Didactic design of the general nursing techniques course for first-year students et the higher institute of medical techniques LUMBASHI

Abstract

Didactization in higher education in health sciences is a central requirement within the framework of pedagogical reforms across Sub-Saharan Africa. In the Democratic Republic of the Congo (DRC), the implementation of the Bachelor’s-Master’s-Doctorate (LMD) framework mandates a shift from traditional lecture-based methods toward an Integrated Competency-Based Approach (CBA). This study investigates the didactization process of the General Care Techniques course taught to first-year Bachelor’s (BAC 1) nursing students at the Higher Institute of Medical Techniques of Lubumbashi (ISTM/Lubumbashi). Using an explanatory sequential mixed-methods design, the study combined a quantitative survey of 218 BAC 1 students with in-depth semi-structured interviews of 14 clinical instructors and faculty members. Findings show that 64.2% of students encounter significant challenges in translating theoretical knowledge into practice and in technical execution during clinical practice. Didactic analysis indicates a structural disconnect between academic knowledge, teachable knowledge, and acquired competencies, exacerbated by equipment shortages in simulation laboratories and summative evaluations focused on rote memorization. To address these gaps, this article proposes a revised didactization framework based on four pillars: situational competency matrix engineering, clinical simulation workshops, reflective portfolio guidance, and Objective Structured Clinical Examinations (OSCE).

Key words: Didactization, General Care Techniques, BAC 1, ISTM Lubumbashi, Didactic Transposition, CompetencyBased Approach, Clinical Simulation, OSCE. 

Received Date: September 17, 2026

Accepted Date: October 09, 2026

Published Date: November 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1054