Jean-Bernard Cottier

Jean-Bernard Cottier is a researcher and thesis director at the Catholic University of the West (UCO), Faculty of Human and Social Sciences, specializing in the integration of theoretical knowledge and practical experience in nursing education. His work bridges healthcare practice with educational theory, focusing on reflective methodologies and professional development for nurses.

Academic Background:

• Doctorate in Educational Sciences, University of Nantes (2019)
• Master II in Educational Sciences (Research Specialization), UCO (2014)
• University Diploma in Philosophy, UCO (2013)
• University Diploma in Medical Ethics, University of Angers (2009)
• University Diploma in Alcohol and Society, University of Angers (2006)
• Validation of Professional Skills in Psychology, UCO (2005)
• University Diploma in Palliative Care, University of Angers (2002)
• State Nursing Diploma, University of Angers (1979)
• Degree in History, UCO/University of Angers (1976)

Cottier's research centers on narrative approaches to professional knowledge articulation, examining how nurses reconcile academic theory with daily practice through reflective spaces and experiential validation. His work emphasizes preserving professional agency in healthcare settings while addressing emotional and cognitive dimensions of care work.

Analysis of his 2018-2024 publications reveals consistent focus on reflective practice frameworks, with increasing emphasis on narrative clinics and self-formation methodologies. Key trends include validation of professional experience as self-directed learning pathways, reflexive threshold analysis in care settings, and emotional labor dynamics within peer communication structures.

Cottier directs Master II theses in UCO's MEEF program (Métiers de l'Enseignement de l'Éducation et de la Formation), mentoring students on healthcare professionalization. His research is conducted through UCO's 2S2T team and the University of Nantes' CREN research center (Theme 4: Biographical Pathways, Training, and Quality of Life), employing mixed-method clinical-dialogical approaches to study lifelong learning processes.