الفهرس 
Nursing educationOnly 14 pages are availabe for public view
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Abstract
Clinical practice is a vital component of the nursing
curriculum and has been acknowledged as being central to nursing education. Based on this general
premise, there is an agreement that nursing curriculum should be directed towards improvement of
clinical competencies of nursing students.
The quality of the clinical experience is often directly related to the quality of the clinical
instructor. The faculty assistants play a major role in the development of students in the clinical
training, who are prepared to deliver safe, and effective nursing care.
Therefore, the aim of this study aimed at assessing the effect of a training program on clinical
teaching skills for the faculty assistants through: assessing knowledge of the faculty assistants
related to clinical teaching skills, assessing performance of the faculty assistants at clinical
setting, designing an educational training program based on their need assessment, implementing the
designed program and assessing the effect of the program on their clinical teaching skills.
The study was implemented on 50 faculty assistants staff at different specialties: Medical/Surgical
Nursing, Maternal and Child Health Nursing, Psychiatric & Mental Health Nursing and Nursing
Administration, at different clinical units, at Ain Shams University hospitals, where nurse
students are trained.
Data for this study were collected by using three tools
namely; need assessment tool used to assess faculty assistants’ needs, self administered
questionnaire sheet used to assess knowledge of faculty assistants related to clinical
teaching skills, which composed of two parts: The first part contains socio demographic data of
study subjects as age, current position, years of experience, and specialty, while the second part
contains clinical teaching skills questionnaire sheet. It consists of 50 questions, divided in 2
parts: the first contain s (33) multiple choice questions; and the second contains (17) true or
false questions, the third tool was observational checklist, which used to assess faculty
assistants’ performance of clinical teaching skills in different clinical units, where students are
trained. This tool contained ten dimensions involving 89 items representing clinical teaching
skills.
The tools were validated by jury group consisted of three professors from Medical Surgical Nursing,
Faculty of Nursing, Cairo University, and two lecturers of Nursing Administration, one from Ain
Shams University and one from Benha University. As well, the internal reliability of
the clinical teaching skills observational checklist was done by using Cronbach’s alpha
coefficient, the reliability result was (0.95).
The results of this study have shown the following most important findings:
There are statistically significant differences in knowledge of faculty assistants related to
clinical teaching skills throughout the program. Slightly more than one third (34.0%) of
faculty assistants had poor knowledge while almost one quarter (26%) of them had pass score in
their clinical teaching skills knowledge before program, while after program none of them was
found in this category.
There are significant differences between total mean score of the faculty assistants’ knowledge
related to clinical teaching skills knowledge throughout the program.
There are statistical significant differences between mean score of faculty assistants in
relation to their performance at different program phases. The mean score of the total performance
at pre program was (0.67) which increased at post program to (0.96) and slight declined at follow
up to (0.80).
There are no correlation between knowledge and performance of faculty
assistants in pre program, while there was positive correlation between faculty assistants’
knowledge and their performance in post and follow up program.
Based on the results of this study, it was recommended
that:
1. An orientation program for newly appointed clinical instructors about clinical teaching skills
is highly recommended.
2. Continuous support and guidance from teaching faculty members for faculty assistants in the
clinical setting in order to ensure quality of clinical teaching.
3. Collaboration between the faculty and the hospital to establish the mutual
responsibilities/authorities and create supportive environment that facilitates nursing students
training in the hospital.
4. Continuous assessment of faculty assistants’ learning needs and monitoring their performance.
5. Further researches are recommended to study
a- Factors affecting quality of clinical teaching.
b- Formulating and developing standards for clinical teaching skills.