{"id":4403,"date":"2025-06-18T18:29:52","date_gmt":"2025-06-18T18:29:52","guid":{"rendered":"https:\/\/ijssass.com\/journal\/experiences-des-etudiants-finalistes-de-listm-kikwit-sur-lenseignement-theorie-pratique-dans-la-formation-infirmiere-2\/"},"modified":"2025-06-18T19:59:54","modified_gmt":"2025-06-18T19:59:54","slug":"experiences-des-etudiants-finalistes-de-listm-kikwit-sur-lenseignement-theorie-pratique-dans-la-formation-infirmiere-2","status":"publish","type":"post","link":"https:\/\/ijssass.com\/journal\/experiences-des-etudiants-finalistes-de-listm-kikwit-sur-lenseignement-theorie-pratique-dans-la-formation-infirmiere-2\/","title":{"rendered":"EXPERIENCES DES ETUDIANTS FINALISTES DE L\u2019ISTM\/KIKWIT SUR L\u2019ENSEIGNEMENT THEORIE-PRATIQUE DANS LA FORMATION INFIRMIERE"},"content":{"rendered":"<p>This article was originally published as: <strong>EXPERIENCES DES ETUDIANTS FINALISTES DE L\u2019ISTM\/KIKWIT SUR L\u2019ENSEIGNEMENT THEORIE-PRATIQUE DANS LA FORMATION INFIRMIERE<\/strong><\/p>\n<p>Original Article Link: <a href='https:\/\/ijssass.com\/index.php\/ijssass\/article\/view\/75' target='_blank' rel='noopener'>Read Original Article<\/a><\/p>\n<p>Download PDF: <a href='https:\/\/ijssass.com\/index.php\/ijssass\/article\/view\/75\/89' target='_blank' rel='noopener'>Click Here to Download PDF<\/a><\/p>\n<h2>Abstract<\/h2>\n<p>La th\u00e9orie et la pratique sont deux composantes importantes de la formation infirmi\u00e8re. Ainsi, la coh\u00e9rence entre l\u2019enseignement th\u00e9orique et la mise en pratique dans les secteurs de soins doivent contribuer \u00e0 la fluidit\u00e9 du parcours de l\u2019\u00e9tudiant, afin que celui-ci b\u00e9n\u00e9ficie d\u2019une formation optimale. La conception qualitative ph\u00e9nom\u00e9nologique et les entretiens individuels semi-structur\u00e9s en face \u00e0 face aupr\u00e8s de 42 \u00e9tudiants volontaires ont \u00e9t\u00e9 utilis\u00e9s pour collecter les donn\u00e9es dans cette \u00e9tude. Quatre th\u00e8mes principaux ont \u00e9t\u00e9 d\u00e9termin\u00e9s dans l&#8217;\u00e9tude, dont\u00a0: la valeur accord\u00e9e \u00e0 l\u2019enseignement th\u00e9orique, l\u2019image qu\u2019ils ont de l\u2019enseignement pratique, leur appr\u00e9ciation g\u00e9n\u00e9rale de la formation re\u00e7ue et les liens qu\u2019ils font entre l\u2019enseignement \u00a0th\u00e9orie et l\u2019enseignement pratique. En fait, l&#8217;exp\u00e9rience des enqu\u00eat\u00e9s en formation infirmi\u00e8re semble pouvoir influencer tant positivement que n\u00e9gativement. Les \u00e9tudiants interview\u00e9s portent toutefois un jugement mitig\u00e9 sur la qualit\u00e9 de formation b\u00e9n\u00e9fici\u00e9e \u00e0 l\u2019ISTM\/Kikwit. Ils soulignent qu\u2019il existe encore de vraies divergences de conception et des zones d&#8217;ombre ou de flou quant \u00e0 la n\u00e9cessit\u00e9 de mettre en place un quelconque dispositif d&#8217;alternance ou encore dans la mise en place effective que les formateurs en font, dans les diff\u00e9rents lieux de formations. Toutes ces alternatives constituent obstacle dans la formation de l\u2019\u00e9tudiant infirmier de l\u2019ISTM\/Kikwit.<\/p>\n<h2>Authors<\/h2>\n<ul>\n<li>Julien FETI KISIATA (Institut Sup\u00e9rieur des Techniques M\u00e9dicales de Kikwit, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n<li>Simon-Decap Mabakutuvangilanga Ntela (Universit\u00e9 Sorbonne Paris Nord, Chaire Recherche Sciences infirmi\u00e8res, Laboratoire \u00c9ducations et Pratiques de Sant\u00e9 (LEPS), (UR 3412), UFR SMBH, F-93017, Bobigny, France)<\/li>\n<li>Marie-Claire Ohambe OMANYONDO (Institut Sup\u00e9rieur des Techniques M\u00e9dicales de Kinshasa, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n<li>Jean-Jacques KAPENGA (Universit\u00e9 P\u00e9dagogique Nationale, d\u00e9partement des sciences de l\u2019\u00e9ducation, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n<li>God\u2019el KINYOKA (Universit\u00e9 P\u00e9dagogique Nationale, d\u00e9partement des sciences de l\u2019\u00e9ducation, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n<li>Alphonse Muninga ATUNGALE (Universit\u00e9 P\u00e9dagogique Nationale, Facult\u00e9 des Sciences de la Sant\u00e9, R\u00e9publique D\u00e9mocratique du Congo)<\/li>\n<li>Joseph Wa Kazadi TSHIBANGU (Universit\u00e9 de Boston, d\u00e9partement des sciences de l\u2019\u00e9ducation, USA)<\/li>\n<\/ul>\n<h2>Keywords<\/h2>\n<p>Formation infirmi\u00e8re, Enseignement th\u00e9orique et pratique, Enseignement clinique, Exp\u00e9rience des \u00e9tudiants infirmiers<\/p>\n<h2>References<\/h2>\n<p>References not available for this article.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>This article was originally published as: EXPERIENCES DES ETUDIANTS FINALISTES DE L\u2019ISTM\/KIKWIT SUR L\u2019ENSEIGNEMENT THEORIE-PRATIQUE DANS LA FORMATION INFIRMIERE Original&#8230;<\/p>\n","protected":false},"author":21,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[124],"tags":[507,506,508,505],"class_list":["post-4403","post","type-post","status-publish","format-standard","hentry","category-articles","tag-enseignement-clinique","tag-enseignement-theorique-et-pratique","tag-experience-des-etudiants-infirmiers","tag-formation-infirmiere","wpcat-124-id"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v25.8 - 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