Evaluation of Clinical Teaching by Nursing Students at the Higher Institute of Nursing and Health Techniques in Casablanca, Morocco

Abstract

Clinical teaching is an integral component of nursing education. As such, nursing students' evaluations provide insight into their perceptions of this style of teaching. It's a type of evaluation that was devised to improve education through formative assessment. The students' point of view on the instruction they receive is a fundamental element since they are the main recipients, and they appear more and more as partners in the educational process. Therefore, the purpose of this study is to explore and describe students' perceptions of clinical instruction at the Higher Institute of Nursing and Health Technology in Casablanca. To address this, we have drawn from Knox and Mogan's (1985) model of effective clinical nursing teaching. The results obtained showed that the teaching ability dimension received the highest score (4.61±1.62), followed by nursing competence, personality, and interpersonal interaction. Nevertheless, students gave the component of evaluation the lowest score (4.20±1.76). With p > 0.05 for all dimensions, the Mann-Whitney test reveals that the differences between the two groups of students are not statistically significant. For more accurate findings, however, further research is needed, and teachers and tutors should highlight the differences between the three groups.
 
 Received: 24 December 2021 / Accepted: 23 January 2022 / Published: 5 March 2022

Psychometric properties of Clinical Learning Environment Inventory and its association with Moroccan nursing students’ satisfaction: A PLS-SEM approach

“…Moroccan nursing institutes need efficient tools to assess students’ perceptions of CLE quality. However, there is still a massive lack of knowledge about the Moroccan CLE setting (ElIdrissi et al, 2022 ; Guejdad et al, 2022 ).…”