الفهرس 
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Abstract
Providing nursing education standards lead to produce competent nurses who can manage clients, finances, materials and supplies, time, and stress situation which in turn achieves the objective of quality care services to the clients, and results in client compliance to nursing care. In this instance, many studies revealed that the performance and skills of the graduates of the Technical Nursing Institutes in Egypt are poor and their service becomes less satisfactory.
There are no standards of technical nursing education from any authorities in Egypt so; this study is aimed to develop educational standards for Technical Nursing Education to raise the level of learning outcomes and efficiency of the Technical education system because the Technical Nursing Institutes in Egypt represent the backbone of practice of nursing in Egypt.
This study was conducted in the office of the Technical Education, Ministry of Health and Population, quality assurance unit affiliated to Alexandria and Damanhour universities, Alexandria and Damanhour Faculties of Nursing, Faculty of Education Alexandria university and (7) Technical Institutes of Nursing affiliated to Alexandria, Cairo, Ain-Shams, Assiut, Zagazig, Tanta, and Mansoura Universities.
Two groups were included in this study. group (1) subjects for qualitative data: Those subjects were participating to collect from them qualitative data which were important to determine the domains and themes which were made up the standards for Technical Nursing Education. The sample size determined according to the saturation of data obtained through conducting semi- structured interview with subjects as shown in Table (1) in material and methods.
group (2) subjects for quantitative data: It included all administrators (7) who were managing the seven Technical Institutes of Nursing affiliated to Alexandria, Cairo, Ain-Shams, Assiut, Zagazig, Tanta, and Mansoura Universities were included. Additionally, thus sample included (100) nurse educators available at the time of data collection in the seven Technical Institutes of Nursing. The samples were classified as shown in Table (2) in the material and methods.
Two tools were developed and used by the researcher for data collection after reviewing the related literature in this study as follows:
Tool I: It consists of two parts
Part I: Personal data related to: name, level of education, years of experience in quality, years of experience in the profession, specialty, academic position, name of Institution, and name of Governorate.
Part II: Semi-structured interview opinionnaire was developed by the researcher guided by open ended questions to direct the semi-structured interview in order to collect the qualitative data which are important to determine the major domains and subdomains themes which made up the Technical Nursing Education Standards.
Subjects were asked about the main basic standards in relation to the technical education and school administration and criteria derived from each standard as strategic planning, leadership and governance, quality development and management, administrative staff, students and graduates, nurse educators, community participation, , financial and material resources, educational program, teaching and learning and practical field from the point of view of the faculty members (Appendix I)
Tool II: This tool was developed by the researcher after analyzing data which was obtained through conducting interview with qualitative sample and a thorough review of the related literature. The tool was used to measure the extent to which subjects (administrators and nurse educators) agree on the importance of the main standards and the related criteria. Also, this tool was used to investigate subjects’ opinions regarding the extent of applicability of the developed Standards and their suggestions for easiness of applicability. The tool was consisted of two main parts.
Part (Ι): Personal data includes: age, level of education, years of experience in quality, years of experience in the profession, specialty, Academic position, name of Institution, and name of Governorate.
Part (ΙΙ): Standards of Technical Nursing Education (STNE) that was included standards and indicators related to each one. Each standard will have statements that will act as indicators, as shown in Table (3) in the material and methods. The criteria were measured by three scales:
- The first Likert scale was used to measure the degree of importance ranged from strongly agree (SA) that will equal (4) to strongly disagree (SD) that was equal (1).
- The second Likert scale was used to measure the easiness of its applicability ranging from (3) to (1) which was ranged from applicable, applicable with difficulty, and inapplicable.
- In addition the subjects asked write the causes of difficulty in application for each criterion to identify causes for difficulty in application of each criterion and suggestions proposed by subjects to overcome such difficulties.
The main results revealed from this study were
Based on these results, the recommendations of the present study are: the main theme of developed technical nursing education standards were two: Institutional Capacity and Educational Effectiveness. The developed technical nursing education standards were eleven: Strategic planning; administrative staff; government and leadership; financial and material resources; quality development, participation of the community; nurse educators, the students; the curriculum; teaching and learning; field training. Indicators were (143).
from the present study several recommendations can be suggested
1- Apply the developed technical nursing education standards in all Egyptian Technical of Nursing.
2- Provide financial; materials, human and technical support necessary to help Technical of nursing applies for technical nursing education standards.
3- Conduct workshops about technical quality standards. Improving nurse educators’ knowledge and practice through continuous clinical training and encouraging educators to attend national and international conferences related to quality, new educational technology, teaching strategies and the teaching process.
4- Establish joint committees for technical nursing education standards reviews and update to incorporate nurse educators with dissemination plans for relevant policies and guidelines to apply technical nursing education standards.
5- Government and health training institutions should prioritize developed technical nursing education standards development and review in line with health sector need.
Further researches should be conducted as:
1- Study of using the developed technical nursing education standards to find the strengths and weaknesses point of the Technical Institutes of Nursing.