# Advancing clinical evaluation programs in nursing education in Saudi Arabia: a cross-sectional study of students’ and instructors’ perspectives

## TL;DR

This study explores nursing students and instructors' views on clinical evaluation programs in Saudi Arabia, finding moderate perceptions and identifying demographic factors influencing these views.

## Contribution

The study provides new insights into stakeholder perceptions of clinical evaluation programs in Saudi nursing education and identifies demographic associations.

## Key findings

- Perceptions of CEPs were moderate, with mean scores near the midpoint of the Likert scale for both students and instructors.
- Demographic variables like age, academic level, gender, and marital status significantly influenced perceptions of CEPs.
- Improvements in clarity, feedback, and standardization are needed to enhance the effectiveness of CEPs.

## Abstract

Clinical Evaluation Programs (CEPs) are a fundamental component of nursing education because they facilitate the structured assessment of students’ clinical competence in conjunction with theoretical instruction. The effectiveness of these programs is dependent on clarity, consistency, and acceptability by stakeholders.

This study aimed to examine the perceptions of nursing students and clinical instructors regarding CEPs in Riyadh, Saudi Arabia, along with the demographic factors associated with these perceptions.

A quantitative cross-sectional study was conducted involving 303 undergraduate nursing students and 61 clinical instructors. The data were collected using a validated questionnaire. Mann–Whitney U and Kruskal–Wallis tests were performed to examine group differences, followed by regression analysis to assess the associations between demographic variables and CEP perception scores.

Overall, perceptions of CEPs were moderate, with mean scores close to the midpoint of the 5-point Likert scale for both students (M = 3.26) and instructors (M = 3.50). There were significant associations between CEP perceptions and selected demographic variables, including age, academic level, gender, and marital status, with small to moderate effect size (ES).

Although CEPs are regarded as essential elements of clinical education, improvements in clarity, feedback processes, and standardization are required to enhance their effectiveness and educational impact.