Pédagogie universitaire et classe inversée : vers un apprentissage fructueux en travaux pratiques

Lakrami, Fatima; Labouidya, Ouidad; Elkamoun, Najib

doi:10.4000/ripes.1793

Cited by 2 publications

(4 citation statements)

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“…[16,17,20,25,27] From communication between internship sites and educational institutions, clinical supervisors are often not informed of students' arrival on the internship site. [14,19,24,52] The student's insufficient preparation by his lack of mastery of the theoretical aspects of the practice is also highlighted. [52,53] In this regard, Kabwe et al [20] speak of a lack of prerequisites.…”

Section: Supervision Staff and Studentsmentioning

confidence: 99%

“…[14,19,24,52] The student's insufficient preparation by his lack of mastery of the theoretical aspects of the practice is also highlighted. [52,53] In this regard, Kabwe et al [20] speak of a lack of prerequisites. However, the internship and practical learning require serious preparation for both the teacher (information and educational aspects of supervision) and the student.…”

Section: Supervision Staff and Studentsmentioning

confidence: 99%

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Barriers and facilitators of the effectiveness of the clinical pedagogical supervision of nursing and obstetric students in sub-Saharan Africa: A systematic review

Talato¹,

Patrice²,

PILABRE³

et al. 2022

JNEP

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Objective: Education in nursing and obstetrics combines theoretical learning with clinical experience. Thus, the internship organization and the supervision of a trainee require the cooperation of different partners in educational and health institutions that receive the trainees. This systematic review aimed to identify factors that facilitate or hinder the effectiveness of clinical educational supervision of nursing and obstetrics students.Methods: Three electronic databases (PubMeb, CINAHL and ERIC) were searched. Two independent reviewers selected eligible publications based on inclusion and exclusion criteria. Qualitative, quantitative or mixed studies conducted in Sub-Saharan Africa and published between January 2011 and December 2020 were included.Results: The study revealed that while there are some strengths (facilitators), clinical pedagogical supervision presents mostly weaknesses (barriers) at the structural and procedural levels. Of the 65 factors studied, all nine studies were unanimous that 54 were barriers and 3 were facilitators. In addition, eight factors were cited as both barriers and facilitators.Conclusions: Clinical pedagogical supervision of nursing and midwifery students in sub-Saharan Africa faces major challenges of diverse origins that may undermine its effectiveness. It would be appropriate at the country level to analyze the barriers inherent in this supervision's structure and process and improve them.

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Section: Supervision Staff and Studentsmentioning

confidence: 99%

Section: Supervision Staff and Studentsmentioning

confidence: 99%

Barriers and facilitators of the effectiveness of the clinical pedagogical supervision of nursing and obstetric students in sub-Saharan Africa: A systematic review

Talato¹,

Patrice²,

PILABRE³

et al. 2022

JNEP

View full text Add to dashboard Cite

show abstract

“…The study adopted a mixed method analysis using both quantitative and qualitative methods (Creswell) [3]. This study used a questionnaire of 6-parts in order to collect relevant data about the actual proposed learning model (lectures, tutorials, and practical works).…”

Section: Design Of the Studymentioning

confidence: 99%

“…To this end, language and communication modules are delivered via the universities' Moodle platform in a hybrid system that addresses both the problem of massification and the diversity of levels among students. This technological innovation has pushed the Moroccan universities to reconsider university pedagogy towards active pedagogies such as flipped pedagogy (Lakrami, Labouidya and Elkamoun, 2018) [3]. This seems to be a relevant solution because it puts the learners in the center of the teaching/learning process as the main actors of their training and the development of their skills.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of a Learner-Centered Pedagogical Approach with Flipped Pedagogy and Digital Learning Environment in Higher Education Feedback on a Cell Biology Course

Ouchaouka

Laouina

Mahtar

et al. 2021

Int. J. Emerg. Technol. Learn.

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This paper aims to examine the results of a survey of 292 first-year biology students to evaluate their perception of their learning environment, as well as their ability to handle an educational innovation such as reverse pedagogy and serious gaming integrated into a hybrid learning environment. We also present the approaches and steps that allowed us to validate our statistical study. We used a methodology to validate the instrument developed; using standard parameters, the mean and the standard deviation to describe quantitative data and percentages for qualitative data. The internal consistency of the scales was assessed using the correlation coefficient calculated after a one-factor analysis of variance as well as Cronbach's alpha coefficient (α). The scores show that the items and subscales have good internal consistency. In addition, it shows that the students are fully aware of their learning environment and the difficulties they encounter. They are motivated to embrace our pedagogical innovation. It, therefore, confirms our willingness to implement this pedagogical model for students in the coming years.

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Pédagogie universitaire et classe inversée : vers un apprentissage fructueux en travaux pratiques

Abstract: Pédagogie universitaire et classe inversée : vers un apprentissage fructueux ... Revue internationale de pédagogie de l'enseignement supérieur, 34(3) | 2018 Pédagogie universitaire et classe inversée : vers un apprentissage fructueux ...

Cited by 2 publications

References 10 publications

Barriers and facilitators of the effectiveness of the clinical pedagogical supervision of nursing and obstetric students in sub-Saharan Africa: A systematic review

Barriers and facilitators of the effectiveness of the clinical pedagogical supervision of nursing and obstetric students in sub-Saharan Africa: A systematic review

The Effectiveness of a Learner-Centered Pedagogical Approach with Flipped Pedagogy and Digital Learning Environment in Higher Education Feedback on a Cell Biology Course

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