Acquisition of Professional Knowledge and Parental Knowledge within the PRIFAM Intervention Program

Acquisition of Professional Knowledge and Parental Knowledge within the PRIFAM Intervention Program

Acquisition of Professional Knowledge and Parental Knowledge within the PRIFAM Intervention Program

Acquisition of Professional Knowledge and Parental Knowledge within the PRIFAM Intervention Programs

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Référence bibliographique [13064]

Pelchat, Diane et Lefebvre, Hélène. 2006. «Acquisition of Professional Knowledge and Parental Knowledge within the PRIFAM Intervention Program ». International Journal of Child & Family Welfare, vol. 9, no 4, p. 213-227.

Fiche synthèse

1. Objectifs


Intentions :
«Training of perinatal nurses in the PRIFAM family intervention program and implementation of the program led to a retrospective study on the knowledge acquired within the partnership relationship. The study sought to identify the theoretical, experiential and transformational knowledge acquired and the co-learning accomplished by the perinatal nurses and families of children with trisomy 21 who took part in the study.» (p. 213)

2. Méthode


Échantillon/Matériau :
«The population under study comprised couples [from Quebec] (N=18) who had had a child with trisomy 21 and their nurse-clinician (N=4) with PRIFAM training.» (p. 220)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé


«With their philosophy, underlying theories and values and beliefs, the PRIFAM training and program generate theoretical and transformational learning for nurses and parents alike. Nurses modify their practice and enrich their personal lives. Parents make a positive transformation in their experience as a family with a trisomy 21 child and adjust more successfully, probably because they are monitored by the same nurse throughout, at regular intervals, in a partnership setting. The relationship of trust is introduced by engaging each individual, so that barriers are broken down. The resulting collaboration evolves into reciprocal involvement to which each person is totally committed; this fosters family autonomy. PRIFAM makes the work done by nurses more satisfying and better tailored to the care needs of families with a child with a disability. The theoretical and philosophical foundations of this program make it transferable to any clientele under severe stress, from the moment a health problem is diagnosed.» (p. 225)