Les maladies chroniques chez les enfants | Cairn.info https://shs.cairn.info/build/assets/cairn-B7RWiji2.png tag:cairn.info,2005:rss/liste-lecture/557236 Cairn.info 2026 tag:cairn.info,2005:article:SPUB_HS1_2023_0131 <![CDATA[ Du concept d’éducation thérapeutique du patient à la pratique des chirurgiens-dentistes : pour un engagement pédagogique | Santé orale | Santé Publique (2023/HS1 vol. 35) ]]> 2023-12-01T00:00:00+01:00 2025-09-19T15:31:18+02:00 tag:cairn.info,2005:article:ETP_121_0055 <![CDATA[ Caractéristiques des activités infirmières et infirmières puéricultrices dans le cadre des programmes d’éducation thérapeutique en diabétologie pédiatrique : une étude qualitative descriptive | Varia | Éducation thérapeutique du patient / Therapeutic patient education (2020/1 Vol. 12) ]]> 2020-01-01T00:00:00+01:00 2025-09-19T15:30:45+02:00 Introduction : Therapeutic patient education programs provide support to children with type 1 diabetes and their families. Nurses participate in these programs as part of a multidisciplinary team, but their activities are currently under-documented in the literature. Objective : To describe nursing activity in pediatric diabetes patient education programs. Method : Descriptive qualitative study by semi-structured individual interviews with nurses working in the hospital sector or in educational stays, with lexicometric analysis of discourse. Results : Twenty nurses, including ten child and young people nurses participated in the study. The participants describe the communication and adaptation competences mobilized to manage the educational activity and its traceability. The specific needs of patients are taken into account by the adaptability and variety of teaching methods and tools mobilized according to age, level of understanding, and culture. Discussion : Nurses seem to develop relational competences to deliver and coordinate therapeutic education, without necessarily being coordinators. They confirm the need to take into account the specific needs of the child and adolescent. Organisational constraints appear to generate collective competences between health educative professionals and patients and between peers. Conclusion : This study makes it possible to take into consideration the nurses’ perception in the development of an inter-regional educational program.]]> tag:cairn.info,2005:article:ETP_141_0001 <![CDATA[ Enquête de besoins en éducation thérapeutique de parents d’enfants ayant un diabète : opinions croisées | Varia | Éducation thérapeutique du patient / Therapeutic patient education (2022/1 Vol. 14) ]]> 2022-01-01T00:00:00+01:00 2025-09-19T15:30:24+02:00 Introduction: Therapeutic education is a central element of the management of type 1 diabetes in children. Aim: The aim of this study was to identify the therapeutic education needs of their parents by considering the views and experiences of parents and professional carers. Methods: Four focus groups of parents and 6 focus groups of professional carers explored the difficulties parents face in relation to their child’s diabetes, and the most effective support for them. Results: Parents face difficulties in the daily medical care, in the relationship to their child in the family, in the relationship to others (school, family, friends, carers) until repercussion on their psychological well-being. Carers analyse differently some difficulties and underestimate how hard it is for parents to see their child undergoing unpleasant medical treatment as well as the other people’s ignorance and fears. Participants identified therapeutic education and peer exchange as appropriate responses to these challenges. Putting these suggestions into practice in a therapeutic education setting would provide an opportunity for carers to learn more about the daily lives of families and adapt their medical practice. Conclusion: Crossing the points of view has led to the development of a parental skills matrix which could prove to be a useful therapeutic education tool.]]> tag:cairn.info,2005:article:SPUB_252_0203 <![CDATA[ Expériences et recommandations à l’intégration du diabète de type 1 par les acteurs du système de santé au Cameroun – une étude qualitative | Santé publique. Volume 37, numéro 2 | Santé Publique (2025/2 vol. 37) ]]> 2025-05-26T00:00:00+02:00 2025-09-19T15:30:10+02:00 Introduction: Integrating type 1 diabetes (T1D) care in Cameroon is a challenge. Despite a number of initiatives providing free insulin to children, care is still inadequate.
Purpose of the study: This study explores the experiences of and recommendations for health professionals and families as actors in the integration of T1D care into the health system in Cameroon.
Methods: 38 in-depth semi-structured interviews were conducted: 5 with experts from the Ministry of Health, 13 with health care workers, and 20 with families (n=23 family members). An iterative approach was used in the thematic analysis. Categories were coded using QDA Miner 5.0.31 (Provalis).
Results: Participants revealed the importance of seeing T1D care more prominently as a government issue. Care professionals and families highlighted organizational challenges, stigma, and lack of understanding of the disease as major barriers. By contrast, caregivers highlighted the workload due to the lack of staff with training and education in T1D, and infrastructure issues, as barriers to the integration aspects of T1D care. Conclusions: Despite concerted efforts, health professionals and families identified multiple barriers to the effective integration of T1D care. The results suggest opportunities/recommendations for addressing community challenges with a view to more integrated and participatory T1D care.]]> tag:cairn.info,2005:numero:EDP_BRACC_2018_01 <![CDATA[ Obésité : Au-delà  de l'impasse (2018) ]]> 2018-09-27T00:00:00+02:00 2025-09-19T15:29:33+02:00 L’obésité est un problème de société dont la fréquence augmente, malgré tout ce qui est mis en oeuvre pour le combattre. Les personnes en excès de poids souffrent souvent d’un sentiment de découragement après l’expérience d’échecs répétés et de lutte continue. Nous comprenons de mieux en mieux cette pathologie grâce à nos connaissances sur le cerveau et ses implications dans nos comportements et dans notre métabolisme.

Pourquoi le stress et les émotions font-ils grossir ? Comment se libérer de la culpabilité ? D’où viennent l’envie et le plaisir de manger ? Comment renouer avec son corps ?
Les avancées en neurosciences, la compréhension des boucles neuro-hormonales, les apports de la méditation permettent, aujourd’hui, de développer de nouvelles perspectives en nutrition. Cet ouvrage a pour vocation d’aider tout lecteur, qui se sent concerné par les problématiques de poids, à modifier les rapports qu’il entretient avec l’alimentation et avec lui-même.

Médecin endocrinologue, Lélia Bracco est investie dans la prise en charge de l’obésité au sein de différentes structures hospitalières. Formée à l’accompagnement thérapeutique, elle fonde l’association l’Étincelle du Soin. Son engagement pour une médecine plus globale l’amène à réaliser une formation de neurosciences et de méditation de pleine conscience.]]>
  • Pages 2 to 6| Pages de début
  • Pages 7 to 8| Préface | Emmanuel Disse
  • Pages 9 to 10| Introduction | Lélia Bracco
  • Pages 13 to 28| 1. Une impasse annoncée | Lélia Bracco
  • Pages 29 to 48| 2. L’organisme en souffrance | Lélia Bracco
  • Pages 49 to 61| 3. Le stress, un mal grossissant | Lélia Bracco
  • Pages 63 to 74| 4. Je sais, mais je ne fais pas | Lélia Bracco
  • Pages 77 to 91| 1. Sortir de l’illusion | Lélia Bracco
  • Pages 93 to 106| 2. Apport de la méditation | Lélia Bracco
  • Pages 107 to 115| 3. Comprendre autrement | Lélia Bracco
  • Pages 117 to 138| 4. Aime-toi | Lélia Bracco
  • Pages 139 to 140| Conclusion | Lélia Bracco
  • Pages 141 to 143| Remerciements | Lélia Bracco
  • Pages 145 to 149| Bibliographie
    • ]]>         tag:cairn.info,2005:article:MTP_243_0147 <![CDATA[ La transition des soins pour les adolescents vivant avec une maladie chronique | Transition de l’enfant à l’adulte | Médecine thérapeutique / Pédiatrie (2022/3-4 Vol. 24) ]]> 2022-03-01T00:00:00+01:00 2025-09-19T15:29:16+02:00 tag:cairn.info,2005:article:MTP_252_0058 <![CDATA[ Agir pour la santé des adolescents : un réseau en action | Mieux connaître le Réseau Mère-Enfant de la Francophonie | Médecine thérapeutique / Pédiatrie (2023/2 Vol. 25) ]]> 2023-04-18T00:00:00+02:00 2025-09-19T15:28:52+02:00 network in action - adolescent health. Launched in June 2023 in Paris during the annual scientific event of the CMFN, this adolescent network aims to work on common protocols/guidelines, teaching and continuing education, clinical research, practice communities, etc. It is imperative to care for adolescents because 13 to 20% will present with diverse problems, because it is an age where actions can still be helpful and because unsolved health problems at this age have a high cost during adulthood. The COVID pandemic has shown how fragile adolescents could be, and has put them upfront in the media. Also important is to care for adolescents collectively and differently. This is why all health care professionals has a role to play. Adolescent Medicine is a recent discipline, less developed in Europe, and that is interdisciplinary and involve networks. It is a promising model of care to improve adolescent health. The network in action - adolescent health is starting and hope to increase the relationships between adolescent medicine teams or individuals, and with its actions, improve the care and services for adolescents in the francophone healthcare networks.]]> tag:cairn.info,2005:article:ETP_122_0065 <![CDATA[ Comment les soignants-éducateurs ont-ils adapté leurs pratiques de l’ETP durant la crise du COVID-19 ? Une enquête descriptive sur 714 programmes d’ETP | Varia | Éducation thérapeutique du patient / Therapeutic patient education (2020/2 Vol. 12) ]]> 2020-11-01T00:00:00+01:00 2025-09-19T15:28:25+02:00 Introduction : One of the consequences of the global pandemic linked to COVID-19 was the confinement of the general population in metropolitan France and the overseas departments. This situation changed the organization of care, emphasizing the urgent respond against the epidemic. Chronically ill patients, who are more at risk of developing a serious form of virus infection, have seen their care and education disrupted. Consequently, health professionals have had to adapt their TPE practices. Objectives : The aim of this study is on the one hand, to describe the changes in TPE programs that occurred during this containment period and on the other hand to specify the extent to which TPE professionals have developed specific interventions on the prevention of COVID-19. Methods : This is a questionnaire survey, conducted during the confinement period, from March 13 to May 11, among the coordinators of authorised TPE programs in France and overseas departments, accessible on the SETE website. The questionnaire included 14 questions, closed type with choice of answers, mixed and open questions. The responses to the closed questions were processed using Excel© software, the others were subject to a content analysis, this is a mixed method integrating quantitative and qualitative. Results : 410 programs/Transversal Patient Education Units (UTEP) coordinators responded to the survey, covering a total of 714 programs (16% of the 4500 programs authorized in France). 70% were completely interrupted, 29% saw their activities continued with modifications. Specific COVID-19 prevention activities were carried out for 11% of the programs. The vast majority of collective TPE activities have been abandoned in favor of individual sessions integrated into care, carried out remotely using the telephone and various digital solutions. Discussion : TPE seems to be a low priority in healthcare structures. The customization of educational pathways and the insurance of an educational continuity appear to be a necessity to overcome the difficulties imposed by the emergency situation. Digital adaptations were often used, questioning patient’s illectronism, material resources for the teams and related skills in driving digital education. Conclusion : This survey, testifies the fragility of TPE and the low level of importance given to it during the health crisis turned to conventional care. While the TPE program approach is not questioned, the possibilities of adaptation are considered by giving more place to more relevant TPE activities to ensure personalized educational follow-up. These results should be completed by surveys on the experience of patients’ experiences during this crisis in terms of their education or lack of education.]]> tag:cairn.info,2005:article:INPSY_9109_0767 <![CDATA[ L’alliance thérapeutique avec les familles dans la cité. Un exemple de coopération entre santé publique et santé mentale | Psychiatrie du sujet âgé | L'information psychiatrique (2015/9 Volume 91) ]]> 2015-11-26T00:00:00+01:00 2025-09-19T15:28:04+02:00 tag:cairn.info,2005:article:SPUB_182_0263 <![CDATA[ Concevoir et évaluer des outils d’éducation thérapeutique pour les personnes vivant avec le VIH | Varia | Santé Publique (2018/2 Vol. 30) ]]> 2018-06-12T00:00:00+02:00 2025-09-19T15:25:18+02:00 tag:cairn.info,2005:article:DUNOD_DERGU_2019_01_0343 <![CDATA[ Chapitre 26. Le programme ETAP : Éducation Thérapeutique Autisme et Parentalité | Familles et Trouble du spectre de l'autisme (2019) ]]> 2019-10-30T00:00:00+01:00 2025-09-19T15:24:21+02:00 tag:cairn.info,2005:article:BIC_2402_0059 <![CDATA[ Éducation thérapeutique et après-cancer : le jeune adulte guéri de son cancer pendant l’enfance ou l’adolescence, acteur de sa santé | Avril-Mai-Juin 2024 | Bulletin Infirmier du Cancer (2024/2 Vol. 25) ]]> 2024-05-31T00:00:00+02:00 2025-09-19T15:22:55+02:00 tag:cairn.info,2005:article:SPUB_176_0781 <![CDATA[ Éducation thérapeutique en odontologie pédiatrique : analyse des obstacles et leviers au développement de programmes en France en 2016 | Varia | Santé Publique (2017/6 Vol. 29) ]]> 2018-01-30T00:00:00+01:00 2025-09-19T15:22:11+02:00 tag:cairn.info,2005:article:SPUB_213_0317 <![CDATA[ Éducation thérapeutique du patient et épilepsie chez l’enfant mise en récit des corps et des ressentis | Varia | Santé Publique (2021/3 Vol. 33) ]]> 2021-10-28T00:00:00+02:00 2025-09-19T15:20:21+02:00 tag:cairn.info,2005:article:LS_169_0129 <![CDATA[ L’explication du diabète dans une séance d’éducation thérapeutique : une activité discursive contribuant au développement professionnel des soignants | Nouveaux discours de la santé et soin relationnel | Langage et société (2020/1 N° 169) ]]> 2020-01-13T00:00:00+01:00 2025-09-19T15:19:50+02:00 tag:cairn.info,2005:article:PHRON_072_0045 <![CDATA[ Éducation thérapeutique du jeune patient, domaine spécifique de l’ETP et évolution du métier d’infirmière | Le repérage des trajectoires d’activité dans les métiers de l’humain : quelles analyses ? | Phronesis (2018/2 Vol. 7) ]]> 2018-09-12T00:00:00+02:00 2025-09-19T15:15:31+02:00 tag:cairn.info,2005:article:DUNOD_COLLE_2021_01_0199 <![CDATA[ Chapitre 9. L’observation de l’enfant polyhandicapé | La personne polyhandicapée (2021) ]]> 2021-01-27T00:00:00+01:00 2025-09-19T15:12:24+02:00 tag:cairn.info,2005:article:DUNOD_GARNI_2021_01_0018 <![CDATA[ Chapitre 1. La maladie chronique | Cas pratiques en hypnose pour l'éducation thérapeutique du patient (2021) ]]> 2021-05-19T00:00:00+02:00 2025-09-19T15:08:29+02:00 tag:cairn.info,2005:numero:DUNOD_REVIL_2021_01 <![CDATA[ Manuel d'Education Thérapeutique du Patient (2021) ]]> 2021-03-31T00:00:00+02:00 2025-09-19T15:06:49+02:00 Dans cette deuxième édition, le lecteur trouvera de nombreux changements et notamment les principes fondateurs de l’éducation thérapeutique développementale définie par l’auteur comme un processus continu qui articule trois modèles : information, éducation et développement. Elle s’inscrit dans un projet de coconstruction entre un soignant et un patient pour permettre à ce dernier de se décentrer de l’entrave que peut représenter sa maladie chronique, afin de remobiliser son projet de vie qu’il a mis à distance, entre parenthèses ou perdu.

    L’ouvrage a une triple ambition :
    - Faire un état des lieux actualisé du cadre de référence de l’éducation thérapeutique développementale et le rendre concret dans les pratiques éducatives et pédagogiques.
    - Décrire les étapes du cheminement de la personne atteinte de maladie chronique pour adapter l’éducation thérapeutique développementale.
    - Développer et illustrer les fondamentaux d’un programme.

    Structuré en douze séquences didactiques et pédagogiques (quiz auto-formatifs, tableaux de synthèse, outils pédagogiques réactualisés…), l’ouvrage s’appuie sur de nombreux cas cliniques et constitue un véritable support de formation.

    ]]>
  • Pages I to XIII| Pages de début
  • Pages V to V| Remerciements | Jean-Marie Revillot
  • Pages VII to XI| Préface | Chantal Eymard
  • Pages XV to XVI| Deuxième édition | Jean-Marie Revillot
  • Pages XVII to XVIII| Avant-propos | Jean-Marie Revillot
  • Pages 1 to 3| Introduction | Jean-Marie Revillot
  • Pages 4 to 31| Chapitre 1. Définir l’éducation en santé | Jean-Marie Revillot
  • Pages 32 to 83| Chapitre 2. Le processus de l’éducation thérapeutique développementale | Jean-Marie Revillot
  • Pages 84 to 153| Chapitre 3. Pratiquer l’éducation thérapeutique développementale | Jean-Marie Revillot
  • Pages 154 to 202| Chapitre 4. Mettre en œuvre un programme | Jean-Marie Revillot
  • Pages 203 to 204| Conclusion | Jean-Marie Revillot
  • Pages 205 to 207| Annexes
  • Pages 209 to 214| Corrections | Jean-Marie Revillot
  • Pages 215 to 221| Bibliographie
    • ]]>         tag:cairn.info,2005:article:LAE_182_0032 <![CDATA[ L’éducation thérapeutique en pédiatrie | Numéro spécial. Éducation thérapeutique du patient | Laennec (2018/2 Tome 66) ]]> 2018-07-16T00:00:00+02:00 2025-09-19T15:06:00+02:00