{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T11:46:57Z","timestamp":1787917617963,"version":"build-2784847793"},"reference-count":49,"publisher":"CAIRN","issue":"2","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2023,9,6]]},"abstract":"<jats:p>Introduction\u00a0: le nombre d\u2019\u00e9tudiants en situation de handicap augmente dans l\u2019enseignement sup\u00e9rieur. La dyslexie en constitue la forme la plus fr\u00e9quente. Peu de communications sur ce sujet ciblent les formations en sant\u00e9 en France. Objectifs\u00a0: l\u2019enqu\u00eate men\u00e9e cherchait \u00e0 caract\u00e9riser et \u00e0 comprendre l\u2019accompagnement mis en place en instituts de formations en soins infirmiers (Ifsi) au regard de la dyslexie. M\u00e9thodes\u00a0: une enqu\u00eate mixte a \u00e9t\u00e9 r\u00e9alis\u00e9e en 2022 principalement aupr\u00e8s de r\u00e9f\u00e9rents handicap en Ifsi. Un questionnaire national a recueilli 113 r\u00e9ponses de m\u00e9tropole et d\u2019Outre-Mer, puis trois focus groups ont r\u00e9uni 28 participants originaires de dix r\u00e9gions diff\u00e9rentes. R\u00e9sultats\u00a0: au moment de l\u2019\u00e9tude, les mesures les plus fr\u00e9quentes concernaient les \u00e9valuations et la communication institutionnelle. Cependant, elles manquaient de structuration. Des zones lacunaires persistaient, notamment en stage professionnel. Discussion\u00a0: au-del\u00e0 des r\u00e9f\u00e9rents handicap, l\u2019ensemble des acteurs doivent \u00eatre sensibilis\u00e9s aux besoins des \u00e9tudiants avec une dyslexie. Une plus grande visibilit\u00e9 du handicap pourrait \u00e9galement faire \u00e9voluer les mentalit\u00e9s dans le milieu soignant. Conclusion\u00a0: l\u2019accompagnement sp\u00e9cifique concernant la dyslexie est initi\u00e9 en Ifsi. Son d\u00e9veloppement n\u00e9cessite un changement de regard des parties prenantes. Il pourra secondairement se prolonger \u00e0 d\u2019autres formations en sant\u00e9.<\/jats:p>","DOI":"10.3917\/rsi.153.0007","type":"journal-article","created":{"date-parts":[[2023,9,26]],"date-time":"2023-09-26T14:06:49Z","timestamp":1695737209000},"page":"7-23","source":"Crossref","is-referenced-by-count":3,"title":["L\u2019accompagnement des \u00e9tudiants en soins infirmiers avec une dyslexie. \u00c9tat des lieux en France en 2022 et perspectives"],"prefix":"10.3917","volume":"N\u00b0 153","author":[{"given":"Guillaume","family":"Macaire","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Claire","family":"Marchand","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Aurore","family":"Margat","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"2273","reference":[{"key":"rb1","doi-asserted-by":"publisher","first-page":"173-184","DOI":"10.1016\/j.nepr.2018.11.015","article-title":"Clinical education of nursing students with learning difficulties: An integrative review (part 1)","volume":"34","author":"L'Ecuyer Kristine M.","year":"2019","journal-title":"Nurse Education in Practice","ISSN":"https:\/\/id.crossref.org\/issn\/1471-5953","issn-type":"print"},{"key":"rb2","unstructured":"2 https:\/\/publication.enseignementsup\u2011recherche.gouv.fr\/eesr\/FR\/T243\/les_etudiants_en_situation_de_ handicap_dans_l_enseignement_superieur\/ Minist\u00e8re de l\u2019Enseignement sup\u00e9rieur et de la Recherche. 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