Les processus de changement dans l'évolution de la formation des cadres de santé
Institution:
Aix-Marseille 1Disciplines:
Directors:
Abstract EN:
When it required from the managers to become actors of the change in our health system, the 1991 law on the hospital reform created a breach in the career program of physiotherapists which traditionnally was focused on a continuity of technical skills. In passing through reproducting existing items to creating some news ones, the managers take another stand and became "co-authors" of the institutional rules. Their training, in order to acconpany this transformation, organises the conditions which activate the processes of change of the future managers. The partnership between the managers' training school and the university helps generating resources and constraints to conceive the introduction of newness in our profession. The questionning of students on their product leads them, from their regulation, to re-organize or re-create it. This hetero-regulation takes therefore part in activating the creative processes and the auto-regulation processes. Creativity would come from regulation, which itself would be composed of facets of it. The aim of this research is to evaluate how processes of change are activated thanks to the conditions set up by the different partners in this training. Building professionnal references is useful to situate the time when processes are activated in this context of the training and the taking up posts of managers. Referantialisation highlights the existence of a hybrid change in which rupture and continuity live together and which would be consequence of the creative regulation.
Abstract FR:
En demandant aux cadres de devenir acteurs du changement du systeme de sante, la loi de 1991 sur la refonne hospitaliere creait une rupture dans le plan de carriere des reeducateurs, qui s'inscrivait de facon traditionnelle, dans le sens d'une continuite de la technicite. Dans ce passage de la reproduction de l'existant a la novation, le cadre change de "posture" et devient lui-meme "co-auteur" des regles institutionnelles. La formation, pour etre accompagnatrice de cette transformation, organise des conditions qui realisent une activation des processus de change, ment des futurs cadres. Le partenariat etabli entre l'ecole des cadres et l'universite sert de generateur de ressources et de contraintes pour une conception novatrice de la profession. Le questionnement de l'etudiant sur son produit le conduit a partir de sa regulation a le reorganiser ou a le recreer. Cette hetero-regulation participe ainsi a l'activation du processus createur et des processus d'autoregulation. La creativite serait issue de la regulation, qui elle-meme en comporterait. La recherche vise a evaluer l'activation des processus de changement, grace aux conditions mises en place par la formation en partenariat. Une demarche de construction des referentiels profession, nels permet de situer l'activation des processus dans les temps de la formation et de la prise de fonction de cadre. La referentialisation met en valeur l'existence d'un changement hybride, dans lequel la rupture et la continuite cohabitent et qui serait une consequence de la regulation creatrice.