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learning clinical reasoning skills in nursing education is a challenge for teachers and students. This study investigated the effects of a blended learning program on the acquisition of clinical reasoning skills via a blood transfusion course. The study employed a two group randomised controlled design with an experimental group (group 1, 16 students) and a control group (group 2, 16 students) recruited from a population of second-year nursing students at the Mohamed VI University of Health Sciences in Casablanca, Morocco, during the 2018–2019 academic year. The experimental group received blended instruction, while the control group received traditional classroom instruction over four sessions. One month after the experiment, a post-test was conducted with both groups using 'key-feature questions' that included four clinical situations and 30 questions. The mean scores of the two groups were compared to assess the degree of acquisition of clinical reasoning skills. The mean post-test score was significantly higher in the experimental group than the control group (the p-value of the Mann-Whitney Test is less than 0.05). Moreover, a statistically significant correlation was detected between students' clinical reasoning scores and their theoretical examination marks. These results suggest that blended learning is useful for enhancing the clinical reasoning skills of nursing students, at least in the short term. Thus, it seems appropriate to develop more blended courses and integrate this approach into nursing education programs.

Formative e-assessment is an innovative teaching practice to enhance learning. However, teachers encounter multiple difficulties in integrating it. In this article,we present the results of an exploratory study conducted with nurses teachers (n=10) to identify the challenges that prevent the integration of technology in formative assessment. Moreover,we expose the results of a learning experience in order to measure the effect of formative e-assessment on teaching the course of surgical nursing care. Our population includes fifty-eight (n= 58) polyvalent student nurses, divided into two groups: an experimental group and a control group. Only the experimental group has been invited to respond to self-assessment quizzes posted online after the course sessions. The positive effect on learning was demonstrated, after comparing the summative scores of the two groups (the p-value of the Mann-Whitney Test is less than 0.05). Also, the qualitative study has demonstrated challenges in ICT integration, absence of institutional directives recommending the use of ICT, required technical skills, diversity of tasks required of teachers, lack of material resources and absence of an institutional platform. The obtained results conclude that the formative evaluation facilitated by ICT positively influences the students’ summative scores. This conclusion should encourage and motivate teachers to integrate ICT into their formative evaluation practices in order to better achieve the learning objectives. However, it seems necessary to involve the actors responsible for training nurses in order to support teachers in the pedagogical integration of ICT.

Background: Formative assessment is a pedagogical practice that improves teaching, as well as students' learning. There is a multitude of research demonstrating interest in this practice in the field of education. However, this assessment practice is poorly integrated by teachers despite its great pedagogical potential, in addition to the tensions existing between formative and summative assessment that its implementation is more formal by the institutions. Objective: The purpose of this research is to explore, as a first step, how nursing teachers conceptualize formative assessment and how they judge its usefulness in the teaching/learning process. Secondly, the study seeks to identify the main challenges that could influence the practice of formative assessment in the context of nursing education. Methods: The study used a descriptive quantitative research design. The target population of the study was composed of nursing teachers (N = 50) from the Higher Institute of Nursing and Health Techniques of Casablanca (ISPITS). This target population includes all permanent nursing teachers working at the ISPITS of Casablanca, divided into the various existing fields. They are responsible for the initial training and practical supervision of nursing students and health technicians enrolled in the cycles of the professional license. To meet our research objective, we conducted a survey using a questionnaire with 37 items divided into five dimensions based on William and Thompson's (2007) model of formative assessment. Results: The results revealed that, in teachers’ practice, the informal approach to formative assessment takes precedence over formal approaches based on planned assessment tools. In addition, their perception of the usefulness of formative assessment is oriented towards a diagnostic function of students' learning difficulties rather than a function of teaching guidance. Furthermore, the study showed that the time commitment of formative assessment and the diversity of activities required of teachers might be obstacles to a broader practice of formative assessment. Conclusion: This study offers suggestions that may help teachers facilitate and innovate the implementation of formative assessment in the field of nursing. Our research perspective is to demonstrate the effect of formative assessment on student learning outcomes through the implementation of a field experiment in collaboration with nursing teachers.

The purpose of this research is to measure the motivation of nursing students, option: multi-skilled nurse (n=58), following their participation in an e-learning activity in the form of formative quizzes. The pedagogical scenario was based on Keller's ARCS motivation model. Data were collected through the IMMS questionnaire adopted from the ARCS model. The results show that the students were motivated by the e-learning activity (mean score = 4.22±, 51091), and that the motivation variables studied correlated positively with the overall motivation score (p-value < .001). Through this research, it was found that an instructional scenario based on the ARCS model had a positive impact on students' motivation for e-learning, thus encouraging allied health educators to design educational tools that can motivate nursing students.