الفهرس 
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Abstract
Scientific advancement and health care challenges put more effort on nursing graduates to become competent nurses. Teaching competencies are considered the most important competencies that must be achieved for multiple reasons, some of them being an effective health educator, an effective communicator with the health team, patients, family, and community at all, better learner, and an effective teacher in the future. Micro-teaching as a teaching training strategy act as the most useful method for delivering teaching theory and practice. Saputra (2020) concluded that micro-teaching is a scaled-down teaching situation in which the complexity of the actual classroom is reduced in terms of class size (3 to 10 students), the duration of the lesson ranges from four to twenty minutes, and the range of activities is teaching a single topic and practicing one or two teaching skills at a time, which reflects micro-activity at all steps of such a strategy.
Micro-teaching helps trainee teachers master their teaching skills, which act as an umbrella for presenting the lesson by effectively planning, introducing, and explaining it, managing the classroom effectively, and using verbal and nonverbal communication. All previous skills to be implemented effectively require the trainee teacher to use self-regulation skills from two perspectives: as a learner to acquire these skills and as a teacher to implement it in real-time teaching. Self-regulation is a cyclical process consisting of three main steps: starting with plans for a task, performing it, and then reflecting on the outcome.
Research aim
This study aims to determine the effect of micro-teaching strategy on nursing students’ self-regulation and teaching skills.
Research hypotheses
1
- Nursing students who are instructed by micro-teaching strategy exhibit higher self-regulation skills scores than before it.
2
- Nursing students who are instructed by micro-teaching strategy exhibit higher teaching skills scores than before it.
Materials
Setting
The study was conducted at the Medical Surgical Nursing Department, Faculty of Nursing, Alexandria University. The application was done in faculty classes, medical- surgical nursing labs, and information technology (IT) labs.
Subjects
It included 132 nursing students, who represented all nursing students enrolled in the ”Medical Surgical Nursing III Course” during the first semester of the academic year 2022-2023.
Tools
Two tools were used for data collection in this study.
Tool I: Self-Regulation Assessment Questionnaire (SRAQ)
This tool was developed by Fontana et al. (2015). It was adapted by the researcher to be applicable for measuring nursing students’ self-regulation. It consisted of 39 items on a 5-points Likert scale ranging from strongly disagree (1) to strongly agree (5).
Tool II: Students’ Teaching Skills Assessment Checklist:
This tool was developed by the researcher after reviewing the related literature (Chaudhary et al., 2015; Dayanindhi & Hegde, 2018; Zaidi & Arshad, 2015) to assess the performance of nursing students through the micro-teaching process by the students’ themselves, their peers, and instructors. It consisted of 91 items with a 3- points observational checklist that ranged from not done /incorrect (0) to done but incomplete (1) to complete and correct performance (2).
Method
1.
Approvals from the Ethical Research Committee and postgraduate studies committee were obtained.
2.
Official permissions from the Dean, Vice Dean of Students’ Affairs, and Head of the Medical Surgical Nursing Department of the Faculty of Nursing were obtained.
3.
Tool I was adapted, and Tool II was developed by the researcher after review of the related literature.
4.
The tools were tested for content validity by 7 experts in nursing education and medical-surgical nursing, and necessary modifications were made.
5.
A pilot study was carried out on (13 students) 10% of the sample size. The results of this study revealed that the tools were clear, and applicable, and no modifications were made
6.
Tools reliability were tested using Cronbach’s alpha for tool I, tool II, instructor, peer, and self, with r =0.963, 0.983,0.969, and 0.978 respectively.
7.
Data collection was carried out during the first semester of the academic year 2022-2023.
8.
The tools were used twice as a pretest and posttest.
9.
The researcher designed a micro-teaching program that consisted of a set of lesson plans.
10.
Each student practices micro-teaching skills through a micro-teaching cycle.
11.
The program was carried out through three phases: preparation, implementation, and evaluation.
(A): Preparation Phase: During this phase, the researcher, micro-teaching session content, students, and environment were prepared.
(B): Implementation Phase: The researcher implemented a micro-teaching sessions training program through a pretest and 7 explanatory training micro-teaching sessions.
(C) Evaluation phase: In this phase, the researcher assessed students’ self-regulation and teaching skills level using tools I and II at the end of the sessions.
The following are the main results yielded by the present study:
Related to self-regulation:
It was concluded that slightly less than three quarters of the students had a low self-regulation level before the application of the micro-teaching program (73.5%), which was shifted to slightly less than two thirds of them having a moderate self-regulation level after the application (65.9%). Furthermore, significant improvement has been observed regarding the overall self-regulation level, as the mean and standard deviation increased positively after the application, with a statistically significant difference between before and after the application in favor of study after (p = <0.001*).
Related to teaching skills:
It was concluded that all evaluators gave almost the same observations, where the majority of students had poor teaching skills level before the application (97.7%), that was shifted to around half of them having very good teaching skills level from the evaluation of students themselves, their peers, and instructors after the application (50%, 50%, and 48.5% respectively). Furthermore, a significant improvement has been observed regarding the overall teaching skills level, where the mean and standard deviation increased positively after the application, with a statistically significant difference between before and after the application in favor of study after (p= <0.001*).
Related to relationships between study variables:
There was a relationship between students’ overall levels of self-regulation and teaching skills, where around half of the students who were evaluated by themselves, their peers, and instructors possessed a very good teaching skills performance (50.6%, 51.7%, and 49.4% respectively) were under the category of moderate self-regulation level, with a statistically significant difference between before and after the application (p= 0.019*, 0.038*, and 0.041* respectively). Also, there was a relationship between socio-demographic data and academic profile, self-regulation, and teaching skills level.
Conclusion:
It can be concluded from the present study that:
Micro-teaching strategy is a unique and effective teaching training strategy that played an important role in enhancing the students’ teaching skills from planning the lesson to presenting it by using effective introduction, explanation, questioning, examples illustration, teaching materials, stimulus variation, and reinforcement skills, followed by effective lesson closure. In addition to effectively managing the classroom and handling difficulties.
Also, it helped the students regulate their learning, as it changed the students’ self-regulation level from low to moderate. Encouraged them to set learning goals, plan for it, use different strategies for achieving them through self-efficacy, interaction with their colleges, and teachers, and evaluate to what extent these goals were achieved, which resulted in improving students’ satisfaction.
Moreover, relationships were found between the students’ teaching skills and self-regulation after the application of the micro-teaching strategy. Another relationship was found between their socio-demographic and academic characteristics, self-regulation, and teaching skills.
Recommendations:
The following are the main recommendations of the study:
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Develop micro-teaching strategy workshops for all nurse educators at the faculty of nursing at Alexandria University to raise their awareness about its’ importance and application.
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Develop a micro-teaching training guide that includes the ideal technique of using micro-teaching phases, cycle, and skills and distribute it to all the faculty departments.
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Add micro-teaching strategy as a teaching training method for undergraduate and postgraduate curricula.
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Conduct micro-teaching strategy workshops in the Faculty Leadership Development Center (FLDC) to develop competent future teachers.
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Study the effect of using micro-teaching strategy on postgraduates nursing students’ teaching skills.
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Study the effect of using online micro-teaching strategy on nurses’ teaching skills and patient satisfaction.
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Study the effect of using micro-teaching strategy on the students’ achievement and retention rate.