“In the beginning we did not see the point”, “For us it was a waste of time”, “goals were blurred”, “I had a hard time understanding what was expected of us”. When the establishment of the healthcare system was announced, testimony from nursing students (ESI) from IFMS in Béziers was clear. The trainers therefore decided to compose a “recipe” to give the device full value. They began by identifying target populations according to the needs of the territory: early childhood and perinatality; childhood and youth; young people in precarious situations; young people in education; non-institutionalized older people; vulnerable populations. They then looked for partners who cared for these populations and agreed to welcome second-year WISEs during the three weeks that the health service lasted. The choice of task is left to the student. Then they invest in groups of four or five land to meet a need of the target group.
Out of time, out of place, out of role
The healthcare system is based on immersion of ESI in their internship. “The goal is to immerse them in a foreign environment and get them to work in project mode to bring out their skills”, explained Nathalie Izquierdo, health coach. During the internship period, the ESIs are out of time. They set their own schedule on the basis of 35 hours per week, depending on their needs. “They can go back and forth between the internship site and the IFMS to understand the structure and needs of the target audience”, added Nathalie Izquierdo. Together with the teachers, they make daily updates on the progress of the work, the organization and the group dynamics. ESIs are also out of place as they are assigned training places that they do not know. And out of the role, to be part of a mission that is different from the one they are used to living.
The construction of the project
This integrated system forces WISEs and partners to step out of their comfort zone to build a project tailored to the target audience. The health service allows them to work in different work positions, especially by being authors of an educational project and no longer students. “They feel invested in a mission”, reported Laurence Jajko, health coach. They mobilize the theoretical knowledge to advance in the construction of the project while using each individual skills. “We see that they are gradually adopting a professional attitude to implement their pedagogical action”, she added. The teachers, on the other hand, are facilitators and animators. “We help with exchanges, question students, bring them to compare their ideas, guide them on methodology, help them find meaning in their work”listed Émilie Vidal, health training framework.
Through the statements, all students recognize the added value of healthcare, especially the interest in working in project form and seeing the concrete results of their work. “It’s gratifying to know that the tools that are in place are still being used”, they report. One teacher retained the idea of sharing and exchanging with WISEs who created a project around primary class displays. “Thanks to their visit and their work, I continued the actions set up with the children’s parents, explained the teacher in question. Help from future health professionals was really interesting. »
– Martin L., “Health service, a unit to be clarified”, Nurses, No. 8, May 2021.
– Lana S., “Health service: first assessment”, Sygeplejerskebladet, No. 419, September 2020.
– Hunsinger V. and Ramsay K., “Agnès Buzyn:” Seven million euros to support the health service “”, Espaceinfirmier.fr, 28/02/2018.
– Gries L., “Health service: an uneven start”, The Nursing Storee, No. 399, December 2018.