الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 229 |  |  |
| | | from | 229 | | |
Abstract
The clinical settings are the place where the real practice of nursing is learned. The appropriateness of a clinical setting is judged by the opportunities to acquire cognitive psychomotor expertise, integrate classroom learning and apply theory to practice. The learning environment influences an individual’s self efficacy, for students to feel competent and confident in their abilities.
The role of the nurse teachers has been an evolving one. There is the widely expectation that the nurse teachers will play sub roles: theoretical and clinical teacher, curriculum developer, measurement expert, student advisor, clinical practitioner, professional mentor and leader, critical and informed research user, creative and meticulous research procedure and publisher, self-aware and self-developing teacher and nurse. The role of nurse teachers is undoubtedly complex as it attempts to bridge theory-practice gab and in preparing the next generation of nurse students.
The aim of the present study was to investigating nurse teachers’ role in clinical setting as perceived by themselves and their students; through determining nurse teachers’ perception about their role in clinical setting and identifying nurse students’ perception about nurse teachers’ role in clinical setting.
This descriptive, comparative study was conducted at the nursing schools affiliated to the Directorate of Health Affairs in Cairo governorate, which include ten schools, (50) nurse teachers and (250) nurse students enrolled in these schools were included in the study.
Data were collected by using a self-administrative questionnaire sheet. The questionnaire sheet was composed of two tools.
First tool, it is divided into:
1) Self-administered questionnaire sheet: This tool consisted of two parts:
(a): Socio-demographic data sheet: such as (age, marital status, nursing qualification, years of experience, and attendance of training courses).
(b): Nurse teacher questionnaire sheet:
It aimed of determining nurse teachers’ perception regarding their role in the clinical settings; it comprised (53items grouped into 4 dimensions) as following:
(Professional nurse teachers’ role, Competence, Personality, Facilitator)
Second tool: it is divided into:
2) Nurse students’ questionnaire sheet: This tool consisted of two parts:
(a): Socio-demographic data sheet: such as (age, total grade in prep certification).
(b): Nurse student questionnaire sheet:
This determined the nurse students’ perception regarding nursing teachers’ role in clinical setting. It comprised (53 items) grouped into 4 dimensions as mentioned before.
The result revealed that:
• The majority of nurse teachers and nurse students had an overall perception upon nurse teacher’s role in clinical setting.
• The majority of nurse teachers had an overall perception upon nurse teacher’s role in clinical setting as facilitator and professional role as coach, evaluator and researcher.
• The great majority of nurse students had an overall perception upon nurse teacher’s role as personality trait and professional role.
• No statistical significant differences between the total mean score of the nursing teachers’ perception about nurse role as personality trait.
• No statistical significant differences were detected between the total mean score of the nursing students’ perception in most of the role except role as competence, personality and facilitator that showed a difference among the nurse students.
• The total mean score of nurse students’ perception is higher than the mean score of nurse teachers’ perception.
The study recommended that:
• Cooperation and collaboration between nurse teachers and nursing staff must be promoted to help in preparing nursing students for the real world of nursing.
• Establish an orientation program for preparation of newly appointed clinical teachers.
• Assessing relationship between nurse teachers and nurse students in clinical setting.
• Assessing qualities of nurse teachers in clinical setting.