Monpierre Mathilde, Frachon Adèle, Eguiluz Alexandra, Martinot Pauline, Tenenbaum Annabelle
Educations and Health Promotion Laboratory UR 3412, UFR Health, Medicine, Human Biology, Paris Sorbonne Paris Nord University, Bobigny, 93000, France.
Service d'Accueil des Urgences - SAMU - SMUR, CHU de la Guadeloupe, Pointe à Pitre, 97159, Guadeloupe, France.
BMC Med Educ. 2024 Aug 7;24(1):847. doi: 10.1186/s12909-024-05755-x.
The National Health Promotion Intervention Program by Student (HPIPS) is a French government educational program introduced in 2018, aiming at developing all health students' health promotion knowledge and abilities, as well as implementing health promotion interventions for specific subpopulations in the general public. Its pedagogical framework was elaborated in 2018 and then evaluated by the French Council for Public Health in 2022, highlighting certain difficulties for the program to be homogeneously implemented in France. The aim of this study was to explore and describe the experiences and feedback of university lecturers in charge of this HPIPS training.
Semi-structured interviews were conducted with HPIPS lecturers from various health fields and from French universities, and a qualitative content analysis was carried out.
Fourteen interviews were conducted during the autumn of 2022 with HPIPS program university lecturers including five doctors, three dentists, two nurses, two pharmacists, one midwife, and one physiotherapist from eight different towns belonging to six regions. Depending on the professional background, the component, and the local resources available, the teaching experience varied from one lecturer to another. A number of difficulties arose in setting up this educational program and complying with the latter legislation. The work overload was considerable, and the lecturers' heavy commitments some lecturers to be discouraged, especially since some lecturers were not trained in health promotion abilities. Although interprofessionality was a strength of this HPIPS, it was also its main challenge. Pedagogical innovations were developed, notably through the use of digital technology; cross-disciplinary collaboration was established; and lecturers-students specific boundaries have emerged thanks to this health promotion project.
In France, setting up the HPIPS rapidly was experienced as a real pedagogical challenge for the interviewed university lecturers. While most of them noted the positive and beneficial contributions made by the introduction of prevention and health promotion intervention skills for health students, they also shared recommendations in order to match the ambitions and increase the HPIPS impact on the development of a culture of prevention and health promotion among health students.
全国学生健康促进干预计划（HPIPS）是法国政府于2018年推出的一项教育计划，旨在培养所有健康专业学生的健康促进知识和能力，并针对普通公众中的特定亚人群实施健康促进干预措施。其教学框架于2018年制定，随后在2022年由法国公共卫生委员会进行评估，结果凸显了该计划在法国全国范围内统一实施存在的某些困难。本研究的目的是探索和描述负责此项HPIPS培训的大学讲师的经验和反馈。
对来自法国各大学不同健康领域的HPIPS讲师进行了半结构化访谈，并开展了定性内容分析。
2022年秋季，对HPIPS计划的大学讲师进行了14次访谈，其中包括来自六个地区八个不同城镇的五名医生、三名牙医、两名护士、两名药剂师、一名助产士和一名物理治疗师。根据专业背景、课程内容和当地可用资源的不同，每位讲师的教学体验也有所不同。在设立这一教育计划以及遵守相关立法方面出现了一些困难。工作负担相当重，一些讲师的繁重任务让他们感到气馁，尤其是因为一些讲师没有接受过健康促进能力方面的培训。尽管跨专业合作是HPIPS的优势所在，但也是其主要挑战。开展了教学创新，特别是通过使用数字技术；建立了跨学科合作；并且由于这个健康促进项目，出现了讲师与学生之间特定的界限。
在法国，迅速设立HPIPS对受访的大学讲师来说是一项实实在在的教学挑战。虽然他们中的大多数人指出了为健康专业学生引入预防和健康促进干预技能所带来的积极和有益贡献，但他们也分享了一些建议，以便实现相关目标并增强HPIPS对在健康专业学生中培养预防和健康促进文化的影响。
