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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. © 2022 Lamiri et al.
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These instructions give you guidelines for preparing papers. Use this document as a template if you are using Microsoft Word. Otherwise, use this document as an instruction set.. Define all symbols used in the . Do not cite references in the . Do not delete the blank line immediately above the ;it sets the footnote at the bottom of this column. Page margins are 1,78 cm top and down;1,65 cm left and right. Each column width is 8,89 cm and the separation between the columns is 0,51 cm. -Introduction: The period of confinement due to the COVID-19 pandemic has harmful consequences on the psychological state of parents and their children, especially those with psychological or neurocognitive problems. The care of these children plays a primordial role in their development, particularly during the COVID-19 period. For this reason, our objective is to assess the state of stress among mothers of children with learning disabilities during the COVID-19 period in Morocco, as well as the support of these children. Materials and methods: This is a cross-sectional study that was conducted during the period from April to June 2020. To realise it, we used a investigation form which contains three parts. To evaluate the state of stress in mothers, we used the "PSS10d" scale adapted to the Moroccan context. The target population is composed of mothers of children with learning disabilities who are being monitored by Moroccan Association for Learning Disorders and Difficulties (MALDD) in Casablanca. Results: During the period of confinement, only 13% (n=15) of mothers reported that their children "Dys" had benefited from remote remediation by specialists According to the Odds Ratio calculation, the risk factors influencing the care of "Dys" children during this period of confinement are: lack of cooperation from the child (Odds Ratio= 16.8;IC95%=[3.5-79]). 1];P-value=0.001), the educational level of mothers (Odds Ratio= 9.4;IC95%=[2.4-35.7];P-value=0.001), the economic situation (Odds Ratio= 5.1;IC95%=[1.5-17.4];P-value=0.01) and technical problems (Odds Ratio= 5.1;IC95%=[1.5-17.4];P-value=0.01). Conclusion: According to our results, we noticed that the psychological state of the mothers is influenced by the remote care of the "Dys" children. For this the responsible authorities in Morocco must support this population. © This article is published under the terms of the Creative Commons Attribution License 4.0 https://creativecommons.org/licenses/by/4.0/deed.en_US
ABSTRACT
INTRODUCTION: Dental education was brought to a halt with the emergence of coronavirus disease (COVID-19). Traditional dental education comprised students working closely with instructors in a clinical laboratory setting; however, public health precautions necessitated a shift to a virtual learning platform. A scoping review of dental education practices since the start of the pandemic will help to understand approaches instructors have taken to provide dental education during this unprecedented time and suggest future applications of virtual learning in dental education. METHODS: We performed an exhaustive scoping literature search of primary peer-reviewed intervention articles published between December 2019 and April 2021 using the following databases: Academic Search Premier, Cochrane Library, Embase, ERIC, LitCovid, MedEdPortal, MedRxiv, Medline, Scopus, and Web of Science. The selection process included two independent reviewers through each phase of review. Articles were categorized and analyzed by domain. RESULTS: A total of 629 articles were identified; after titles and abstracts were reviewed, 66 articles were selected for full-text review. Following full-text review, 41 articles met eligibility criteria and comprised our study sample. Articles were arranged within domains of assessment, instruction, instructional technology, and software. The advantages to online dental education included improved accessibility, willingness to accept new assessment techniques, and lower anxiety levels. Barriers included problems with technology, classroom time management, lack of student interaction, and absence of hands-on training. CONCLUSION: Evidence suggests emerging best practices in dental education during COVID-19, and recommendations for the future of virtual and distance learning in dental education.