Evaluation of Nursing Training at the National Medical and Health Institute of Benin

Abstract

The evaluation of INMeS nursing training is essential to ensure that the institution meets the high training standards necessary to improve public health in Benin. This study evaluates the teaching provided at the Institute National Medico Sanitaire (INMeS) of Benin in 2020. A mixed methods design (quantitative and qualitative) combining three data collection techniques was used: interviews, observations and exploration of documents (training curriculum and textbooks from the six semesters of the 2019-2020 training cycle). The interviews concerned teachers (N = 11) and clinical supervisors (N = 32). The observations concerned the students' internship locations, practical work rooms and INMeS courses. These interviews and observations were guided by a semi-structured tool comprising six themes: knowledge, research, methods, critical analysis and evidence, nursing practice, communication/collaboration, Leadership and professionalism. Nursing education content is limited to the Virginia Henderson model. The care process is taught based on the treatment protocols of the programs established mainly by the Ministry of Health. There is little nursing theoretical content, no theories, and no nursing concepts. Professionalism focuses on the vision of a role of assistance and substitution for doctors. There are no rooms for students to share practical case experiences. The nursing training cycle lasts six semesters with 180 credits, of which 73 (40.6%) are allocated to nursing units. 85 (47.2%) are medical units and 22 (12.2%) are attributed to fundamental knowledge. The results highlighted that the teaching content provided at INMeS in 2020 is focused almost 50% on a medical perspective. The teaching units provided should integrate a nursing vision to improve the quality of training.