الفهرس 
IntroductionOnly 14 pages are availabe for public view
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Abstract
Clinical teaching is the core of nursing education and essential component for development of professional nurses. Clinical instructors are the clinical faculty members that facilitate the learning and competence of small groups of nursing students in professional practice environments. The quality of clinical instructor’s plays a significant role in the learning process of the students, especially in clinical practice. The aim of the present study was to conduct an intervention program for clinical instructors about clinical teaching. A quasi-experimental intervention design was used to conduct the present study, at the Faculty of Nursing-Fayoum University. The sample included 40 clinical instructors. Three tools were used for data collection: Clinical teaching knowledge questionnaire sheet, Clinical teaching performance checklist, and effectiveness of clinical teaching behavior tool. The present study reveals that clinical instructors had poor clinical teaching knowledge and unsatisfactory level of clinical teaching performance and behavior in preprogram. Post program there were increases to good clinical teaching knowledge and to the satisfactory level of clinical teaching performance and behavior. Additionally, there was a positive correlation between clinical teaching knowledge, clinical teaching performance, and clinical teaching behavior of clinical instructors throughout the program phases. It was recommended that, set up an orientation and continuing education sessions for clinical instructors regarding requirements for effective preparation of clinical instructor’s roles to develop their clinical teaching knowledge. Regular meetings between mentor and clinical instructors to give them feedback to improve their knowledge, performance, and behavior, focusing on their tasks and specific needs to put them on the right track.