الفهرس 
Clinical teachingOnly 14 pages are availabe for public view
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Abstract
Nursing is a practice-based profession and the importance of clinical teaching in nursing education cannot be over-emphasized.While clinical teaching is the most important component of nursing education, more so than classroom teaching and it is therefore regarded as an integral part of the undergraduate nursing curriculum.
Clinical accompaniment is a process structured by nursing education institutions to facilitate support and direct assistance to student nurses by nurse educators to ensure achievement of the learning outcomes at the clinical facility.Therefore Clinical accompaniment isa vital component of a nursing program to educate and train competent nurse practitioners.
The present study aimed to determine the role of nurse educators and head nurses in clinical accompaniment for technical nursing students. Through the following objectives: Assess level of perceptions of nursing students, nursing educators and head nurses about the clinical accompaniment of technical nursing students in clinical settings, Determine the role of nursing educators during the clinical accompaniment of nursing students in clinical settings, Determine the role of head nurses during the clinical accompaniment of nursing students in clinical settings, And find out the relation between perception and the role of nursing educators and head nurses during clinical accompaniment of technical nursing students in clinical settings. A descriptive correlational research design was used to conduct this study.
The study was carried out on (117) nursing students and (30) nursing educators during the academic year (2016/2017) at three technical Health Institutes; ministry of health Technical Health Institute at Port-Said city, Technical Health Institute at South Sinai governorate and Health insurance nursing institute at Port-Said. Also, the present study was carried out on (30) head nurses at three hospitals; El-mabara hospital at Port-Said, Port-Said general hospital, and Tor Sinai general hospital.
Data were collected using two tools; the first tool is perception questionnaires sheets to assess level of perceptions of nursing students, nursing educators and head nurses about the clinical accompaniment of technical nursing students in clinical settings, composed of six parts: Part (A) include personal and job characteristics of nursing educators include, head nurses, and nursing students, Part (B) related to perception of nursing students, nursing educators, and head nurses about the actual clinical accompaniment of nursing students in clinical settings, Part (C) related to the teaching role of nursing students, nursing educators, and head nurses in clinical settings and role of nursing students in learning process,Part (D) related to perceptions of nursing students, nursing educators and head nurses regarding expectations of nursing students in clinical settings, Part (E) related to the integration of theory and practice during the clinical accompaniment of student nurses, Part (F) Multiple choice questions related to the perceptions of nursing students, nursing educators, and head nurses with regard to aspects of clinical accompaniment in clinical settings.
The second tool is observational checklists to assess the role of nurse educators and head nurses related to clinical accompaniment of technical nursing students, This tool divided into six parts; Part (A) It related to the teaching role during the clinical accompaniment, Part (B) It related to the technical role during the clinical accompaniment, Part (C) It related to the supportive role during the clinical accompaniment Part (D) It related to acting as a role model during the clinical accompaniment, Part (E) It related to maintaining good communication during the clinical accompaniment, and Part (F) Itrelated to maintaining continuous evaluation during the clinical accompaniment.