الفهرس 
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Abstract
Nursing students must acquire knowledge of maternal and child nursing from antepartum, intrapartum to postpartum periods to provide theoretical and practical learning (Junthong et al., 2017).
Furthermore, factors known to reduce the quality of the clinical placement experience lead to barriers of the practical training and include problematic working relationship, psychological stressors such as high workload, occupational stress, lack of supervisors support and low level of recognition and reward are all too commonly reported in health service delivery environments. These induce anxiety, inhibit learning, and impair the performance, and compromise health and well-being (Australian Government Initiative, 2018).
Barriers of clinical training may be due to gap between theory and practice, lack of resources, bad time management, inappropriate learning environment either in lab or hospital, inexperienced teacher, large numbers of students, bad communication between students and the staff and the health team, objective and unsuitable curriculum. Clinical training barriers lead students to not be satisfied with the practical training, especially about the role of the teachers and the clinical curriculum.
The aim of the study
The present study aimed to investigate the relationship between student achievement and their satisfaction level post attending training in the delivery room. Descriptive study was conducted in the faculty of nursing Ain Shams Uuniversity to achieve the study objective.
A purposive sample technique used and this technique followed for daily data collection until its completion 128 students included in the study, starting from 10/2019 to 12/2019.it has been done through a structured observational check list to investigate students nurse clinical achievement post training in labor room, student satisfaction questionnaire sheet to investigate student satisfaction in labor room and assessment of the barriers facing students during training in labor room.
The present study revealed that:
• Mean age of studied sample were 21.87±2.94 years old. 67.2% of them from urban, 57.8% had secondary schools. Also, 60.2% of the studied nursing students attended a training course.
• About 100% and 71.9% of students had the inter personal communicates skills and ethics specific to the care of the parturient women and apply the principle of infection control measures in labor room.
• 94.5% of students had monitor maternal vital signs and fetal heart rate every 2hrs and 93.7% institute non-pharmacological pain relieving measures during first stage of labor.
• 93.8% had prepare necessary supplies and equipment including resuscitation machine, Instruct the parturient women to bear down during contraction during second stage of labor.
• 96.1% of students perform uterine massage immediately after delivery of placenta until it is firm and 97.7% of students assist the women to breast feed if is her choice and perform uterine massage immediately during third stage of labor.
• 97.7% of students monitor lochia flow, amount, color, odor and content and98.4% observe signs of infection during fourth stage of labor.
• The study illustrated that 74.2% of students achievement related to student clinical achievement during the clinical training in labor room, while 25.8% had student need reevaluation during the clinical training in delivery room.
• 93.8% of students was satisfied with evaluation by clinical instructor and 78.1% was satisfied with individualization ( the degree of students chances to make decision and experience. while 33.6% of student not satisfied with task orientation ( the degree of activates clarity and organization) during clinical training in delivery room.
• The study illustrated that 75% among the student sample were satisfied post attending at delivery room, while 25% were unsatisfied with clinical training in delivery room.
• 78.1% and 68.8% of students reported that barrier related to - culture barriers and physical set-up and 71.9% of student reported barrier related to lack of resources. While. 87.5% and 70.3% of students reported had no barriers related to lack of proper clinical instructor monitoring and evaluation and institutional (Hospital) support.
• The study illustrated that40.6% of students had no barriers during the clinical training at delivery room. While 59.4% of them reported that had barriers during the clinical training at delivery room.
• There was a highly statistically significant relation between total clinical training achievement of the studied students and their age, educational level, and attend clinical training courses at delivery room.
• There was a highly statistically significant relation between total clinical training achievement of the studied students and their total satisfaction level post attending clinical training at delivery room.
• There was a positive, highly significant correlation between clinical training achievement and satisfaction level post attending clinical training at delivery room.
• There was a positive, highly significant correlation between satisfaction level and barriers post attending clinical training at delivery room.
• There was a positive, highly significant correlation between clinical training achievement and barriers post attending clinical training at delivery room.
Based on the findings of the current study, it concluded that:
There was a highly statistically significant relation between total clinical training achievement of the studied students and their total satisfaction level post attending clinical training at delivery room. many barriers face student during clinical training at delivery room related to culture barriers, physical set-up, time constraints, lack of resources and lack of student’s skills of expertise. Students reported had no barriers related to lack of proper clinical instructor monitoring and evaluation and institutional (Hospital ) support.
Based on the findings of the present study the researvher recommended;
• Student’s assessment and evaluation for their achievement essential aspects of the clinical learning environment should be performed in a supportive manner and be used for formative guidance, not just summative evaluation.
• Counseling sessions are needed to help students to verbalize their feeling about their clinical experience and achievements.
• Role of academic guidance must be enhanced to follow students during guidance sessions and detected any problem facing students.
For further research in this field
• Investigation of the factors affecting clinical training environment and competency self-efficacy among nursing students in their clinical placement.
• Further students regarding perception of the clinical learning environment from clinicians, clinical instructor, as well as patients, will provide a broader spectrum to complete the picture.
• Investigation of satisfaction of clinical instructors regarding the efficiency of students in the hospital environment clinical training may be required.