1. Département paramédical Ste Elisabeth Namur, Belgique 1RICHARD Alison - Antwerp - 05/02/15

2. 2 RICHARD Alison Master in Public Health ULg, Registered Midwife, Midwife educator in HENALLUX (Belgium)

3. Plan of the presentation 1. HENALLUX ’s presentation 2. Midwifery studies in « Fédération Wallonie- Bruxelles » (Belgium) 3. The development of the professional identity: between theory and practice a) What do we call professional identity? b) Professional identity, a permanent inside conflict c) How do we develop professional identity in initial midwifery education? 4. Conclusions and perspectives 5. References 3RICHARD Alison - Antwerp - 05/02/15

4. Sainte Elisabeth’s paramedical department: Nurse - 3 years study Midwife - 4 years study Theater room specialization Community Health specialization Emergency and reanimation nursing specialization NASIM: High Fidelity simulation center FORS: Long life learning center: 1400 participants and 600 speakers 1. HENALLUX’s presentation: 5600 students. 4RICHARD Alison - Antwerp - 05/02/15 750 students 1 year study after graduating in nursing : 90 students

5. 2. Midwifery studies in « Fédération Wallonie-Bruxelles » (Belgium). 5RICHARD Alison - Antwerp - 05/02/15 Bachelor in High school 6th European Level 4 years studies After CESS (secondary school) Begining of the school year: 14/09 No admission exam 240 ECTS 1533h clinical practice 2013/55/UE Intra and extrahospital clinical practice

6. 3. The development of the professional identity: between theory and practice. RICHARD Alison - Antwerp - 05/02/156 What is professional identity? What I can do What I know The way I represent myself and things to me The meaning I give to things PI is not only a reflection on my own practice but also the simultaneous development of a set of skills. a) What do we call professional identity (PI)? Barbier, 1996

7. 3. The development of the professional identity: between theory and practice. 7RICHARD Alison - Antwerp - 05/02/15 b) Professional identity, a permanent inside conflict: Engaged Identity How one views oneself Desired Identity Whom one wishes to become Assigned Identity How one is viewed by others Management of existential tensions, Bajoit, 2006 In front of this tensions, what can I do? Two ways to react: -Either I lie to myself  « Happy idiot » -Or I analyse my professional practice and develop a capacity of self assessment. Aim of the initial midwifery education: Bringing midwifery students to better manage this internal conflicts

8. 3. The development of the professional identity: between theory and practice. 8RICHARD Alison - Antwerp - 05/02/15 c) How do we develop professional identity in initial midwifery education? Thanks to a competency framework (Raisky,1996) Common to 7 of 9 midwifery schools of FWB Validated by the professionals French- speaking associations Both « field workers » and midwifery educators use it Every theoretial and practice lesson are based on Both practice and theory are evaluated on the basis of this framework

9. 3. The development of the professional identity: between theory and practice. 9RICHARD Alison - Antwerp - 05/02/15 Via midwives integration situations in theoretical courses Lessons teached by midwives to midwifery students Via case studies (APP) Tutoring by peers Mentoring by educators Low, medium and high fidelity simulation Success assistance service OSCE (per and post partum) Christmas gifts: to promote perinatal projects Through the development of a professional culture. (Bajoit, 2003)

10. 3. The development of the professional identity: between theory and practice. RICHARD Alison - Antwerp - 05/02/1510 By considering the specific action as a starting point for the development of specific skills. (Grize, 1996) - Never practice, when it’s the first time, on the patient (HAS,2012) -Deconstruct the practice in order to rebuild the theory -Drill and practice -Last step before clinical experience

11. 3. The development of the professional identity: between theory and practice. RICHARD Alison - Antwerp - 05/02/1511 A day in interdisciplinarity: From a car accident to a birth…

12. 3. The development of the professional identity: between theory and practice. 12RICHARD Alison - Antwerp - 05/02/15 WHY?  Professional autonomy can only be acquired through a definition of precise and integrated role. (Benoit, 2007)

13. 3. The development of the professional identity: between theory and practice. 13RICHARD Alison - Antwerp - 05/02/15 By bringing the learner to self-assessment and by questionning her on the idea that he has of himself as a becoming professional (Barbier et al., 1994). Supporting the professional development Exploring many clinical placements Questionning practice Work on self assessment skills -Individual choice for some clinical placements in Belgium or abroad (Europe, Africa…) (2 nd,3rd,4th year) (Mercure,2014). -Compulsory clinical placement in Luxembourg or France during the 4 years. -To develop students professional project -New working reality -Skills of analysis and adaptation -Constantly looking for new partnerships. -Individual choice for some clinical placements in Belgium or abroad (Europe, Africa…) (2 nd,3rd,4th year) (Mercure,2014). -Compulsory clinical placement in Luxembourg or France during the 4 years. -To develop students professional project -New working reality -Skills of analysis and adaptation -Constantly looking for new partnerships. -Internship reports and final research work based on the analysis in clinical placement directly linked to midwife’s role. -Oral and wrtiting works linked to the analysis of managment on clinical placement with guidelines and EBM. -Internship reports and final research work based on the analysis in clinical placement directly linked to midwife’s role. -Oral and wrtiting works linked to the analysis of managment on clinical placement with guidelines and EBM. -Work on motivation and representation. -Meet before and after each clinical placement to work on representation, objectives and feedback from students. -All year long: assistance in identifying personal needs in theoretical and practices fields. -Work on the formulation of realistic and relevant objectives. -Work on motivation and representation. -Meet before and after each clinical placement to work on representation, objectives and feedback from students. -All year long: assistance in identifying personal needs in theoretical and practices fields. -Work on the formulation of realistic and relevant objectives. -Analysis of facilities and difficulties many times a year. -Analysis of the examination results. -Privileged relationship with students: one midwifery educator for 25 students. Everything is reported evaluated in one document called PDPi

14. 4. Conclusions and perspectives 14RICHARD Alison - Antwerp - 05/02/15 The development of professional identity is a constant preoccupation of the midwives’ teaching staff. This is a time-consuming accompanying but necessary to the education of competent professionals. New challenge of the FWB: “The landscape Décret” and the 2013/55/UE -Construction of a new face for higher education -The aim: a more integrative education, more reflexive practice, more interdisciplinarity (case studies with gynecologists, anesthesists, nurses…), more international partnerships (Asia?)…

15. 5. References RICHARD Alison - Antwerp - 05/02/1515 Bajoit, M.-M., Le changement social. Approche sociologique des sociétés occidentales contemporaines, Paris, Armand Colin, 2006 (le ed: 2003). Barbier, J.-M., De l’usage de la notion d’identité en recherche, notamment dans le domaine de la formation. Education permanente, 128, 3, 1996c, 11-26. Barbier, J.-M, and Al, Editorial du numéro spécial sur « recherche et développement professionnel », Recherche et formation, 17, 1994, 5-8. Beckers, J., Comment amorcer la construction identitaire d’un praticien réflexif par la formation initiale? Recherche et Formation, 46, 2004, 61-80. Grize, J.-B, Logique naturelle et communication, Paris, PUF, 1996. Benoit, C., Jansson, M., & Anderson, M. (2007). Understanding health disparities among female street youth. In B. J. R. Leadbeater & N. Way (Eds.), Urban girls revisited: Building strengths (pp. 321–337). New York: New York University Press. MERCURE D., La construction du répertoire professionnel de l’étudiant en contexte de stage à l’étranger, examinée dans une démarche de recherche-action, Thèse de doctorat en psychopédagogie non publiée, Université de Laval, Québec, 2014, 228 p. Raisky, C., Doit-on en finir avec la transposition didactique? Essai de contribution à une théorie didactique. In: C.Raisky et M. Caillot (Eds), Au delà des didactiques, le didactique. Débats autour de concepts fédérateurs, Bruxelles, De Boeck Université, 1996, pp.37-59.

16. 16 Thank you for your attention. Any questions ? Contact: alison.richard@henallux.bealison.richard@henallux.be