Context: Nowadays, e-Learning has become essential for the continuing education of health professionals, especially in developing countries. Its introduction in health care settings guarantees better opportunities for disseminating knowledge and skills. Objective: This study aimed to measure the effects of online training “E-learning” on the learning outcomes of nurses in two hospitals in the Casablanca-Settat region with the course “Health planning” as a training theme. Methods: This study is an experimental type, including an experimental group that benefited from online training (B, n2 = 30) and a Control group that benefited from face-to-face training (A, n1 = 30). We used a questionnaire to evaluate the nurses' knowledge (general and procedural) in pre and post-training and a questionnaire to evaluate the nurses' satisfaction with using e-learning in continuing education. Results: The results show a positive effect of online training on nurses' learning through an increase in knowledge (general and procedural) after comparing the average score in pre and post-training (The p-value is less than 0.05). Also, high satisfaction with the content covered, the methodology used in the e-Learning, and the quality of the platform. Conclusion: These results should encourage and motivate those responsible for continuing education to adopt online training as a complementary and promising solution to ensure flexible and continuous continuing education sessions for healthcare personnel.

In a context of strong competitiveness, E-learning is an innovative and emerging human resource development practice, now seen as a true future of vocational and continuing training. However, the need for continuing professional development is changing strongly and continues to growup. Traditional training systems and financial limitations do not meet all of the involving needs [1]. The main objective of this quantitative descriptive study is to determine the factors influencing the perception of E-learning and its usefulness in continuing education (CE) by midwives practicing at eleven hospital centers (CHP) in the Casablanca-Settat region. Using a questionnaire inspired by Venkatesh's unified theory of acceptance and use of technology, Morris, Davis, & Davis (2003), from a sample of 84 midwives [2].The data are analyzed by ANOVA II. The results showed that the intent to use and the adoption of E-learning within the hospital centers in the first place, are significantly related to the perceived usefulness, perception of ease of use, the conditions facilitators and social influence ranging from 0.3 to 0.9 (p <0.05), towards continuing education through E-learning.In conclusion, we hope, through this research, to show how the tools and the modes implemented in a distance-training program in a continuing education program could favor: the updating of knowledge and the improvement of skills of midwives.

In a context of strong competitiveness, E-learning is an innovative and emerging human resource development practice, now seen as a true future of vocational and continuing training. However, the need for continuing professional development is changing strongly and continues to grow up. Traditional training systems and financial limitations do not meet all of the involving needs. The main objective of this quantitative descriptive study is to determine the factors influencing the perception of E-learning and its usefulness in continuing education (CE) by midwives practicing at eleven hospital centers (CHP) in the Casablanca-Settat region. Using a questionnaire inspired by Venkatesh's unified theory of acceptance and use of technology, Morris, Davis, & Davis (2003), from a sample of 84 midwives.The data are analyzed by ANOVA II. The results showed that the intent to use and the adoption of E-learning within the hospital centers in the first place, are significantly related to the perceived usefulness, perception of ease of use, the conditions facilitators and social influence ranging from 0.3 to 0.9 (p <0.05), towards continuing education through E-learning. In conclusion, we hope, through this research, to show how the tools and the modes implemented in a distance-training program in a continuing education program could favor: the updating of knowledge and the improvement of skills of midwives.

Aim: This study aimed to identify the factors hampering the participation of nurses in the activities of CE sessions at the level of hospitals in the region of Casablanca. Background: Continuing education (CE) for nursing staff represents a strategic asset for hospitals, identifying the constraints of nursing staff participation in continuing training could help improve the quality of care for patients and the population in general. Objective: This study aimed to identify the factors hampering the participation of nurses in the activities of CE sessions at the level of hospitals in the region of Casablanca. Methods: The study used a two-phase mixed method design. First of all, a questionnaire was administered to 930 nurses belonging to 9 hospital centers in the Casablanca-Settat region in order to explore and estimate the frequencies of the factors hindering the participation of nurses in the activities of the FC sessions at the level of hospitals, and a semi-structured interview with 9 persons in charge of continuing education from these different hospitals to complete and explain the data collected by the questionnaire. Results: The data analysis confirmed that the work overload is the first individual difficulty hindering the participation of nurses in CE sessions, i.e., 85.4%. The most mentioned organizational difficulties are schedule recommended in the FC not encouraging and not suitable, i.e., 23%, non-targeted content (does not meet the needs of the nursing staff), i.e., 66.7%. Finally, the absence of support measures in terms of monitoring and evaluation to maintain the knowledge and skills acquired during FC sessions in real situations at the workstation occupied is the first institutional difficulty mentioned by the interviewed (88%). Conclusion: Those responsible for training should take into account the factors nurse’s face in participating in continuing education sessions when designing, developing, and implementing continuing education sessions.