El Fadely Abdelmonim, Ait Babram Mohamed, Selmaoui Sabah, Agorram Boujemaa
Didactics of Science and Pedagogical Engineering, Laboratory in Didactic, Education and Training (LIRDEF), Normal Graduate School, Cadi Ayyad University, Marrakech, Morocco.
Department of Mathematics, Faculty of Sciences and Techniques, Laboratory of Mathematical Population Dynamics (LMDP), Cadi Ayyad University, Marrakech, Morocco.
J Educ Health Promot. 2025 Feb 28;14:74. doi: 10.4103/jehp.jehp_665_24. eCollection 2025.
The phenomenon of specialization among nursing categories often challenges the formation of a cohesive professional identity and may generate difficulties in professional adaptation. Essential to this identity's development is establishing universally shared representations among paramedic students. This study explores socioprofessional representations of paramedical students, comparing them across two student categories.
A cross-sectional study was conducted among undergraduate students in two programs: the first "nursing care" and the second "healthcare-techniques" in the Marrakech-Safi region of Morocco. Employing a consensus sampling approach with 725 students, 695 individuals provided their responses. Regarding the theoretical framework, this study uses the structural approach of social representations. Data were collected through free and hierarchical associations, analyzed through prototypical analyses, similarity analyses, and a Chi-squared test, using IRaMuTeQ (version 0.7) and SPSS (version 22) software.
The findings emphasize heterogeneous representations, with some common elements and others unique to each group. First, nursing students perceivedthe nursing profession as not only laborious and stressful ( = .005) but also autonomous ( = .001), demandingprofessional values and interpersonal qualities such as empathy, humanity, and availability. On the contrary, healthcare technician studentsprimarily centered their perception of the profession on clinical practice concepts such as technique and examination. They also perceivedthe hospital ( = .004) as a favorable setting for their practice.
It is therefore incumbent upon various stakeholders in the nursing education to recognize and address the different perspectives and beliefs that students bring to the training and implement strategies to minimize potential representational divergences.
护理类别中的专业化现象常常对形成统一的职业身份构成挑战，并可能在职业适应方面产生困难。对于这种身份的发展至关重要的是在护理专业学生中建立普遍共享的认知。本研究探讨护理专业学生的社会职业认知，并在两类学生之间进行比较。
在摩洛哥马拉喀什 - 萨菲地区的两个项目的本科生中进行了一项横断面研究：第一个是“护理”项目，第二个是“医疗技术”项目。采用共识抽样方法，选取了725名学生，其中695人提供了回复。关于理论框架，本研究采用社会认知的结构方法。通过自由联想和分层联想收集数据，使用IRaMuTeQ（版本0.7）和SPSS（版本22）软件通过原型分析、相似性分析和卡方检验进行分析。
研究结果强调了不同的认知，既有一些共同元素，也有每组特有的元素。首先，护理专业学生认为护理职业不仅辛苦且压力大（p = .005），而且具有自主性（p = .001），需要专业价值观和人际品质，如同理心、人性和随时可及性。相反，医疗技术专业学生对该职业的认知主要集中在技术和检查等临床实践概念上。他们还认为医院（p = .004）是他们实践的有利场所。
因此，护理教育中的各利益相关方有责任认识并解决学生在培训中带来的不同观点和信念，并实施策略以尽量减少潜在的认知差异。
