Didactic transformation of the general nursing techniques course in the first year at the institut supérieur des techniques médicales in Lubumbashi: a mixed-methods study of teaching practices and learning conditions

Abstract

Background: The General Nursing Techniques (GNT) course forms an important foundation of nursing education, but its delivery must integrate knowledge, technical skills and professional attitudes. This study aimed to analyse the teaching methodology of the GNT course in the first year of the Bachelor’s degree programme at the Higher Institute of Medical Techniques (ISTM) in Lubumbashi and to propose a suitable teaching framework.

Methods: A descriptive and analytical mixed-methods study was conducted involving 150 first-year students and 10 lecturers. Quantitative data were collected via a questionnaire and analysed using descriptive statistics and analysis of variance (ANOVA). Qualitative data were obtained from interviews with lecturers and direct observation of 10 sessions, using a checklist focusing in particular on preparation, methods, teaching materials, student participation, practical activities and assessment.

Results: The majority of students (86.7 per cent) considered practical demonstrations to be important or very important. However, 49.3 per cent felt that varied teaching methods were rarely or never used, and 50 per cent considered the teaching materials to be unsatisfactory or inadequate. Students mainly cited an insufficient number of practical sessions (32.7 per cent) and a lack of teaching materials (25.3 per cent). Sixty-four per cent felt they had a good or very good level of skills acquisition. The use of a variety of teaching methods was associated with a significant difference in learning scores (F = 19.72; p < 0.001), as were the availability of teaching materials (F = 17.05; p < 0.001) and active participation (F = 21.13; p < 0.001). Age and gender were not significantly associated with the indicators studied. Among teachers, lectures were reported by all (100 per cent), compared with 20 per cent for case studies/simulations. Observation confirmed that demonstrations were carried out in 70 per cent of sessions, but that teaching sheets were used in only 30 per cent of sessions and formative assessment was observed in 30 per cent.

Conclusion: The results point to the need for integrated, student-centred teaching, supervised practice, methodological diversification, structured teaching materials and skills assessment.

Keywords: teaching methodology; General Nursing Techniques; nursing education; active learning; professional competences; ISTM Lubumbashi.

Received Date: August 17, 2026

Accepted Date: September 09, 2026

Published Date: October 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/960