الفهرس Only 14 pages are availabe for public view
 |  | from | 111 |  |  |
| | | from | 111 | | |
Abstract
Clinical teaching practice can influence the quality of learning experiences for students of learning. There is evidence from nursing and other health disciplines that discrepant perceptions of roles and behaviors in clinical education may have adverse effect on student learning. As well as, development of student confidence and reinforcement promote student learning and personal growth. The purpose of this study was to investigate clinical instructor’s behaviors as perceived by student nurses that help or hinder their self- confidence as a nurse. To achieve this purpose a descriptive research design was utilized. The study was carried out at Faculty of Nursing, Menoufiya University. The data collection was completed at the end of academic year, at the same time of course evaluation. The subjects were all student nurses (370 students) who are enrolled in the second, third, and fourth academic year To collect data self-confidence scale (Flagler et al., 1988) was used and consisted of two parts, the first part contained 16 clinical instructor behaviors for rating behaviors that help or hinder student’s self-confidence. The second part of the questionnaire consisted of two open-ended questions in which the subject was to identify additional clinical instructor behaviors. The study finding revealed that the most helpful clinical teaching behavior for the development for student nurse self-confidence was (encourage student to ask questions 58.9% followed by “accepting student’s questions 89% among the total sample. While; the second part of the scale indicates that the major categories of instructor teaching behavior that enhanced student self-confidence as a nurse were giving positive reinforcement 46% for the different academic years students; followed by encouraging and accepting students’ questions for second and fourth year students; while establishing good relationship was among third year student. On the opposite side, aggression and agitation 57.8% were the most hindering behavior for self-confidence as reported by the total sample; followed by establishing bad relationship among third and fourth academic year students; while intimidation was the hindering instructors’ behavior among second academic year students. Moreover; all dimensions of clinical instructor behavior (encourager, resource, and evaluator) help student nurses’ self- confidence except factor of promoter of patient care and factor of benevolent present. It can be concluded that all dimensions of clinical instruction contribute to the development of the students’ self-confidence as a nurse. Educators need to investigate ways of increasing students’ self-confidence, Teacher should consider the difference between students and deal with them as adults. Relationship between student and teacher should directed for developing students’ self-confidence. Also it could be used as useful information for teachers in other disciplines who are involved in clinical teaching. It could be recommended that teachers should become more directive in helping students performing effectively rather than using the time for questioning, do their best to make the evaluation process more realistic and less demeaning, -Teachers should listen to students and try to see the world through their eyes, -Teachers should respect students and care about their concern, Faculty can utilize data from their clinical groups collected through out the year to document that they have made progress, e.g., in providing more feedback or assisting students to meet their own goals in clinical practice.