Introduction : La première année d’exercice infirmier représente une période marquée par une vulnérabilité professionnelle, constituant un enjeu majeur pour la sécurité des soins. Bien que la sécurité des patients soit reconnue comme une priorité par l’Organisation Mondiale de la Santé, l’évolution du sentiment de compétence des infirmier·ères durant cette transition reste peu documentée. Afin d’examiner ce processus de transition professionnelle, cette étude s’appuie sur un programme d’intégration de 12 mois, implanté dans un hôpital universitaire de Suisse francophone et inspiré du modèle de Duchscher (2008). Objectifs : Explorer l’évolution du sentiment de compétence perçu en sécurité des patients chez les infirmier·ères au cours de leur première année d’exercice hospitalier et analyser l’influence des facteurs institutionnels, contextuels et expérientiels sur cette évolution. Méthode : Devis longitudinal à méthodes mixtes convergent-parallèle. Le volet quantitatif mobilise le questionnaire Health Professional Education in Patient Safety Survey (T1, T2, T3) et l’échelle de préceptorat Casey-Fink (T2, T3). Les temps de mesure correspondent aux stades « faire » (1er mois), « être » (5e mois) et « connaître » (10e mois) du modèle de Duchscher. Le volet qualitatif s’appuie sur des entretiens individuels (stade « être ») et de groupe (stade « connaître »), analysés selon les 6 domaines du Cadre canadien des compétences en sécurité des patients. Les données quantitatives et qualitatives seront intégrées dans une matrice d’interprétation croisée. Discussion et retombées anticipées : Une compréhension approfondie de l’évolution du sentiment de compétence perçu des infirmier·ères en sécurité des patients permettra d’identifier les leviers favorisant son développement, afin d’orienter les ajustements pédagogiques et organisationnels liés à la culture de sécurité.
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.
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.