NCube/papyrus huggingface dataset:
Formation continue sur la prise en charge de la clientèle pédiatrique pour les infirmières de l’urgence générale

In Canada, 85% of pediatric visits are made outside of a specialized pediatric center and 20% of these children receive treatment that are suboptimal and perhaps even harmful to them (TREKK, 2019). To address this problem, several authors have suggested that continuing education should be the cornerstone for improving the management of pediatric patients by general emergency nurses (Jain et al., 2019; Klig et al., 2018; Remick et al., 2018). Unfortunately, the latter have noted a lack of training available on pediatric emergency care (Crockett et al., 2018). The purpose of this educational intervention presented in this practicum dissertation was to develop and provide an educational session on pediatric emergency nursing care. This session was offered to nurses in two general emergencies. Questionnaires were distributed to nurses before and after the educational session to establish a profile and verify their satisfaction on the session offered. This training was based on two frameworks: Educational competencies from Lasnier (2014) and the Clinical guidelines for the care of children presenting to the emergency department from the American Academy of Pediatrics et al. (2009). The 75-minutes training was offered through the analysis of a case-study combined and a pocketcard was distributed to them. Overall, participants mentioned that they were satisfied of the session offered and would recommend it to their colleagues. Finally, nursing administration of the setting concerned by this practicum decided to add the content of this educational intervention to their emergency nurses training program.

Keyphrases: Nursing, General emergency, Pediatrics, Continuing education
La continuité émotionnelle entre le rêve et la vie éveillée

The aim of this study was to investigate the emotional content of dreams in relation to the emotions experienced during the day, with a specific focus on the emotion’s intensity and polarity. Daily online questionnaires were completed by participants during a 3-week period. Participants noted the emotions experienced during their dreams and during the day. A total of 128 participants completed 1700 daily dream logs and 2079 daytime mood questionnaires. Multilevel linear regressions were used to investigate intra-individual changes across time. The main results of the study indicate that the intensity of emotions experienced in dreams influence the intensity of emotions experienced the subsequent day. This effect was shown to be greater among older people. We also found that increased daytime positive emotions increase dream positivity the following night, but only for people over the age of 60. It also appears that increases in emotional polarity in dreams leads to an increase in emotional polarity the following day, but only in people whose dream content was scored as bizarre and whose dream did not cause an awakening. Conversely, when dreams caused participants to awaken and were judged as not being bizarre, increases in their emotional polarity lead to a decrease in emotional polarity experienced the next day. Possible interpretations for these findings are proposed, key limits of the study discussed, and various venues for future research explored.

Keyphrases: Incorporation
Écrire les SHS en environnement numérique : l’éditeur de texte Stylo

Scientific writing and editing in a digital context are relatively little interrogated or questioned. A few tools, which pose a number of questions and problems, are used to structure, format and produce academic documents. Faced with these often proprietary solutions, Stylo is a writing and editing tool that meets scientific requirements, and is currently used by academic journals. Experimenting with Stylo opens up the prospect of new digital writing practices while fueling theoretical reflection on the structuring of our thinking.

Keyphrases: Revue savante, Stylo, Academic journal, Digital edition, Scientific edition, Digital writing
Mise à l’essai d’une activité de formation en ligne sur le Modèle humaniste des soins infirmiers de l’Université de Montréal auprès de tutrices en sciences infirmières

University of Montreal’s Nursing Faculty values the interdependence between the nursing student and his/her educator. The curriculum is based on a socioconstructivist approach making the relationship student-educator key (Bélanger et al., 2014). Unfortunatly, studies have reported this relationship as compromised. Having impacts on the academic performance and the mental health of nursing student, dehumanizing practices are stated to be the issue. This paper will discuss a potential way to create and promote a humane environnement in the classroom. The goal of this project was to plan, test and appreciate an online course on nursing education based on the Humanistic Model of Nursing Care - UdeM (HMNC – UdeM) (Cara et al., 2016). The content of this course discussed general information about the HMNC – UdeM and a section was devoted to the humanistic relationship in nursing education. This projet was tested with a group of six nursing tutors working for the Nursing Faculty of University of Montreal. Following the appreciation of the project, nursing tutors shared that they enjoyed the content and specifically the differents examples and respective feedback avaible. Generally, nurse tutors explained they questionned their own educator practices and behaviours. They add being able to validate some of these practices, given the content of the course. University of Montreal’s Nursing Faculty’s tutors somewhat related to the issue of dehumanizing practices. Hence, this project insist on the relevance of taking action in regards to this issue.

Keyphrases: Online course, Nursing, Educator, Dehumanizing practices, Humanistic Model of Nursing Care - UdeM
L'évaluation du contenu des pires cauchemars chez les femmes victimes de maltraitance durant l'enfance

This study’s purpose is to explore the association between the worst nightmares and a history of childhood abuse in adult women with the hypothesis that victims of childhood abuse will have different nightmare themes and contents than the non-victims. 293 volunteers had filled the Childhood Trauma Questionnaire which investigate the experiences of childhood neglect and/or abuse and had provided the narrative of their worst nightmare. We have extracted the worst nightmare’s contents by using (1) the Hall and Van de Castle (1966), (2) the emotions classification from Zadra, Pilon and Donderi (2006) and (3) themes found in the scientific studies. We have then compared the nightmare’s contents according to 2 categories: no childhood abuse (n = 124) and moderate to severe childhood abuse (n = 72). Mann-Whitney tests showed that the moderate to severe childhood abuse group presents in mean more aggressive interactions and that the no childhood abuse group presents more misfortune events. However, these associations are weak (r = .12) and showed at a significance threshold of p < .01. Chi-square tests had also revealed that the no childhood abuse group presents more death by misfortune (17.7%) than the moderate to severe childhood abuse group (6.9%; p < .05). When these results are put in context with the previous scientific studies, it shows a weaker relationship between childhood abuse and nightmare content than what was expected, especially considering the number of nightmare contents that has been analysed.  Reflections about the association between childhood abuse and nightmares and the study’s limits will be discussed. Finally, questioning about future study subjects will be explored.

Keyphrases: Nightmares, Dream content, Childhood abuse
Méta-analyse sur l’évaluation de la qualité de vie en oncologie pédiatrique : 
Quel est l’accord entre parents et enfants ?

Background : Health-related quality of life is an essential component of care for children with cancer. Parental and self-reported assessments do not concord and significant differences are found in the literature. A systematic meta-analysis was conducted to synthesize the extent of agreement and discrepancies between parental and children reports of child’s health-related quality of life at all stages of the cancer diagnosis and to identify  key moderators of agreement and discrepancies. Objectives : [1] Identify levels of parent-child agreement on health-related quality of life (2) Assess the size of differences between parental and children ratings on health-related quality of life (3) Determine moderators of parent-child agreement and discrepancies among participant characteristics (clinical status, age, culture) and study characteristics (instruments, quality scores) Methodology: A systematic literature review was conducted. To be eligible, the articles had to quantitatively measure the health-related quality of life of children with cancer through parental and self-reported assessments. Random meta-analyses compared parent-child ratings on health-related quality of life domains (global, physical, psychological) and by levels of agreement (r) and size of differences (Hedge's g). Categorical analyses served to identify the moderators of agreement and discrepancies. Results: Twenty studies, comprising 2 093 children and 2 108 parents, were eligible out of 1 145. Weighted r’s of 0.65 (good), 0.64 (good) and 0.55 (fair) were obtained for parent-child agreement on the physical and psychological domains respectively. Larger gaps were found between parental and children ratings on the psychological domain (g = 0.50, moderate) compared to the physical domain (g = 0.22, low). A better parent-child agreement was associated with a younger age in children, Asian cultures, children currently receiving cancer treatment and better quality studies. Conclusion: Agreement levels and parent-child differences on child health-related quality of life highlight the importance of examining moderators to better understand, evaluate and guide of the delivery of care in pediatric oncology.

Keyphrases: Proxy, Quality of life, Pediatric cancer, Parent, Proxy self-reported, Agreement, Discrepancies and clinical psychology
Profil exécutif des enfants et adolescents atteints d'anorexie mentale : revue systématique de la littérature

Anorexia Nervosa (AN) is an eating disorder with the highest mortality rate of all psychiatric disorders (Sullivan, 1995). The behavioural, affective, and somatic symptomatology of this disease is widely documented, while research about the cognitive aspects are still emerging. In this field, the literature supposes an alteration of executive functions in adults with AN (for a recent review, see Hirst et al., 2017). However, executive functions are mainly underpinned by the frontal lobes, which develop until adolescence. Consequently, the results in adults cannot be directly applied to younger individuals, who are gradually receiving more research attention in this domain. The aim of this systematic review is to identify and synthesize findings regarding the executive functioning of children and adolescents with AN. Three computerized databases (PsycINFO, PubMed, and Web of Science) were surveyed to identify studies exploring flexibility, working memory, inhibition, planning, and decision-making in young people with AN. Thirty-six studies were selected using the PRISMA review method. The results show that there is no executive deficit in young people with AN according to neuropsychological tests norms. Their performances are also similar to control groups in the majority of samples from identified studies. Although the results concerning the demographic and clinical variables are heterogeneous, the impact of anxiodepressives comorbidities on executive functions is suggested. Overall, these results should contribute to future research and to the reflection or orientation of the interventions for young people with AN.

Keyphrases: Adolescents, Anorexia nervosa, Children, Clinical neuropsychology, Executive functions, Systematic review
L’évaluation sociale et l’apprentissage en contexte social des nourrissons

Social assessment is an evolving skill that allows humans to identify individuals that are likely to help them and to distinguish them from those who could harm them (Hamlin, Wynn and Bloom, 2007). This social skill, essential for proper functioning in society, develops in the first few months of life, influencing how we perceive the world and how we learn. Indeed, the literature has shown that in the second year of life, infants prefer to learn from an individual they have positively assessed, rather than from an individual who has been negatively assessed (Hamlin and Wynn, 2012). In this study, we investigate the role of infants’ social evaluation on social learning earlier in their development, in their first year of life. To achieve that, we examined whether infants' social preference, as determined by an adaptation of Climbing the Hill’s paradigm (Hamlin et al., 2007), influences their selection of information during a social learning task (adapted from Wu and Kirkham, 2010). Our results replicate Hamlin and her colleagues’ findings (2007), showing that infants aged between six and nine months prefer prosocial to antisocial individuals. In the social learning task, we observed a general spatial learning which was however not the one found in the original study by Wu and Kirkham (2010). A prosociality effect was also noted, as infants appear to rely more on social cues provided by the positively evaluated character than those provided by the negatively evaluated character. However, we did not observe any interaction between learning effect and prosociality effect, as hypothesized. Considering the limitations of this doctoral thesis and those of the preliminary method used in this experiment, further studies are needed to better understand the current results and observed phenomena.

Keyphrases: Social evaluation, Social learning, Infancy, Neuropsychology, Social cognition
Efficacité d'un programme d'intervention auprès d'un parent d'enfant ayant une déficience intellectuelle et une anxiété de séparation

Among the diagnoses of anxiety disorders in the population with intellectual disabilities (ID), separation anxiety disorder is the most common. About 30 to 50% of people with intellectual disabilities (ID) also have a comorbid mental health problem, including anxiety disorders. Knowing that the prevalence of the disease is from 1.0% to 2.6% of the population of Quebec, it seems relevant to offer services tailored to their specific needs. Yet, the vast majority of research has been done on interventions to reduce the symptoms of the population with a neurodevelopmental disorder, such as the autism spectrum disorder (ASD), excludes participants with an ID. To address this need, this research project was designed to evaluate the effectiveness of an intervention program with a parent of an 8-year-old child with ID and separation anxiety disorder. As part of a single-case AB type design, we measured anxiety behaviors throughout the intervention program set up. The results show that some anxiety symptoms have decreased following the parent's implementation of cognitive-behavioral strategies. Other studies should be done to explore the effectiveness of the program.

Keyphrases: intellectual disabilities, separation anxiety disorder, parent training program, cognitive-behavioral therapy, single-subject design
Décrochage de l’école secondaire : rôle de la fratrie et effet modérateur des caractéristiques de la dyade

The goal of this study is to determine whether the sibling dropout-adolescent dropout association depends on three key dyads’ characteristics, including: gender configuration (same-sex or opposite-sex dyad), age difference, and whether the adolescent and his or her dropout sibling live with in the same home or not. The data were collected from a sample of Canadian adolescents (N = 545). One-third of the sample consisted of students who had recently dropped out of high school, one-third were matched students who had a similar profile but persevered, and one-third were normative students not particularly at risk of dropping out. The results of the study show that adolescents with a sibling who has dropped out are more likely to drop out themselves than those with no siblings who have dropped out. This association is stronger when the dyads are of the same sex compared to opposite-sex dyads. In addition, participants who have a dropout sibling very close in age (with a gap of two years or less)  or fairly close in age (with a gap of 3 to 4 years, are particularly at risk of dropping out, while the risks are not significantly higher when the age gap is larger, again compared to those without dropout siblings. However, the results do not suggest any moderating effects associated with whether or not a common residence is shared. The results’ implications for practice and research are discussed.

Keyphrases: adolescence, High school dropout, siblings, adolescence, dyad characteristics, social learning
Les relations d'attachement et d'activation parent-enfant et l’anxiété chez les enfants d'âge préscolaire

Anxiety disorders are the most prevalent disorders in children and adolescents. The symptoms appear quickly in the child's development and often persist into adulthood. Many researches have been conducted on the predictors of anxiety. Several studies show that there is an association between insecure attachment and anxiety, particularly ambivalent and disorganized attachment. In recent years, a new concept has been used to evaluate the parent-child relationship, the activation relationship. This new measure is complementary to the attachment relationship because it considers the dimensions of discipline and stimulation to risk taking, while attachment is based on the dimension of comfort. Several studies have also found associations between anxiety and activation. As a result, the primary goal of this research is to determine which association is stronger with anxiety: attachment or activation. The second objective is to understand if the parent's sex is a moderator of the association between anxiety and the two relationships. The sample is composed of 38 parents and their children, aged 3 to 5 years. The measuring instruments used are the anxiety/depression scale of the CBCL questionnaire for the anxiety scores, the strange situation for attachment and for the activation relationship, the risky situation. The results show that the activation relationship is associated with anxiety, whereas this is not the case for the attachment relationship. In addition, the parent's gender is not a moderator of the associations between anxiety and attachment or activation relationships.

Keyphrases: Anxiety, Attachment relationship, Activation relationship, Preschool age, 3-5 years, Strange situation, Risky situation
Lien entre l’exposition à différents types de stresseurs proximaux et le décrochage scolaire : modération en fonction du genre

Gender differences in exposure and reactivity to stressful life events contribute to explain adolescent girls’ and boys’ differential sensitivity regarding adjustment difficulties like depression or behavioral problems. However, few studies focus on stressful life events in relation to school dropout and even fewer studies analyze this link considering gender differences in adolescence. This research aims to fill this gap. For this purpose, individual interviews were conducted to assess stressful life events in a sample of academically vulnerable adolescents between the age of 14 and 18 years old (N= 545, 52% boys). This sample included three different groups of participants: 1) students who had recently dropped out of high school, 2) matched students at risk, that were persevering in school and 3) normative students. Global exposure was the same for boys and girls, when all the types of stressful life events were considered as a whole. However, gender differences emerged for specific stressful life events, with boys being more exposed to stressful life events related to performance (e.g., school failure, suspension) and conflicts with authority figures (e.g., teachers, police officers), and girls with stressful life events involving relational conflicts with family, peers and romantic partners. Moreover, stressful life events related to performance and conflicts with authority figures were significantly associated with dropout only for boys. It thus appears important to take into account those gender differences in order to better understand the unfolding of school difficulties that can lead to serious mental health and well-being issues later in their life.

Keyphrases: stressful life events, high school dropout, gender differences, educational attainment
Création et évaluation d'un bref programme d'amélioration des capacités empathiques auprès de futurs intervenants en relation d'aide

Social workers are among the professionals who are the most at risk of burnout. They are expected to show empathy towards their clients, who are in need. But empathy could, in some cases, be a risk factor for emotional exhaustion. Indeed, persons with high levels of empathy are more likely to be contaminated by the stress of others. Emotional contagion can be beneficial if the one who receives the emotion knows how to handle it. When social workers lose control of emotional contagion, it can cause empathic distress. Training people to be interpersonally accurate, the ability to judge emotions based on the person’s nonverbal behaviour, could be a way to reduce empathic distress. The purpose of this study was to create and evaluate a new emotions recognition training program. Fifty-two students in psychoeducation from the University of Montreal participated to the study. Aims were to assess whether the program could improve interpersonal accuracy but also empathy and the regulation of stress. Two programs (TERA and AVATAR) were tested in comparison with a control group. Results showed that only the TERA program showed improvement in a specific measure of interpersonal accuracy. No other improvement was observed neither in the two other complementary measures of interpersonal accuracy nor in the other constructs such as empathy or stress management. These results should be put in perspective with the low number of participants and the nature of the training programs.

Keyphrases: Stress, Empathy, Emotional contagion, Nonverbal, Interpersonnal accuracy, Empathic distress, Social workers