Abstract

Mohammmed K. Zuway, *Omar H. Aboud, Mustafa C. Daoud and Jehad Dorda Rahuma

The perception of 73 BS Nursing students of Omar Al-Mukhtar University (Libya) on the effectiveness of physical assessment clinical instruction was evaluated following a nine-day training on cephalocaudal examination using a self-assessment tool that was constructed by the authors (Cronbach's alpha = 0.852) based on Keller's ARCS Model of Instruction. This descriptive study was undertaken to determine perception variability among different year levels, student ranks and areas of specialization. The study revealed that the nursing students perceived that the clinical instruction they received was highly effective as a whole and with regards to the four components of model of instruction: Attention, Relevance, Confidence, and Satisfaction. While the two year levels considered in the study viewed the instruction as highly effective, they had significantly different perceptions on the quality of instruction that they received. Similarly, students from the four areas of specialization significantly differed in their perceived effectiveness of instruction. However, the difference in the perceived effectiveness was not significantly different between student ranks.