Abstract: Clinical teaching behavior is a critical determinant for quality clinical learning experiences of student nurses. Therefore, hospital nurses play an important role in effective clinical teaching. The aims of the present study were to investigate effectiveness of hospital nurses' clinical teaching, and to analyze and explain the reasons for their teaching performance. To achieve these aims a descriptive research design was utilized. This study was carried out in Assiut University Hospitals in the following departments; Medical, Surgical, I.C.U, Psychiatric, Pediatric, and Gynecological & Obstetric departments; the study sample included all head and staff nurses 288 currently assigned to work in the selected units. Tool of the study: A questionnaire sheet is consisted of three parts: the first part: related to socio-demographic characteristics of the study sample. It included 5 questions related to age, gender, place of work, qualifications, and years of experience; the second part: included 15 statements developed by Gulen Addis & Ayisa Karadag (2003) to investigate effectiveness of hospital nurses' clinical teaching, which includes patient care, management, research, and teaching role. The third part: included two open ended questions ask about nurses' reasons for their performance in clinical teaching; and their recommendations for improved clinical teaching performance. The study results: the majority of study sample were staff nurses, females aged less than 30 years, having diploma degree, and have more than 5 years of experience, from surgical department. Reliability of the tool revealed that the tool is highly reliable (α = 0.92).The result denoted that there was statistically significant differences as regard to the four roles of nurses in clinical teaching (care, management, research, and teaching roles) P≤0.05. On the light of the present findings the researcher recommended that: Cooperation between faculty of nursing and university hospitals must be initiated (Preceptor), improved conditions to motivate better clinical teaching, and summer training for nursing students. The registered nurse that providing patient care is the most commonly encountered role model for the nursing student, it is vital that hospitals established effective methods that will fully prepared them to take on the responsibility of education in the future. Hospital nurses must have poses characteristics of good clinical teachers such as supportive, encouraging, resourceful, confident, helpful, friendly, available, and having the student's interests at heart.

Abstract Over the past several decades, the traditional superior- subordinate model for management has given way to more democratic approaches. A core concept for most of these new approaches to management is empowerment. `Empowerment is management practice of sharing information, rewards, and power with employees so that they can take initiative and make decisions to solve problems and improve service and performance. Aim: Is to study factors that promote empowerment among nurses at Main Assuit University Hospital. Subject and method: The research design a comparative descriptive design, study subject consisted of (237) staff nurses working at Main Assuit University Hospital. The data collected through self – administered questionnaire includes demographic data sheet and work empowerment promoting factors scale which developed by Shelton (2002).Results: There is significant difference among different departments regarding empowerment competence, empowerment self-determination and interactional justice. There were no statistically significant differences between all factors of empowerment with sex and levels of education among the studied nurses. The study concluded that empowerment meaning, competence, self determination and its' impact will promote nurses empowerment rather than procedural justice and international justice which present as regard to department, age, sex, level of education, years of experience. So, nurse managers must provide staff nurses by sources of job-related empowerment, namely access to opportunities, information, support and resources and nurses should be allowed to participate in decision making to empower them, as well as increasing their feeling of autonomy

Abstract Over the past several decades, the traditional superior- subordinate model for management has given way to more democratic approaches. A core concept for most of these new approaches to management is empowerment. `Empowerment is management practice of sharing information, rewards, and power with employees so that they can take initiative and make decisions to solve problems and improve service and performance. Aim: Is to study factors that promote empowerment among nurses at Main Assuit University Hospital. Subject and method: The research design a comparative descriptive design, study subject consisted of (237) staff nurses working at Main Assuit University Hospital. The data collected through self – administered questionnaire includes demographic data sheet and work empowerment promoting factors scale which developed by Shelton (2002).Results: There is significant difference among different departments regarding empowerment competence, empowerment self-determination and interactional justice. There were no statistically significant differences between all factors of empowerment with sex and levels of education among the studied nurses. The study concluded that empowerment meaning, competence, self determination and its' impact will promote nurses empowerment rather than procedural justice and international justice which present as regard to department, age, sex, level of education, years of experience. So, nurse managers must provide staff nurses by sources of job-related empowerment, namely access to opportunities, information, support and resources and nurses should be allowed to participate in decision making to empower them, as well as increasing their feeling of autonomy

Abstract Over the past several decades, the traditional superior- subordinate model for management has given way to more democratic approaches. A core concept for most of these new approaches to management is empowerment. `Empowerment is management practice of sharing information, rewards, and power with employees so that they can take initiative and make decisions to solve problems and improve service and performance. Aim: Is to study factors that promote empowerment among nurses at Main Assuit University Hospital. Subject and method: The research design a comparative descriptive design, study subject consisted of (237) staff nurses working at Main Assuit University Hospital. The data collected through self – administered questionnaire includes demographic data sheet and work empowerment promoting factors scale which developed by Shelton (2002).Results: There is significant difference among different departments regarding empowerment competence, empowerment self-determination and interactional justice. There were no statistically significant differences between all factors of empowerment with sex and levels of education among the studied nurses. The study concluded that empowerment meaning, competence, self determination and its' impact will promote nurses empowerment rather than procedural justice and international justice which present as regard to department, age, sex, level of education, years of experience. So, nurse managers must provide staff nurses by sources of job-related empowerment, namely access to opportunities, information, support and resources and nurses should be allowed to participate in decision making to empower them, as well as increasing their feeling of autonomy

ABSTRACT Personal hygiene is one of the most effective ways to protect ourselves and others from illness, Safety measures also include application of standard precautions, education and training for protection of health care workers. The aim of this study was to assess personal hygiene practices and safety measures of health care workers (HCWs) in all governmental, teaching, and non-teaching, Hospitals in Beni-Sweif Governorate. The study was conducted in Beni-Sweif University Hospital, Insurance Hospital, and Ministry of Health and Population Hospital in Beni Sweif Governorate using a descriptive design. It included all nurses (n = 421), physicians (n = 132), and housekeeping personnel (n = 73). Data collection tools were a structured interview questionnaire form and an observation checklist. The results revealed that, most nurses were females (91.0%), compared to 22.7% of the doctors. More than half of the doctors (53.0%) received the three full doses of HBV, compared to 41.8% of the nurses (p=0.024). Overall, 63.2% of the nurses had adequate practice in personal safety compared to 81.1% of the doctors (p0.001). The University Hospital nurses had the highest performance in personal safety (79.5%), while the Insurance Hospital had the lowest (42.5%), (p=0.001). The workers' had highest performance with gloving and personal hygiene, and lowest in personal protection measures. The study recommended implementation of a healthcare workers' vaccination program which must be mandatory with provision of all needed equipment and supplies for infection control. Continuing and in-service training programs are needed to improve skills of personal hygiene and safety measures especially for nurses. Workers need training in the use of personal protective equipment, which should be made available to them.

ABSTRACT Personal hygiene is one of the most effective ways to protect ourselves and others from illness, Safety measures also include application of standard precautions, education and training for protection of health care workers. The aim of this study was to assess personal hygiene practices and safety measures of health care workers (HCWs) in all governmental, teaching, and non-teaching, Hospitals in Beni-Sweif Governorate. The study was conducted in Beni-Sweif University Hospital, Insurance Hospital, and Ministry of Health and Population Hospital in Beni Sweif Governorate using a descriptive design. It included all nurses (n = 421), physicians (n = 132), and housekeeping personnel (n = 73). Data collection tools were a structured interview questionnaire form and an observation checklist. The results revealed that, most nurses were females (91.0%), compared to 22.7% of the doctors. More than half of the doctors (53.0%) received the three full doses of HBV, compared to 41.8% of the nurses (p=0.024). Overall, 63.2% of the nurses had adequate practice in personal safety compared to 81.1% of the doctors (p0.001). The University Hospital nurses had the highest performance in personal safety (79.5%), while the Insurance Hospital had the lowest (42.5%), (p=0.001). The workers' had highest performance with gloving and personal hygiene, and lowest in personal protection measures. The study recommended implementation of a healthcare workers' vaccination program which must be mandatory with provision of all needed equipment and supplies for infection control. Continuing and in-service training programs are needed to improve skills of personal hygiene and safety measures especially for nurses. Workers need training in the use of personal protective equipment, which should be made available to them.

ABSTRACT Personal hygiene is one of the most effective ways to protect ourselves and others from illness, Safety measures also include application of standard precautions, education and training for protection of health care workers. The aim of this study was to assess personal hygiene practices and safety measures of health care workers (HCWs) in all governmental, teaching, and non-teaching, Hospitals in Beni-Sweif Governorate. The study was conducted in Beni-Sweif University Hospital, Insurance Hospital, and Ministry of Health and Population Hospital in Beni Sweif Governorate using a descriptive design. It included all nurses (n = 421), physicians (n = 132), and housekeeping personnel (n = 73). Data collection tools were a structured interview questionnaire form and an observation checklist. The results revealed that, most nurses were females (91.0%), compared to 22.7% of the doctors. More than half of the doctors (53.0%) received the three full doses of HBV, compared to 41.8% of the nurses (p=0.024). Overall, 63.2% of the nurses had adequate practice in personal safety compared to 81.1% of the doctors (p0.001). The University Hospital nurses had the highest performance in personal safety (79.5%), while the Insurance Hospital had the lowest (42.5%), (p=0.001). The workers' had highest performance with gloving and personal hygiene, and lowest in personal protection measures. The study recommended implementation of a healthcare workers' vaccination program which must be mandatory with provision of all needed equipment and supplies for infection control. Continuing and in-service training programs are needed to improve skills of personal hygiene and safety measures especially for nurses. Workers need training in the use of personal protective equipment, which should be made available to them.

Abstract: Teacher behavior can contribute to or discourage student learning and therefore is an important variable in establishing a learning milieu in the clinical setting. The aim of this study was to investigate clinical instructor's teaching behaviors as perceived by student nurses that help or hinder their self-confidence as a nurse. To achieve this aim a descriptive research design was utilized on 394 nursing students at Faculty of Nursing, Assiut University. The subjects rated 16 clinical teaching behaviors (Flageler et al., 1988) as to the degree each helped or hindered their self-confidence as nurses. Two types of open ended questions were also used to identify additional clinical instructor behaviors. The study results demonstrated that the major clinical teaching behavior that helped student self-confidence was encouraging student to ask questions; also the most helpful behavior was giving positive reinforcement. While, Gives mostly negative feedback and Intimidation were the most clinical instructor behaviors hinder student self-confidence. The study identified dimensions of clinical instruction and indicated how each dimension contributes to the development of the student's nurse self-confidence. On the light of the present findings the authors recommended that teachers should become more directive in helping students performing effectively rather than using the time for questioning.

Abstract: Teacher behavior can contribute to or discourage student learning and therefore is an important variable in establishing a learning milieu in the clinical setting. The aim of this study was to investigate clinical instructor's teaching behaviors as perceived by student nurses that help or hinder their self-confidence as a nurse. To achieve this aim a descriptive research design was utilized on 394 nursing students at Faculty of Nursing, Assiut University. The subjects rated 16 clinical teaching behaviors (Flageler et al., 1988) as to the degree each helped or hindered their self-confidence as nurses. Two types of open ended questions were also used to identify additional clinical instructor behaviors. The study results demonstrated that the major clinical teaching behavior that helped student self-confidence was encouraging student to ask questions; also the most helpful behavior was giving positive reinforcement. While, Gives mostly negative feedback and Intimidation were the most clinical instructor behaviors hinder student self-confidence. The study identified dimensions of clinical instruction and indicated how each dimension contributes to the development of the student's nurse self-confidence. On the light of the present findings the authors recommended that teachers should become more directive in helping students performing effectively rather than using the time for questioning.

Abstract: Teacher behavior can contribute to or discourage student learning and therefore is an important variable in establishing a learning milieu in the clinical setting. The aim of this study was to investigate clinical instructor's teaching behaviors as perceived by student nurses that help or hinder their self-confidence as a nurse. To achieve this aim a descriptive research design was utilized on 394 nursing students at Faculty of Nursing, Assiut University. The subjects rated 16 clinical teaching behaviors (Flageler et al., 1988) as to the degree each helped or hindered their self-confidence as nurses. Two types of open ended questions were also used to identify additional clinical instructor behaviors. The study results demonstrated that the major clinical teaching behavior that helped student self-confidence was encouraging student to ask questions; also the most helpful behavior was giving positive reinforcement. While, Gives mostly negative feedback and Intimidation were the most clinical instructor behaviors hinder student self-confidence. The study identified dimensions of clinical instruction and indicated how each dimension contributes to the development of the student's nurse self-confidence. On the light of the present findings the authors recommended that teachers should become more directive in helping students performing effectively rather than using the time for questioning.