Background: E-learning refers to the use of new technologies to deliver distance learning programs. This mode of learning is also considered one of the innovative teaching/learning methods best suited to the current conditions, which entail the suspension of face-to-face courses due to the COVID-19 pandemic to ensure continuity of training, overcome learning difficulties and increase student autonomy and motivation. Our study focuses on this teaching model as an example of an apprenticeship contract, often adopted in technical, vocational, work-linked training. The aim of this study is to measure the perception of this learning contract through e-learning and its impact on learning among multi-skilled nursing students in semester four (S4) of the Professional License of the Higher Institute of Nursing and Health Techniques of Casablanca within the framework of the course of nursing care in psychiatry. Methods: A group of 58 students participated in a survey conducted by questionnaire, with a response rate of 86.20%. Results: The results revealed that the students had a positive perception regarding the use of the learning contract; according to them, the learning contract approach increases autonomy, motivation and the application of the theoretical courses in practice. Conclusion: The learning contract offers several advantages as a learning strategy and this has been implemented in different nursing education contexts, which may encourage nursing educators to use this contract more widely in theoretical and also practical teaching.

Background: Learning difficulties experienced by learners are among the most recurring problems in education and, without doubt, the most worrying. Thus, at the beginning of each year, we at the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco (ISPITSC) note the diversity of intrinsic characteristics in our students in the initial training of the Professional Bachelor's (PB) degree cycle in initial nursing training. We believe these characteristics are related to the varied difficulties of adaptation and learning encountered in the first year. However, a lack of knowledge of the learning styles adopted by our students prevents the teaching staff from detecting the difficulties encountered by the learners in assimilating new knowledge during the 3 years of their training course. The identification of these learning styles and subsequent readjustments in training would help improve the quality of training and guarantee an effective mobilisation of knowledge during various care activities, while allowing the acquisition of necessary skills in the context of quality care that meets the needs of patients. Objective: The objective of this study is to identify the learning styles of nursing students in the BP nursing cycle at ISPITS Casablanca in Morocco and to classify their origin and nature according to the typology described by Honey and Mumford. Methods: Our research used a diagnostic and screening instrument for learning styles developed by Honey and Mumford, the “Learning Style Questionnaire” (LSQ), an abbreviated French version of which (LSQ-Fa) has been translated by Fortin et al. A sample of 49 students received the data collection instrument. Results: The study obtained a response rate of 87.75% (43 students). The results are similar to the research that shows that reflector style is the preferred learning style of learners in PB nursing education. However, the study also identified an important category of students who have dual learning styles. Conclusion: Given the gap between learners' teaching style and learning style and its consequences for the assimilation of the knowledge provided, nursing educators should adapt their educational strategies to the particularities of their students in order to reduce learning difficulties and promote the effective mobilisation of knowledge in various complex learning situations.