Tenue du journal des apprentissages en stage clinique infirmier : quels avantages pour la qualité d'encadrement et d'apprentissage des étudiants de l'institut national médico-sanitaire au Bénin, une étude multi-méthodes

This multi-method study aims to describe the advantages of keeping a learning diary during clinical placements in terms of the quality of supervision and the learning of the students of the National medical health care institute (INMeS) in Benin. A framework for presenting a structured diary inspired by “experiential learning” models (Kolb, 1984) and “experiential learning ability” models (Chevrier and Charbonneau, 1990, 2000) is proposed, as well as a writing guide based on the “standard phrases for writing down one's learnings” and the “learning diary handbook”, developed by Duffez (2010), and examples of instructions and open questions for the writing of the learning diary proposed by Ménard (2007). The content of the diaries is analysed using a grid based on the descriptive elements of the five different types of diaries described by Scheepers (2008), while the supervisors' comments were analysed in accordance with the approach of Scheepers et al. (2006). A self-administered questionnaire enabled the students' perceptions of the tool to be assessed. According to the results, 97.5% of trainees use the tool with 58% of these mosaic diaries. This testifies to their reflective practice, self-regulated learning and favours metacognitive dialogue between them and the supervisors.