| کلیدواژههای انگلیسی مقاله |
Social accountability, Nursing students, Knowledge, Medical school, COVID-19, IntroductionIn December 2019, a new disease, COVID -19, emerged in Wuhan, China. In January 2020, the outbreak was declared by the World Health Organization (WHO) as a public health emergency of international concern ( 1, , 2, ). The COVID-19 pandemic represented a surprising event that caused changes in our training institutes and prompted the application of rapid management and adaptation measures requiring the accompaniment and support of teachers, students and administrative staff ( 3, ), adoption of specific skills and roles towards the community as a response to the mandate of social accountability (SA). SA must be concretized in each level of health professional training, in the institute&apos,s activities, such as a thorough knowledge of the population served by the institution, and research and teaching methods in order to have the capacity to anticipate health problems such as those during the COVID-19 health crisis and thus align training, research and service activities ( 4, - 8, ). In Morocco, following the first case of COVID-19, declared on March 02, 2020, the country has undertaken a preventive approach to rapidly address the pandemic. Since March 16, 2020, the country has announced the suspension of classes in all educational, vocational training, and university institutions, as well as the suspension of internships, particularly for health training institutes ( 4, - 8, ). These measures require the mobilization and adhesion of all socio-professional and institutional sectors, including the training institutes for health professionals as actors in the health systems by demonstrating their SA ( 9, , 10, ). The SA of health professional training institutions was defined by WHO in 1995 as the obligation to direct education, research and service activities towards solving the priority health problems of the community or nation they are mandated to serve. Priority health concerns must be jointly identified by governments, health care organizations, health professionals, and the public ( 11, , 12, ). Thus, SA is the practice of engaging with communities that the health training institute is mandated to serve, anticipating and responding to their current and future priority health needs and societal challenges, creating and strengthening governance and partnerships with other stakeholders, and demonstrating and verifying the impact of their actions on the health of society ( 13, ). In this context, it is important to appreciate the concretization of SA by our health training institutes through the aspects reflecting it, to identify the perceptions and knowledge of the professionals and students of these institutions of the concept and their SA towards the community in the context of the pandemic COVID-19. The present study concerned the Higher Institute of Nursing and Technical Health Professions of Marrakech (ISPITS-M) and its region (Essaouira and Safi). MethodsType of study and context This was a cross-sectional observational study of the Higher Institute of Health Professions and Techniques of Marrakech (ISPITS &,ndash M) and its region, which was conducted between May 17 and June 4, 2020, following a mixed methodology. ISPITS-M is a higher education institution that does not fall under the jurisdiction of universities and is under the supervision of the governmental authority in charge of health. Its main missions are basic and continuing education, scientific and technological research, renewal of nursing and health technology practices, organization of nursing services. The studies are organized in three cycles (professional license, master&,rsquo s, and doctorate). Recruitment of participants The participants in the quantitative study were undergraduate nursing students of all levels and options in addition to permanent and temporary teachers of the institute, taking into account a non-probability sampling, participation was voluntary and the answers were de-identified. As for the qualitative part, the interview participants were selected by purposive sampling. The inclusion criterion was to be a manager or leader (director of an institute, director of studies, head of a student affairs unit, etc.) and the exclusion criterion was refusal to participate in the study. Participants were invited via their email address as well as social networks WhatsApp, Facebook.Data Collection The quantitative data were collected using a self-administered electronic questionnaire, developed based on the literature review, aspects and principles of social accountability. It was tested with 11 participants who were then excluded from the study sample. It included 3 types of questions, - Binary (yes or no) or multiple-choice questions. - A Likert scale with levels - Open-ended questions The questionnaire was designed in 4 parts, Socio-demographic characteristics of the participants, Aspects concretizing AS, Knowledge of the concept of AS, and Students&apos, perceptions of their AS. The data were extracted by Excel and then analyzed by SPSS version 21. Descriptive and bivariate analyses were performed. The chi-square test was used to compare the percentages (significance level was 0.05). The qualitative data were collected through eight semi-structured interviews conducted with administrative staff using an interview guide and recruited through purposive sampling. The themes were related to the perception, definition and knowledge of SA, and the management of the COVID-19 crisis by the Institute. They were transcribed verbatim then, the themes were coded, the relevant sentences highlighted, and the answers analyzed by the content analysis method. Regulatory and ethical considerationsConfidentiality and anonymity rules for analysis and data collection were followed, and the participants&,rsquo consent was obtained.Ethics committee opinionThis is an opinion survey and according to the Moroccan biomedical law, the approval of the ethics committee was not requested.ResultsDescription of the participants The number of participants who responded to the questionnaire was 263 of them, 50 were teachers and 213 were students, with a response rate of 23% among students and 67% among teachers (N, 924 students and 75 teachers). Among the teachers, 58% were male, while for the students, the majority were female (80%). The mean age was 40.2&,plusmn 8.9 years for the teachers and 19.7 &,plusmn 1.3 years for the students (Table 1,). VariablesStudentsNumber(%)Number(%)GenderMale29(58.0)42(19.8)Female21(42.0)171(80.2)Marital statusSingle9(18.0)207(97.1)Married40(80.0)6(02.9)Divorced1(2.0)00(0.0)ProfilePermanent 32(60.0) Temporary18(40.0) Year of study1st 95(44.6)2nd 68(32.0)3rd 50(23.4)Table 1.Socio-demographic characteristics of the participantsAspects of ISPITS-M SA during the COVID-19 pandemic The majority of the participants argued that the disruption caused by the COVID-19 pandemic and the actions taken by ISPITS to adapt and manage it, in this case the adoption of distance learning, required the commitment of resources, including platforms, adequate preparation and the appropriation of specific skills. As for the preparedness of the institutions to manage the COVID-19 pandemic or other health crises in the future, 58% of the teachers stated that the level of preparedness was average. In addition, the majority of the students felt that they were less prepared, especially in the areas of social determinants of health (85%), lifestyles of the community to be served (85%), outreach and frontline work (83%), prevention techniques (54%), communication (58%) and collaborative work (61%). Thus, the administrative staff emphasized that they were never prepared for such a situation, &,ldquo it must be said that we were not prepared&,rdquo . The participants pointed out that the resources devoted by the institute to produce pedagogical content were weak according to them, &,ldquo it is necessary to reinforce the computer equipment&,rdquo , &,ldquo it is necessary to establish a worthy E-Learning platform&,rdquo . Also, 65% of the students pointed out that the incentive made by the institute for them to acquire the necessary skills to face this pandemic or other health crises in the future was insufficient and average, especially those related to information and communication technologies (ICT). Also, the administrative staff reported that the adoption of these skills was average or even weak for most of them they stated, &,ldquo we didn&apos,t know what distance learning is&,rdquo , &,ldquo at the beginning, it was difficult for teachers to adhere to these solutions&,rdquo , and &,ldquo it was more of a training problem&,rdquo . Regarding the accompaniment and support of students and teachers by the institute during the COVID-19 pandemic, only 22% of students and 50% of teachers expressed satisfaction. There was no statistical difference between teachers and students (P&,lt 0.001), respectively. The managers expressed the lack of support or accompaniment from the leaders and that they were alone while trying to work with the means available, &,ldquo ... the problem we had was that we were all alone&,rdquo and &,ldquo we had to innovate everything&,rdquo . 34% of the teachers and 20% of the students expressed that the anticipation and response to their expectations was unsatisfactory (P= 0.001). 42% of the teachers carried out individual actions towards the community during this pandemic, in relation to raising awareness of the population on the prevention measures of COVID-19 and involvement in distance learning, compared to 58% who did not carry out any actions. Among the teachers, 80% affirmed that the institute was committed to the community that it had the mandate to serve, especially through the training of health professionals (85%), little through research (6%) and services (9%) (Table 2,).VariablesTeachersStudentsP*,Number(n)Percent(%)Number(n)Percent(%)Level of satisfaction with the level of guidance and support for nursing students and teachers by the institute during the COVID-19 pandemic. |
| نویسندگان مقاله |
MARIA BENIJJANE |
Community Medicine and Public Health Department, Research Laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco
MAJDA SEBBANI |
1Community Medicine and Public Health Department, Research Laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco
LATIFA ADARMOUCH |
1Community Medicine and Public Health Department, Research Laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco
OUASSIM MANSOURY |
1Community Medicine and Public Health Department, Research Laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco
MOHAMED AMINE |
1Community Medicine and Public Health Department, Research Laboratory, Biosciences and Health, School of Medicine, Cadi Ayyad University, Marrakech, Morocco
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