Background: Implantable cardioverter defibrillators (ICDs) deliver therapy in the form of an internal shock should a life-threatening arrhythmia occur. Literature suggests that patients have misconceptions regarding ICD therapy and unmet information needs. Purpose: This study assessed the feasibility of delivering a pre-implantation nurse-led educational intervention to ICD candidates. Methods: ICD candidates attending an outpatient preoperative clinic were invited to participate. Consented participants were randomized to standard care or standard care plus an educational intervention. The educational intervention addressing information gaps identified in the ICD literature was delivered during the preoperative visit. The primary outcome was feasibility with the following targeted rates, (1) 80% recruitment; (2) ≥ 95% consent; (3) 90% randomization; (4) ≥ 90% completion of questionnaires; (5) 80% of intervention sessions delivered less than 45 minutes; and (6) 90% of intervention content delivered. At baseline, demographic data and Patient-Reported Outcomes Measurement Information System (PROMIS) anxiety scores were collected. Four weeks post-ICD implantation, participants completed the PROMIS anxiety measure, Florida Patient Acceptance Survey (FPAS), and Florida Shock Anxiety Scale (FSAS). Results: Twenty patients consented to the study (10 standard care/10 standard care plus the educational intervention). Feasibility outcomes achieved were, (1) recruitment rate of 80%; (2) consent rate of 87%; (3) 100% randomization; (4) 80% completion of questionnaires; (5) 100% of intervention sessions completed in less than 45 minutes; and (6) intervention checklist completion rate of 100%. The four-week mean (SD) FPAS scores were 80.0 (13.4) in the intervention group compared to 77.0 (16.5) in standard care. Mean (SE) four-week PROMIS scores were 45.4 (6.4) in the intervention group and 43.7 (8.6) in standard care. Mean FSAS (SD) scores were 14.7 (4.6) in the intervention group and 13.3 (3.9) in standard care. Conclusion: The results demonstrated feasibility of delivering a pre-implantation nurse-led educational intervention in an outpatient clinic setting to ICD candidates. Further studies to evaluate the effectiveness of the intervention on patient-reported outcomes are warranted. / Thesis / Master of Science (MSc) / An ICD is a medical device placed under the skin that can fix a dangerous heart rhythm. It can do so by shocking the patient’s heart if the ICD senses a dangerous heart rhythm. This study was done to determine if it is practical to deliver education to patients before they receive their ICD. Some patients feel they do not receive enough information before getting an ICD. No studies have tested how education before receiving an ICD can impact a patient’s quality of life. In this study, ten people received usual care while ten people received usual care and ICD education from a nurse before ICD implantation. The results of this study determined that it was practical for nurses to deliver ICD teaching before the ICD was implanted. A future study testing the impact of education on the quality of life of ICD patients can and should be completed.

Data de aprova??o ausente. / ?rea de concentra??o: Sa?de coletiva. / Linha de pesquisa: Ensino, ?tica e pol?tica p?blica de sa?de. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-03-28T20:13:51Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliana_almeida_pereira_santos.pdf: 1389225 bytes, checksum: 37dbf60d6c654bf21bb1aeb0842eaa7e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-04-20T15:04:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliana_almeida_pereira_santos.pdf: 1389225 bytes, checksum: 37dbf60d6c654bf21bb1aeb0842eaa7e (MD5) / Made available in DSpace on 2017-04-20T15:04:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) juliana_almeida_pereira_santos.pdf: 1389225 bytes, checksum: 37dbf60d6c654bf21bb1aeb0842eaa7e (MD5) Previous issue date: 2016 / Prop?e-se pensar, neste estudo, as dificuldades de implanta??o de uma proposta curricular contra-hegem?nica, n?o somente pela ordem conceitual, mas a partir da capacidade da categoria docente em atuar nesse cen?rio, contrabalanceando princ?pios ideol?gicos sobrejacentes e pr?ticas e resultados na rela??o de ensino-aprendizagem. Isso, a partir da seguinte quest?o norteadora: De que modo se d? o processo de constru??o de uma nova pr?xis pedag?gica de professores que vivenciam uma reforma curricular, do modelo tradicional para o modelo integrado? Tendo como objetivo descrever o processo de constru??o de uma nova pr?xis pedag?gica, com base em uma reforma curricular, do tradicional para o integrado, a partir da trajet?ria de professores do curso t?cnico em enfermagem do Instituto Federal da Bahia, campus Eun?polis. Para tanto, utilizou-se pesquisa de natureza b?sica, do tipo explorat?ria, com abordagem hipot?tico-dedutiva e enfoque qualitativo. No que tange ao procedimento, utilizou-se o estudo de caso, a partir da t?cnica de hist?ria oral, na modalidade tem?tica. Para capta??o das informa??es, foi empregada a entrevista semiestruturada, a partir do registro de depoimentos com recursos de capta??o de ?udio, transcri??o de fontes, e constitui??o do arquivo. Paralelamente, e de modo complementar, utilizou-se uma pesquisa documental em acervo legal acerca do tema, englobando leis, decretos, resolu??es, portarias e documentos escolares pertinentes. Os resultados apontam para um percurso heterog?neo e controverso, em que os bons resultados formativos competem com disputas ideol?gicas e quest?es administrativas, extrapolando o espa?o intraescolar. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / It proposes to think, in this research, the difficulties of the implantation of a curricular proposal counterhegemonic, not only for the conceptual order, but from the capacity of the teaching category to act in this scenario, setting up ideological principles overlying and practices and results in regarding of teaching and learning. This, from the following central question: How to gives the process of building of a new pedagogical praxis of teachers who experience a curricular reform, of the traditional model for the integrated model? Aiming to describe the process of construction of a new pedagogical praxis, based on a curricular reform, from traditional to integrated, from the trajectory of teachers of the nursing technical course of the Federal Institute of Bahia, campus Eun?polis. Therefore, we utilized the research from basic nature, the exploratory with hypothetical-deductive approach and qualitative focus. Regarding the procedure, it was used the case study, from the technique of oral history, in the thematic modality. To capture the information, it was employed the semistructured interview, from the registration of testimony with audio capitation resources, transcription sources, and constitution of the file. At the same time, and complement way, we utilized a documental research in the legal collection about the subject, including laws, decree, resolutions, ordinances and relevant school documents. The results point to a heterogeneous course and controversial, that the good formative results competing with ideological disputes and administrative questions, extrapolating the school space.

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-06-27T17:35:03Z No. of bitstreams: 2 juliana_rodrigues_bonifacio.pdf: 1190696 bytes, checksum: 04cc2b1d3226842f39c06c5fdc01fad7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-06-28T12:05:19Z (GMT) No. of bitstreams: 2 juliana_rodrigues_bonifacio.pdf: 1190696 bytes, checksum: 04cc2b1d3226842f39c06c5fdc01fad7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-28T12:05:19Z (GMT). No. of bitstreams: 2 juliana_rodrigues_bonifacio.pdf: 1190696 bytes, checksum: 04cc2b1d3226842f39c06c5fdc01fad7 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017 / Este estudo apresenta algumas reflex?es sobre as pr?ticas da extens?o universit?ria na forma??o em sa?de na Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM). Busca-se analisar e compreender a partir dos princ?pios norteadores do Sistema ?nico de Sa?de, como os projetos de extens?o em sa?de na UFVJM s?o elaborados, ou seja, se os mesmos contemplam tais princ?pios doutrin?rios e como nestes projetos a extens?o universit?ria, igualmente a rela??o, a intera??o entre universidade e comunidade ? definida e descrita. Com abordagem qualitativa, car?ter descritivo e explorat?rio, o estudo comporta: 1. pesquisa bibliogr?fica, levantamento de teses e disserta??es sobre a tem?tica; 2.pesquisa documental, levantamento dos projetos de extens?o em desenvolvimento e registrados na Pr?-Reitoria de Extens?o da UFVJM, no per?odo de 2012 a 2015 (recorte temporal estabelecido devido ? implementa??o da Pol?tica Nacional de Extens?o Universit?ria em maio de 2012; sele??o, leitura preliminar, delimita??o das categorias de an?lise por meio da defini??o dos eixos tem?ticos norteadores da discuss?o, an?lise e discuss?o final. Organiza-se em 4 se??es: a primeira se??o descreve a organiza??o do SUS no contexto da Reforma Sanit?ria Brasileira. A segunda se??o compreende o contexto hist?rico da extens?o universit?ria no Brasil e, em particular, na UFVJM. Na terceira se??o, evidencia-se a concep??o de extens?o universit?ria presente nos projetos, os fatores que impulsionaram a origem dos mesmos e a rela??o das a??es descritas nos projetos com os princ?pios norteadores do SUS. Por fim, a quarta se??o identifica, a partir da an?lise das categorias elencadas, se nos projetos de extens?o ocorre a indissociabilidade entre ensino, pesquisa e extens?o. O estudo demonstrou que nos projetos de extens?o analisados, prevalece a concep??o de extens?o universit?ria como via de m?o dupla. No que se refere ? presen?a dos princ?pios do SUS nas a??es descritas, observa-se limita??es quanto ao princ?pio da integralidade. Quanto ? articula??o ensino, pesquisa e extens?o, identifica-se que a associa??o com o ensino restringe-se ?s tem?ticas trabalhadas nas unidades curriculares, a respeito da rela??o com a pesquisa reconhece-se a import?ncia das a??es extensionistas para a compreens?o, an?lise e estudo de poss?veis interven??es para o enfrentamento dos problemas/demandas apresentados na comunidade. / Disserta??o (Mestrado) ? Programa de P?s-gradua??o em Ensino em Sa?de, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / This study presents some reflections on the practices of the extension project for the health program at the Federal University of Jequitinhonha and Mucuri Valleys (UFVJM). Drawing from the guiding principles of the Public Health Service (Sistema ?nico de Sa?de - SUS), this study aims to analyze and understand how extension projects in health are carried out at UFVJM. Do these projects consider the established principles, and how connection and interaction between university and community are defined? This descriptive and exploratory study with a qualitative approach includes: 1. An initial bibliographical review, theses and dissertations on the subject; 2. documentary research, survey of extension projects under development and registered at UFVJM Extension Office from 2012 to 2015 (the period of time established due to the implementation of National Extension Policy in May 2012); document selection, preliminary reading, delimitation of categories of analysis through definition of thematic axes towards discussion, analysis and final discussion. This work is organized in four sections: the first section describes SUS organization in the context of Brazilian Sanitary Reform. The second one includes the historical context of university extension in Brazil, in particular, at UFVJM. The third section highlights the conception of university extension in projects, as well as, the factors that drove their origin, and the connection between actions described in projects with guiding principles of SUS. Finally, analysis of the listed categories in the fourth sections identifies whether teaching, research and extension are indissociable in extension projects. The study has shown for the extension projects analyzed that the university extension concept prevails as a two-way street. Regarding the existence of SUS principles in the actions described, limitations in terms of absoluteness can be observed. Regarding the articulation of teaching, research and extension, the association with education can be defined as restricted to the themes studied in the curricular units. In connection with research, the importance of extensionist actions is evident to understand, analyze and study possible interventions to face community demands.

Thesis (M.S.)--University of Michigan, 1995.

Made available in DSpace on 2016-04-28T20:57:12Z (GMT). No. of bitstreams: 1 Karina S M M Pagnez.pdf: 435030 bytes, checksum: 969b708b74595c150f137b44faa74ba8 (MD5) Previous issue date: 2007-05-21 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this inquiry was to apprehend the conception of teaching for a group of teachers in the health area and to verify their teaching identity configurations, constructed in the personal and professional trajectories (DUBAR, 2005). The theoretical framework started with graduate education in its legal aspects and with a quarrel regarding the concepts of teachers' education and teaching practice in the superior level of education, and, from there, it searched the legal and conceptual subsidies of the teaching practices in health education. The research, with qualitative approach, was fulfilled in a particular institution. Sixteen teachers have participated, each one with at least 12 years of experience in this institution and at least 3 years of teaching experience, being 7 of the Medical course, 2 of the Nursing course, 3 of the Physiotherapy course, 3 of the Occupational Therapy course and 1 of the Nutrition course. The data collect included a semi-structuralized interview on July 2006 and a structuralized interview on November 2006. The content analysis (FRANCO, 2005) was privileged as the analysis technique. The teachers' inquiry specificity has demanded a deep study on the collected data and the theory to point out some themes which could help in the definition of identity configurations, which were: graduate, teaching, learning of teaching, institution, student, family, self-image and projects. Each one of these themes was explored through the biographical and relational transactions of the teachers. Each of the teachers' identity configurations have been defined and, based on the themes exploited and on the perception of the crises by the teachers, four teaching professional models have been raised: blocked pioneer, critical pioneer, converted resigned and converted transformers. It could be evidenced that the teaching profession was consolidated in the quest for the diploma by the way of teacher's education courses and social attributed mandate. It was also evidenced that the institution was a guide for their inservice teacher education, therapeutics and teaching practices / O objetivo desta investigação foi apreender a concepção de docência de um grupo de professores da área da Saúde e verificar as suas configurações identitárias docentes, construídas nas trajetórias pessoais e profissionais (DUBAR, 2005). O referencial teórico partiu de conhecimentos sobre o ensino superior em seus aspectos legais e de uma discussão a respeito do conceito de formação de professores e da prática docente nesse nível de ensino, para, a partir daí, buscar os subsídios legais e conceituais da prática docente no ensino superior em Saúde. A pesquisa, com abordagem qualitativa, realizou-se em uma instituição particular. Participaram 16 professores com no mínimo 12 anos de atuação na instituição e 3 anos de docência, sendo 7 do curso de Medicina, 2 do curso de Enfermagem, 3 do curso de Fisioterapia, 3 do curso de Terapia Ocupacional e 1 do curso de Nutrição. A coleta de dados deu-se por meio de uma entrevista semi-estruturada, realizada em julho de 2006, e uma entrevista estruturada, realizada em novembro de 2006. Quanto à técnica de análise, privilegiou-se a análise de conteúdo (FRANCO, 2005). O levantamento de temas que pudessem auxiliar na identificação das configurações identitárias exigiu um debruçar sobre o corpus de análise e sobre a teoria. Esses temas foram: formação, docência, aprendizagem da docência, instituição, relação professor e aluno, família, auto-imagem e projetos. Cada um desses temas foi explorado por meio das transações biográficas e relacionais dos professores. Definiram-se as configurações identitárias docentes de cada professor e, com base nos temas e na percepção de crises por parte dos professores, foram elaborados quatro modelos profissionais docentes: pioneiros bloqueados, pioneiros críticos, convertidos resignados e convertidos transformadores. A investigação permitiu que se constatasse que a profissão de professor do ensino superior consolida-se pela busca do diploma via pós-graduação e pelo mandato socialmente atribuído, bem como que a instituição é um eixo norteador da formação, da atuação terapêutica e da atuação docente

Submitted by VICTÓRIA SAYURI FREIRE DOS SANTOS KUDEKEN null (vick-sayuri@hotmail.com) on 2017-12-21T19:53:15Z No. of bitstreams: 1 Victória Sayuri Freire dos Santos Kudeken.pdf: 1378516 bytes, checksum: 3293e1e5d002f2713b235ff9d94d21f7 (MD5) / Approved for entry into archive by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br) on 2017-12-22T11:55:36Z (GMT) No. of bitstreams: 1 kudeken_vsfs_me_bauru.pdf: 1365340 bytes, checksum: 02d88b3d4a2ccadad4928952bc119cac (MD5) / Made available in DSpace on 2017-12-22T11:55:36Z (GMT). No. of bitstreams: 1 kudeken_vsfs_me_bauru.pdf: 1365340 bytes, checksum: 02d88b3d4a2ccadad4928952bc119cac (MD5) Previous issue date: 2017-10-30 / O presente estudo tem como objetivo compreender quais são alguns dos mecanismos de legitimação discursiva envolvidos nos processos comunicacionais do curso de Gestão da Qualidade e Segurança do paciente, oferecido pelo Hospital Israelita Albert Einstein (HIAE), na modalidade a distância para um público de profissionais da saúde. Desmembrando a análise em três momentos de configuração narrativa com o foco nos processos de legitimação discursiva, pretende-se responder a seguinte questão: quem discursa no ensino de saúde? Na primeira parte, foram analisados os possíveis discursivos do ensino em saúde, sendo estes o modelo de ensino por competências, a hierarquia no discurso médico e os saberes práticos da equipe de enfermagem. A segunda parte visualizou através dos objetos midiáticos e educacionais como os discursos se materializam no formato do curso. Já o terceiro momento, de refiguração narrativa, expõe o cenário comunicacional contemporâneo, como é construído um leitor/aluno modelo para o material educacional e como funcionam os processos de interação na narrativa do curso. / The present study aims to understand which are some of the mechanisms of discursive legitimation involved in the communicational processes of the Quality and Safety Management course, offered by Hospital Israelita Albert Einstein (HIAE), in distance modality for a professional public of health. Dismembering the analysis into three moments of narrative configuration with the focus on the processes of discursive legitimation, it is intended to answer the following question: who speaks in health education? In the first part, the possible discursives of health education were analyzed, being these the model of teaching by competences, the hierarchy in the medical discourse and the practical knowledge of the nursing. The second part visualized through the media and educational objects how the speeches materialize in the format of the course. The third moment, narrative refiguration, exposes the contemporary communication scenario, how a reader/student model is constructed for the educational material and how the interaction processes work in the course narrative.

Thinking about the way in which human beings have historically conceived health, requires us to understand that human actions are not isolated from a whole socio-cultural and economic context, but are gradually and concomitantly unfolding to the very advancement of human societies. Thinking about health requires above all to think about the human being himself. At present, we are still trying to conceive of being healthy as a result of the action vs. reaction reason, in which the combination of physical activity, personal hygiene care and good eating habits would be enough to not be ill and not being considered healthy. Presented in this way, in addition to being explained through biological reductionism, health would be the sole responsibility of individual actions. The concept proposed by the World Health Organization (WHO) in the mid-nineteenth century argues that health is a state of perfect physical, mental and social well-being, which we understand to be unattainable in its fullness, but it has brought us the need to rethink the human being himself, trying to conceive this as a whole composed of different parts, interdependent and intercommunicable. In the Brazilian scenario, we bet on the text of the VIII National Health Conference, held in 1988, which presents health as dependent on different socio-cultural and economic conditions, not just biological reductionism. With these premises, we believe that it becomes fundamental for the school, the research locus of the present research, to seek to develop an educational policy focused on health education based on the perspective of omnilaterality, seeking to understand the whole being and from there , To intervene in the perspective of totality, avoiding the fragmentation of knowledge without, however, losing sight of the specificity of each area of knowledge. Understood in this way, we performed a diagnosis related to health education with our research sample, which was composed of teachers from different areas of knowledge and who taught in high school at the time of our intervention. We detected and analyzed the possible problems and carried out the necessary reflections about health education. Through the central seminar, actions were taken to try to contribute to the implementation of health education in our educational institution. Thus, contributing to the implementation of health education in public schools in the state of Sergipe, based on interdisciplinary actions,and on our sample of research, was the main objective of our intervention. The approach was qualitative, the methodology used was the case study and the method, the action research, which is characterized as a voluntary, rational and critical action capable of transforming a given reality from the collective and intentional intervention of the pairs of A given reality. We believe that if we think about teaching in an interdisciplinary way, trying to understand health in its entirety, we can contribute significantly to the construction of citizenship for our students' health. / Pensar a forma como o ser humano historicamente tem concebido a saúde requer de nós a necessidade de buscarmos compreender que as ações humanas não se dão isoladas de todo um contexto sociocultural e econômico, mas se desenrolam paulatinamente e concomitantemente ao próprio avanço das sociedades humanas. Pensar saúde requer acima de qualquer coisa pensar o próprio ser humano. Atualmente, ainda buscamos conceber o estar saudável enquanto resultado da razão ação x reação, onde a combinação da prática de atividades físicas, cuidados com a higiene pessoal e os bons hábitos alimentares seriam suficientes para não adoecermos. Apresentada dessa forma, além de ser explicada através do reducionismo biológico, a saúde seria de responsabilidade exclusiva das ações individuais. A conceituação apresentada pela Organização Mundial da Saúde (OMS) em meados do século XIX defende que a saúde é um estado de perfeito bem-estar físico, mental e social, a qual compreendemos inatingível em sua plenitude, mas nos trouxe a necessidade de repensarmos o próprio ser humano, procurando conceber este enquanto um todo composto por diferentes partes, interdependentes e intercomunicáveis. No cenário brasileiro apostamos no texto da VIII Conferência Nacional de Saúde, realizada em 1988, a qual apresenta a saúde enquanto dependente de diferentes condições socioculturais e econômicas e não apenas o reducionismo biológico. Com essas premissas, acreditamos que se torna fundamental para a escola, o locus de investigação da presente pesquisa, procurar desenvolver uma política educacional voltada para o ensino da saúde pautado na perspectiva da omnilateralidade, procurando compreender o ser como um todo e a partir daí intervir na perspectiva da totalidade, evitando a fragmentação do conhecimento sem no entanto perder de vista a especificidade de cada área do conhecimento. Compreendido dessa forma, realizamos um diagnóstico referente ao ensino para saúde com nossa amostra de pesquisa, a qual foi composta por docentes de diferentes áreas do conhecimento e que lecionavam no ensino médio no momento de nossa intervenção. Detectados e analisados os possíveis problemas, realizadas as devidas reflexões acerca do ensino para saúde, foram deliberadas através do seminário central ações que procurassem contribuir para a implantação do ensino para saúde em nossa instituição educacional. Sendo assim, contribuir para implantação do ensino para saúde nas escolas da rede pública estadual de Sergipe a partir de ações interdisciplinares, tomando como modelo nossa amostra de pesquisa, foi o objetivo principal da nossa intervenção. A abordagem foi qualitativa, a metodologia utilizada foi o estudo de caso e o método, a pesquisa-ação, a qual se caracteriza enquanto uma ação voluntária, racional e crítica capaz de transformar uma dada realidade a partir da intervenção coletiva e intencional dos pares de uma dada realidade. Acreditamos que se pensarmos o ensino de forma interdisciplinar, procurando compreender a saúde em sua totalidade, podemos contribuir significativamente para a construção da cidadania para saúde dos nossos discentes.

Résumé :Introduction: Les recherches sur l’Education Thérapeutique du Patient (ETP) montrent qu’elle peut encore gagner à développer l’ensemble des compétences des patients en utilisant des méthodes pédagogiques interactives. La simulation est rarement utilisée pour aider les personnes atteintes de maladies chroniques à développer ces compétences. L’objectif du travail de thèse était de promouvoir l'utilisation de la simulation dans l'éducation thérapeutique des patients (S-ETP) par : i) la réalisation d’une conférence de consensus sur le sujet et ii) la réalisation d’une étude pilote de la S-ETP.Méthode: Un consensus d'experts a été obtenu avec la participation des patients et des proches aidants experts; des professionnels de la santé spécialisés experts en (ETP) et des experts en simulation. Chaque recommandation a été soumise à un examen exhaustif de la littérature. La qualité des éléments de preuve et la solidité des recommandations ont été évaluées au moyen de critères d'évaluation [GRADE]. L’étude pilote est réalisée sur un échantillon de 24 patients diabètiques dans le but de tester sa faisabilité.Résultats: A la fin du consensus, les experts ont identifié 26 recommandations spécifiques à l'utilisation de la S-ETP. Ils ont proposé des exemples de compétences dans différentes maladies et ont insisté sur l'importance d'adapter les conditions d'utilisation (emplacement, équipement, temps des soins) aux circonstances de l'apprenant et des compétences du patient à développer. Les experts doivent faire preuve d'une grande prudence car cette technique présente des conditions éthiques. L’essai de faisabilité a permis d’étudier la faisabilité de la S-ETP auprés des patients et des soignants.Conclusion: Ces recommandations soulignent le fait que la simulation pourrait apporter une valeur ajoutée en ETP. Elles fournissent le premier cadre pour l'utilisation de la simulation en ETP. La recherche sur la faisabilité et l'acceptabilité de l’utilisation de cette méthode auprès des patients, s’est basé sur le consensus d’expert. Cette étape était nécessaire avant d’évaluer l’efficience et d’établir une taxonomie de la S-ETP. / Abstract :Abstract :Introduction: Research in TPE shows that it can still benefit from developing the full range of patient skills through the use of interactive teaching methods. Simulation is rarely used to help individuals with chronic diseases to develop these skills. The objective of the thesis work was to promote the use of simulation in patient therapeutic education by: (i) conducting a consensus conference on the subject and (ii) conducting a pilot study of S-ETP.(S-TPE).Methods: Expert consensus was achieved with the participation of expert patients and caregivers; health professionals specialized in TPE; and simulation experts. Each recommendation was subject to an extensive literature review. The quality of the evidence and the strength of the recommendations were assessed through the evaluation, development and evaluation criteria categories [GRADE criteria].The pilot study is being conducted on a sample of 24 diabetic patients in order to test its feasibility.Results: At the end of the consensus, the experts identified 26 recommendations specific to the use of S-TPE. They proposed examples of skills in different diseases and stressed the importance of adapting the conditions of use (location, equipment, time of the care) to the circumstances of the patient learner and skills to be developed. Experts should exercise great caution as this technique presents ethical requirements.Conclusion: These recommendations underline the fact that simulation could bring added value to TPE. They provide the first framework of the use of simulation in TPE. Research on the feasibility and acceptability of using this method with patients was based on expert consensus. This step was necessary before assessing efficiency and establishing a taxonomy of the S-TPE.