Learning strategies in nursing sciences: Analysis of gender disparities in a Moroccan educational context

Q2 Social Sciences

Educacion Medica Pub Date : 2025-03-05 DOI:10.1016/j.edumed.2025.101034

K. Ait Moussa , S. Selmaoui , N. Ouzennou

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引用次数: 0

Abstract

Introduction

The 2013 reform of the nursing education system in Morocco, which introduced the License-Master-Doctorate framework and the establishment of Higher Institutes of Nursing Professions and Health Techniques (ISPITS), aimed to modernize higher education and enhance nursing practices. This study examines gender differences in learning strategies among nursing students, considering Morocco's cultural specificities.

Subjects and methods

An exploratory study was conducted with 625 first-year students enrolled in three ISPITS in the Marrakech-Safi region during the first semester of the 2022–2023 academic year. Data were collected using the “Mes Outils de Travail Intellectuel” questionnaire, adapted to the Moroccan context. Statistical analyses employed non-parametric tests, including the Mann–Whitney U test for gender comparisons, and a generalized linear model to control for confounding variables such as the institution of origin and field of study.

Results

The findings indicate an overall homogeneity between genders in the use of cognitive, metacognitive, and affective tools, with a statistically significant but weak difference in the “Structuring-Reorganization” dimension (p = 0.044, small effect size).

Conclusion

The study highlights a general equity in learning strategies, challenging gender stereotypes. However, the overrepresentation of women (78.2%) in the sample limits the analysis of male behaviors. These findings emphasize the need for inclusive pedagogies tailored to local specificities and mixed-method approaches to further explore sociocultural and educational dynamics.

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护理科学的学习策略：摩洛哥教育背景下的性别差异分析

2013年摩洛哥护理教育体系改革，引入了执照-硕士-博士框架，并建立了护理专业和卫生技术高等学院（ISPITS），旨在使高等教育现代化，加强护理实践。考虑到摩洛哥的文化特殊性，本研究考察了护理学生在学习策略方面的性别差异。研究对象和方法在2022-2023学年的第一学期，对马拉喀什-萨菲地区三个ISPITS的625名一年级学生进行了一项探索性研究。数据的收集使用了“Mes Outils de Travail Intellectuel”调查问卷，根据摩洛哥的情况进行了调整。统计分析采用非参数检验，包括用于性别比较的Mann-Whitney U检验，以及用于控制混杂变量（如原籍机构和研究领域）的广义线性模型。结果两性在认知、元认知和情感工具的使用上总体上具有同质性，在“结构-重组”维度上差异有统计学意义，但差异微弱（p = 0.044，效应量小）。结论本研究强调了学习策略的普遍公平性，挑战了性别刻板印象。然而，样本中女性的比例过高（78.2%）限制了对男性行为的分析。这些研究结果强调，需要根据地方特点量身定制的包容性教学法和混合方法，以进一步探索社会文化和教育动态。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educacion Medica Social Sciences-Education

CiteScore

2.60

自引率

0.00%

发文量

审稿时长

63 days

期刊介绍： Educación Médica, revista trimestral que se viene publicando desde 1998 es editada desde enero de 2003 por la Fundación Educación Médica. Pretende contribuir a la difusión de los estudios y trabajos que en este campo se están llevando a cabo en todo el mundo, pero de una manera especial en nuestro entorno. Los artículos de Educación Médica tratarán tanto sobre aspectos prácticos de la docencia en su día a día como sobre cuestiones más teóricas de la educación médica. Así mismo, la revista intentará proporcionar análisis y opiniones de expertos de reconocido prestigio internacional.