<![CDATA[This study aims to analyze the satisfaction of health education institutions with the quality of practical services at XYZ Regional Hospital. This study uses a quantitative method with a descriptive analytical and explanatory approach. The study population included 35 partner health education institutions of XYZ Regional Hospital, with respondents consisting of field supervisors, institutional coordinators, or authorized staff. Data analysis used the Service Quality (SQ), Customer Satisfaction Index (CSI), and Importance Performance Analysis (IPA) methods. The results showed that there was a gap between expectations and service performance (Q value = 0.8643), which means that the service has not fully met the institution's expectations. The Tangibles and Empathy dimensions showed the largest gap, especially related to physical facilities, supporting technology, and attention and support from Clinical Instructors (CI). However, the level of satisfaction was in the very satisfied category with a CSI value of 96.2%. Through IPA, several indicators were in Quadrant I (priority for improvement), especially in learning facilities and the role of CI. Therefore, service improvements need to be focused on providing adequate facilities, increasing CI awareness, and responsiveness in guiding students, so that the quality of practical services is increasingly optimal and in accordance with the expectations of educational institutions. Penelitian ini bertujuan untuk menganalisis kepuasan institusi pendidikan kesehatan terhadap kualitas pelayanan praktik di RSUD XYZ. Penelitian ini menggunakan metode kuantitatif dengan pendekatan deskriptif analitik dan explanatory. Populasi penelitian mencakup 35 institusi pendidikan kesehatan mitra RSUD XYZ, dengan responden terdiri dari dosen pembimbing lapangan, koordinator institusi, atau staf yang berwenang. Analisis data menggunakan metode Service Quality (SQ), Customer Satisfaction Index (CSI), dan Importance Performance Analysis (IPA). Hasil penelitian menunjukkan bahwa terdapat kesenjangan antara harapan dan kinerja layanan (nilai Q = 0,8643), yang berarti pelayanan belum sepenuhnya memenuhi harapan institusi. Dimensi Tangibles dan Empathy menunjukkan gap terbesar, terutama terkait fasilitas fisik, teknologi pendukung, serta perhatian dan dukungan Clinical Instructor (CI). Meski demikian, tingkat kepuasan berada pada kategori sangat puas dengan nilai CSI sebesar 96,2%. Melalui IPA, beberapa indikator berada dalam Kuadran I (prioritas perbaikan), khususnya pada fasilitas pembelajaran dan peran CI. Oleh karena itu, peningkatan pelayanan perlu difokuskan pada penyediaan fasilitas yang memadai, peningkatan kepedulian CI, dan responsivitas dalam membimbing mahasiswa, agar kualitas pelayanan praktik semakin optimal dan sesuai harapan institusi pendidikan.]]>
