الفهرس 
IntroductionOnly 14 pages are availabe for public view
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Abstract
Bedside teaching is a method of clinical teaching that involves an experienced
teacher instructing students in the presence of a patient, whose condition triggers the
learning. It is considered one of the teaching methods that incorporated the actual patient
into the learning experience. It is a valuable instructional method that facilitates the
development of history taking, physical examination, observation, and communication
skills. In addition, it provides an excellent opportunity for modeling of professional
behaviors, and the direct observation of learner. Moreover, bedside teaching puts the
patient at the center of clinical teaching .The time spent with the patient at the bedside is
rich in visual, auditory, and tactile experience. The process of bedside teaching consists of
three main phases planning, implementation, and termination phase; each phase is divided
into a group of stages that explain what should be done in each phase.
The emergency department is an ideal environment for the practice of bedside
teaching. It is a rich environment for teaching, full of interesting cases, sick patients, and
logistical problems which challenge learners. Despite the importance of emergency
department in teaching nursing students valuable clinical skills, it is considered the most
anxiety provoking environment for them. It was found that high levels of stress and anxiety
affect nursing students’ self-confidence and self-efficacy in their clinical performance.
Many strategies were used in the clinical areas by clinical teachers to reduce nursing
students’ anxiety and to enhance their self-confidence and self-efficacy. In the present
study bedside teaching was used as an interventional strategy to decrease nursing students’
anxiety and to increase their self-confidence and self-efficacy.
The aim of this study is to determine the effect of bedside teaching on nursing
students’ anxiety, self confidence and self-efficacy.