin Avanon, Eusèbe Coovi Ahossi, Afiavi Julienne Estelle Dossou, Ismanth Djaboutou, Marie-Pierre Gagnon and Myriam Gauthier
Introduction: Young people’s health concerns represent major challenges for healthcare systems worldwide. In Benin, we are witnessing a rise in risky behaviors in young people (drug use, physical violence, premature pregnancies), despite the intervention of school nurses. Objective: To describe and understand the practices of school nurses in promoting the health of secondary school pupils in the Republic of Benin. Method: A multiple-case study was conducted in 2 departments of Benin. Hybrid analyses were based on semi-structured interviews (n = 35) with high school and middle school directors (n = 14), school nurses (n = 14), managers from the Ministry of Health (n = 4) and the Ministry of Technical Secondary Education and Vocational Training (n = 3), supplemented by observations and field notes. King’s systems model guided data collection and analysis. Results: Gaps in health promotion nursing practices include 1) the low level of organization of promotional activities, 2) insufficient availability of human and material resources, 3) insufficient knowledge of health promotion in schools, and 4) lack of coordination of school nurses’ activities. Discussion and Conclusion: Health promotion within the school setting remains unevenly implemented. Deficiencies in training, organizational structure, and the availability of human and material resources significantly constrain the performance of school nurses, thereby revealing a persistent structural vulnerability within the school health system across the Beninese departments included in this study.

Les perceptions des professionnel·les sur les défis liés à la pratique auprès des parents en contexte pédiatrique

Sonia Dubé, Marie Lacombe and François Levasseur
Introduction: In child and adolescent health care, recognising the role of parents is essential. However, several studies demonstrate a gap between professionals’ favorable perceptions of adopting optimal practice with parents and their actual practice. Several challenges appear to limit sources of support for parents in a pediatric context. Objective: This study aims to describe professionals’ perceptions of challenges in their practice with parents in a pediatric context. Method: A qualitative descriptive design based on the critical incident method, according to an ecosystem perspective, was conducted with 15 professionals. Results: Data analysis describes 4 categories of interrelated challenges: 1) in relation to the practice with parents; 2) personal in relation to oneself; 3) relational aspects of the relationship with parents; and 4) contextual in relation to the institutional system. Discussion and Conclusion: The challenges faced by professionals in their practice with parents relate to factors that support or hinder this practice. Constraints related to the institutional system modulate the provision of services, limiting the ability of professionals to deploy optimal practice. This study highlights the specificity and complexity of practice with parents in a pediatric context, calling for increased attention to the support offered to professionals for the optimal exercise in their role.

Nurses’ and Nursing Students’ Perceptions Toward People Living in Larger Bodies: A Scoping Review

Karyne Duval, Élisabeth Bélanger, Marie-Claude Laferrière, Marie-Pierre Gagnon and Maria Cecilia Gallani
Introduction: Weight bias among healthcare professionals contributes to inequitable care for people living in larger bodies (PLLB). Nurses play a crucial role in perpetuating or challenging this stigma. Yet, little is known about how this issue has been conceptualized, studied, and addressed within nursing research. Objectives: This scoping review aims to provide a comprehensive and structured synthesis of the peer-reviewed literature on weight bias among nurses and nursing students, identifying conceptual, temporal, and geographical trends and highlighting persistent gaps to inform future research and training initiatives. Method: Following the Joanna Briggs Institute methodology and PRISMA-ScR standards, we searched PubMed, CINAHL, and PsycINFO for empirical studies published between January 1, 2005, and June 10, 2025. Eligible studies explored nurses’ or nursing students’ perceptions toward PLLB. Two reviewers working independently screened studies and extracted data related to study design, context, conceptual focus, theoretical grounding, key findings, and identified research gaps. Results: A total of 34 studies were included. Most were cross-sectional, quantitative, and conducted in the United States. Concepts were grouped into 6 domains, with self-reported perceptions being most frequently assessed. The majority reported negative perceptions. Few studies used theoretical frameworks, and only 1 was grounded in nursing theory. Interventions were limited and often lacked long-term evaluation. Geographical representation was uneven, with no Canadian studies identified. Discussion and Conclusion: This review highlights persistent bias and fragmented research. Future studies must adopt theory-informed, methodologically diverse, and geographically inclusive approaches. Embedding equity, diversity, and inclusion principles is essential to foster stigma reduction and improve care for PLLB.

Transition vers la pratique infirmière et développement des compétences en sécurité des patients : protocole d’une étude longitudinale à méthodes mixtes

Sylvain Boloré, Laura Ciavarella, Florian Stern, Véronique Daudet, Marie-José Roulin and Mélanie Verdon
Introduction: The first year of nursing practice represents a period of professional vulnerability and a critical phase for patient safety. Although patient safety is recognized as a global priority by the World Health Organization, the evolution of nurses’ competence in this area during the transition to professional practice remains underexplored. To examine this transition process, the present study draws on a 12-month integration program, implemented in a French-speaking Swiss university hospital and informed by Duchscher’s (2008) transition model. Objectives: To explore the evolution of perceived patient safety competence among newly graduated nurses during their first year of hospital practice and to analyze the influence of institutional, contextual, and experiential factors on this evolution. Method: Longitudinal mixed-methods design using a convergent parallel approach. The quantitative component employs the Health Professional Education in Patient Safety Survey (T1, T2, T3) and the Casey-Fink preceptorship scale (T2, T3). Measurement points correspond to Duchscher’s phases of transition—“doing” (first month), “being” (fifth month), and “knowing” (tenth month). The qualitative component includes individual interviews (during the “being” phase) and focus groups (during the “knowing” phase), analyzed according to the 6 domains of the Canadian Patient Safety Competency Framework. Quantitative and qualitative data will be integrated through a cross-interpretation matrix. Discussion and Research Spin-offs: A deeper understanding of the evolution of nurses’ perceived competence in patient safety will be useful to identify the key factors supporting its development and guide the pedagogical and organizational adjustments needed to strengthen the culture of safety.

Scoping Review Protocol on the Use of Digital Serious Games for Patients and Caregivers Education in Acute Care Settings

Émilie Paul-Savoie, Mikaël Gingras, Assma Grini and Émilie Gosselin
Introduction: In acute care settings, patient and caregiver education is essential for health management and promoting autonomy. Short hospital stays often limit opportunities for effective teaching. To address this, innovative approaches, including digital serious games using gamification principles, have been developed. Nevertheless, the literature on their use in acute care is heterogeneous, varying by context, timing, type of game, and target population, which makes synthesis difficult. A preliminary search in Joanna Briggs Institute Evidence Synthesis, the Cochrane Database, MEDLINE, and other sources confirmed that no similar review exists. Objective: To map and categorize the existing evidence on the use of digital serious games for patient and caregiver education in acute care settings. Method: This scoping review will follow the Joanna Briggs Institute methodology. A comprehensive search will be conducted in 11 databases and Google Scholar to include grey literature. Inclusion and exclusion criteria are defined according to the Population, Concept, and Context methodological framework. Study selection and data extraction will be performed by 2 reviewers. Findings will be synthesized and presented descriptively to characterize the scope, nature, and key features of existing evidence on digital serious games for patient and caregiver education in acute care. Discussion and Research Spin-offs: The results will contribute to clarifying key concepts related to serious games in acute care, identifying gaps in the existing literature, and providing a foundation to guide future research on the development, implementation, and evaluation of these innovative educational tools in these settings. The review will also offer clinicians an overview of current educational tools, target populations, and design characteristics of digital serious games used in acute care, supporting informed and reflective integration into practice.

Social Media Recruitment: Lessons from a Pilot Study Incorporating a Digital Breastfeeding Intervention

Roseline Galipeau, Valérie Lebel and Linda Lemire