الفهرس 
INTRODUCTIONOnly 14 pages are availabe for public view
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Abstract
New economic realities and rapid shifts in labor markets
are fundamentally changing education systems around the
world, with urgent need for high quality education. Clinical
education is an important aspect in professional nursing
curriculum. The basic principle in theoretical and practical
nursing education is to prepare students to provide effective
and appropriate care. Clinical nurse teachers are expected to
liaise between nursing education and clinical practice in
supporting and monitoring students‘ progress and facilitating
theoretical and clinical teaching. For this, they need
professional practice standards and these are lacking in
Technical Nursing Institutes affiliated to the universities and
ministry of health.
This study aims to develop and validate standards for the
clinical teachers‘ performance at technical nursing Institutes
and assess its applicability through assessing clinical teachers‘
performance; developing standards for performance of clinical
teachers; determining the validity of the proposed standards;
and assessing their applicability.
Summary
133
The study was conducted at three Technical Nursing
Institutes affiliated to Ain-Shams and Tanta Universities, and
Imbaba Technical Nursing Institute affiliated to the Ministry of
Health using a methodological design. It involved 83 clinical
teachers for preliminary assessment of performance and 84
others for applicability, in addition to a group of 60 nursing
experts for validation of the proposed standards. The data
collection tools included a performance observation checklist, a
validity opinionnaire form, and an applicability observation
checklist.
A pilot study was carried out to test the feasibility and
reliability of the preliminary performance checklist. The
fieldwork included performance assessment, standards
preparation and validation, and assessment of the applicability
of the standards. The researcher developed standards based on
pertinent information from the literature, and in view of the
results of clinical teachers‘ performance assessment, and
conducted training in their application. It consisted of eight
standards with 28 criteria. The fieldwork lasted from October
2016 to May 2019.
Summary
134
The main study findings were as following.
The clinical teachers in the performance sample were
mostly 25 years or older, 95.2% were females, and 56.6%
had a bachelor degree.
Clinical teachers‘ adequacy of performance in the
assessment phase was 72.0%.
Clinical teachers‘ adequacy of performance in the planning
phase ranged between 68.7% for preparing the learning
environment to 91.6% for the general objectives of the
training plan.
The implementation adequate performance ranged between
75.6% for preparing learning environment, and 88.0% for
the performance before starting practical lesson.
The evaluation had the lowest percentage of adequate
performance (68.7%).
In total, 67.5% of the clinical teachers were having total
adequate performance.
Summary
135
The majority of the experts were females (96.7%), mostly
lecturers (53.3%), from nursing administration (50.0%).
Their median experience was 18.5 years.
There was generally high agreement of experts upon the
face and content validity of the developed standards.
Based on the experts‘ opinions, three criteria were omitted,
ending up with 8 standards with 25 criteria.
The applicability of the proposed validated standards was
tested on 84 clinical teachers whose age was mostly 30
years or older, with a majority of females (94.0%), married;
53.6% had a bachelor degree, and their experience mostly
10 years or more.
The applicability was highest (94.0%) for the fourth
standard and lowest (52.4%) for the sixth standard.
Overall, there was a high percentage (83.3%) of
applicability of the proposed standards.
The applicability of the proposed standards was
significantly different among clinical teachers‘ work
institutes (p=0.03).
Summary
136
In conclusion valid applicable standards were developed
for clinical teachers‘ performance in Technical Nursing
Institutes. The learning environment is the factor governing
applicability of these standards.
The study recommends the application of the new
standards in all Technical Nursing Institutes, with orientation
programs for the clinical nurse teachers for compliance with
the new standards. These standards can be used in monitoring
the performance of the clinical teachers, and should be adopted
by the quality assurance departments in these institutions. The
administration of the Technical Nursing Institutes should
provide optimum learning environment with all the equipment
and supplies required in the implementation of the standards.
The impact of the application of the new standards on nursing
students‘ achievements should be studied.