INTRODUCTION:Social perceptions of older adults living with dementia substantially influence the care and services provided to this population, such as long-term care facilities (LTCs), which often have a poor, and sometimes even disastrous, reputation. This article aims to answer the following question: How is the dignity of residents in Quebec LTCs maintained in a context of institutionalization? METHODOLOGY:An institutional ethnography was conducted in a long-term care facility. Data generation included participant observation (133 hours), leisure-time interviews with residents living with dementia (n=4), and an analysis of policies and internal documents. RESULTS:The results highlight that dignity is maintained primarily through healthy, reciprocal social relationships and the sharing of past memories, which promote identity within these relationships. DISCUSSION:Beyond cognitive impairments, residents remain capable of actively contributing to the institutional dynamics that shape everyday life in long-term care. These findings invite greater attention to the resources residents mobilize to sustain their dignity and to support a culture of care that values and fosters their capabilities.
INTRODUCTION:Only 10–50% of individuals who attempt suicide attend the outpatient appointment scheduled at emergency discharge, and no specific data are available for individuals with a first suicide attempt. This study aimed to quantify the proportion of individuals with a first suicide attempt who attended their initial outpatient psychiatric appointment and to compare the characteristics of attendees and non-attendees. METHODS:A multicenter retrospective cohort study was conducted using the medical records of individuals with a first suicide attempt who were seen in the psychiatric emergency departments of Dinan and Saint-Brieuc in 2022. RESULTS:Only 21.7% (95% confidence interval: 10.9–36.4) attended the scheduled outpatient appointment. Among the attendees, 70% were men, 80% were aged 18–44 years, 60% had attempted suicide by intentional self-poisoning, and 60% had no prior psychiatric follow-up. Attendance at the first appointment was more frequent among individuals with a first suicide attempt whose appointment was scheduled by a psychiatric emergency healthcare professional before discharge and who had a shorter waiting time than non-attendees. CONCLUSION:These findings among individuals with a first suicide attempt are consistent with the literature on individuals who attempt suicide. The results suggest that first outpatient appointments scheduled before discharge and with a shorter waiting time may be associated with higher attendance rates at the initial outpatient follow-up appointment.
INTRODUCTION:Psychedelic-assisted psychotherapy (PAP) is emerging as a promising approach for treating various treatmentresistant psychiatric disorders. Despite the expansion of this practice, few studies have examined nursing contribution. OBJECTIVES:This review explores nursing contributions to PAP in psychiatry and analyzes the challenges related to nurses’ contributions. METHOD:A scoping review was conducted following the Joanna Briggs Institute methodology, exploring several databases. RESULTS:Twelve publications were included. Their number has increased since 2020, and the publications are predominantly North American. The authors, predominantly nurses, are highly qualified. They describe roles in assessment, preparation, administration, and integration, as well as distinctive strengths such as prolonged therapeutic support. DISCUSSION:Nursing representation in the literature remains limited, and specialized training is lacking. Applying nursing theoretical models to PAP could help demonstrate the added value of the nursing role. Calls for research reveal a desire for greater professional recognition and structuring. Ethical and regulatory challenges require appropriate frameworks. The nursing contribution requires rigorous scientific validation, and advanced practice nurses possess the necessary competencies to contribute to this process.
BACKGROUND:Evidence-based practice (EBP) is now considered the gold standard in healthcare practice. The World Health Organization recommends that clinical decisions be made based on evidence. Nurse educators should train nursing students in EBP and adapt their teaching methods to current evidence within the context of the transition to university-based nursing education. It is therefore necessary to conduct an assessment of EBP practice and teaching in France. OBJECTIVE:To explore the facilitators and barriers to EBP teaching and practice in educational settings. METHODS:An exploratory, multicenter, descriptive qualitative study using focus groups was conducted. Twenty-four nurse educators participated in five focus groups. RESULTS:The facilitators for EBP implementation were: adapted individual conceptions of EBP, a favorable environment, and students’ final theses. However, barriers to implementation were identified, including misperceptions, lack of knowledge, and lack of prioritization of EBP. CONCLUSION:Training nurse educators in EBP could facilitate its implementation and support students in applying EBP in practice. The ongoing transition of nursing education to the university system in France, along with the reform of the nursing curriculum, should serve as levers for its implementation.
INTRODUCTION:The perinatal period involves complex care and requires collaboration among multiple healthcare professionals. Nurses play a central role; however, the literature often describes their activities in a fragmented manner. OBJECTIVE:To map the nursing roles and competencies involved in perinatal care. METHODS:A scoping review was conducted following Peters et al. (2020). Five databases and the grey literature were searched for relevant publications (2015-2025; in French and English). Thirty-seven documents were included and analyzed using an inductive thematic approach. RESULTS:Seven roles were identified: direct clinical care, education and support, coordination and collaboration, organization and management, leadership and mentorship, research, and sociopolitical advocacy. These roles are supported by competencies in clinical reasoning, therapeutic communication, educational intervention, humanistic support, interprofessional collaboration, quality and safety, clinical influence, ethical reflection, cultural safety and equity, and the mobilization of best available evidence. DISCUSSION:Roles and competencies vary according to job titles, training, regulatory and organizational frameworks, and families’ needs. Interprofessional role overlap and structural barriers limit the full enactment of nursing roles, particularly in advanced practice settings. CONCLUSION:Greater recognition of nursing competencies and updated training may strengthen the quality and equity of perinatal care.
