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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. |