الفهرس 
Teaching/Learning in NursingOnly 14 pages are availabe for public view
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Abstract
Clinical practice requires critical thinking and problem solving abilities. Clinical environment is complex and rapidly changeable, with a variety of new settings and roles in which nurses must be prepared to practice. Teaching in clinical settings presents nurse educators with challenges that are different from those encountered in the classroom. Clinical learning activities provide real-life experiences for transfer of knowledge to practical situations. This this form the highly need for develops standard for clinical teaching skills.
This methodological study was conducted in the clinical departments where nursing students are trained at the Faculty of Nursing, Ain-Shams University. The subjects consisted of a (72) member faculty assistants group participating in clinical teaching and (30) jury group of faculty members from ten faculties of nursing validate the proposed standards. Three tools were used in data collection, namely an opinionnaire for jury validation, an questionnaire for faculty assistants, and an observation checklist for performance of standards.
This study is aimed at developing and validating standards for clinical teaching skills through: Determining clinical teaching skills from nursing Faculty assistants’ point of view, designing clinical teaching skills standard based on literature and examining the proposed standards validity based on experts opinions.
The main study results were as follows.
The majority of the faculty assistant staff never or rarely developed their teaching skills. Only 13.9% were refining own teaching/training methods.
Around two-thirds of faculty assistant staff rated themselves high in tested abilities, except for the abilities of conducting a problem solving session (37.5%) and administering a seminar (52.8%).
The results indicate highly agreement of faculty assistant staff upon all proposed standards. The median scores for all standards were 100.00, except for personal attributes and appearance (87.50).
Overall, 87.5% of the faculty staff members agreed upon the total standards.
The highest adequate performance was in the standards of critical thinking skills (88.9%), whereas the lowest percentage was in facilitation skills (75.0%).
In total, 80.6% of the assistant faculty staff had adequate performance of the proposed standards.
There was a unanimous jury group members’ agreement upon almost all face validity items of the proposed standard.
All jury group members’ agreed upon all items of the standards, with only a few exceptions in the items of the last five standards.
The total percent score of jury group members’ agreement ranged between 90.0 and 100.0.
There were statistically significant relations between faculty assistant staff agreement upon the importance of proposed standards and their years of experience, attendance of training, introducing techniques to make learning easier to trainees, high self-rated skills in oral presentation, one-to-one clinical teaching, and conducting group clinical teaching session.
Statistically significant relations were shown between faculty assistant staff performance of the proposed standards and their age, qualification, job position, attendance of training courses in presentation skills, introducing techniques to make learning easier to trainees, and being asked about teaching/ training style from trainees.
There was no statistically significant relation between faculty assistant staff performance of the proposed standards and their opinions about their importance.
The study recommends application of the developed standards at the Faculty of Nursing, Ain-shams University and in similar settings, with monitoring of its application. Newly appointed clinical instructors should have training in its application. Continuing staff development activities should be provided, particularly in areas of problem-solving, critical thinking, and adult learning. Further research is proposed to examine the effect of the application of the developed standards on the teaching outcomes and on students’ satisfaction.