Difficulties in Developing the Diagnostic Competence of Nursing Students At My Youssef Hospital in Casablanca: Descriptive Study

Darraj, Brahim; Gourja, Bouchra; Faiq, Abderrazak; Tace, El Mostafa; Belaaouad, Saïd

doi:10.24996/ijs.2021.si.1.42

Cited by 1 publication

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the field of health sciences, students are able to memorize the clinical manife stations of diseases but are unable to solve a sick person's problem (Harouchi, 2010). In this sense, Darraj, Gourja, Faiq, and Belaaouad (2021) have demonstrated that there is a gap between nursing education goals aimed at learning and skill development in the nursing field and implementing this approach in educational settings. Darraj et al (2021) also pointed out that, at best, young people are 'savants' when they leave school.…”

Section: Introductionmentioning

confidence: 99%

“…In this sense, Darraj, Gourja, Faiq, and Belaaouad (2021) have demonstrated that there is a gap between nursing education goals aimed at learning and skill development in the nursing field and implementing this approach in educational settings. Darraj et al (2021) also pointed out that, at best, young people are 'savants' when they leave school. They are not necessarily competent.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Concept maps: A creative tool in university pedagogy

Brahim,

Mohamed,

Lahoussine

et al. 2023

Nurture

View full text Add to dashboard Cite

Purpose: The aim of this study was to demonstrate the value of concept maps in the development of nursing students' learning. Design/Methodology/Approach: We opted for the quantitative-descriptive approach. The research targeted 221 students on placement at the My Youssef Regional Hospital in Casablanca-Settat during the 2019 academic year. We then developed a learning test to determine the type of learning before the educational intervention and after the intervention. Findings: This study showed that the level of learning before the pedagogical intervention was mainly surface learning (59.28%), while those who had strategic learning (9.95%) and those who had deep learning (30.77%). This shows the supremacy of the first type of learning. But after the intervention, the percentage of those with surface learning was only (28.05%), the percentage of those with strategic learning was (6.79%), and on the other hand, the percentage of those with deep learning was (65.16%). Conclusion: This suggests that concept maps positively influence nursing students' learning approaches, promoting deeper understanding and engagement. Practical Implications and Contribution to Literature: This study shows that the use of concept maps by student nurses as a learning tool influences their learning strategies, moving from surface learning to strategic and in-depth learning.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%