الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 372 |  |  |
| | | from | 372 | | |
Abstract
Nursing faculty assistants are currently faced with increasing demands to be creative and effective teachers, and productive instructors. These pressures have been derived from contemporary curriculum development, and competition in the health care institutions. The effective faculty assistants must be well-trained, have the ability to teach and develop an atmosphere that encourages students’ learning. However, assessing faculty staff assistant training needs is important for both students who are seeking knowledge and competence, and also for the FSAs who are seeking for competency in knowledge and skills.
Therefore, This study aimed at designing and verifying (validity and reliability) of a tool for training needs assessment of the faculty nursing assistants, through the following: designing a preliminary tool for training needs assessment for faculty staff assistants that includes needed knowledge and skills, testing varied aspects of the preliminary tool in relation to ascertain its validity, reliability, and implementing the training needs assessment tool to assess knowledge and skills of the faculty staff assistants.
The study was conducted at the faculty of nursing, Ain Shams University. The groups of subjects were included in this study (75 juries selected from faculty of nursing at different Egyptian universities, and 70 faculty staff assistants from different departments at faculty of nursing, Ain Shams University.
Tools of data of data collection:
Data for this study were collected through three tools namely:
The first tool: training needs assessment regarding knowledge questionnaire. It consists of two parts:
First part: aimed at collecting demographic data about the faculty staff assistants such as age, current position, years of experience, and specialty.
Second part: It was prepared by the researcher guided by Job Description of Faculty Staff Assistants at Faculty of Nursing, Ain Shams University (2008); Ghidan (2013); Melvin (2013); Bernard, (2014); and Musser (2015). It consisted of (126) Knowledge items Knowledge items grouped under the following knowledge dimensions namely: teaching methods, quality, facilitation, research, administrative duties, questioning, communication, staff development, learning climate, critical thinking, and evaluation.
The second tool: training needs assessment regarding skills questionnaire was prepared by the researcher guided by Zohdi (2009); Mohammed, Hassan (2014); Abd El Fattah (2014); Job Description of Clinical Nursing Instructors at Duke University (2015); North Western Michigan Collage (2016). It consisted of (134) items grouped under the following performance dimensions namely: clinical teaching, professional behavior, clinical facilitation, supervision, support, clinical communication, demonstration, training, clinical learning climate, clinical critical thinking, and clinical evaluation.
The third tool: (19) open ended questions to assess faculty staff assistants’ training needs regarding knowledge
The fourth tool: This tool aimed at testing validity of the preliminary assessment tool for training needs regarding knowledge and skills of faculty staff assistants based on responses elicited by the jury group members. This opinnionaire consisted of two main parts as the following:
Part I: aimed at collecting demographic data about juries such as present position, workplace, specialty, and experience years of work.
Part II: was concerned with assessing face and content validity of the preliminary training needs assessment tool of faculty staff assistants
The results of the study revealed that:
There was a majority agreement on the preliminary training needs assessment tool for faculty staff assistants regarding its face and content validity among juries from senior faculty members except some items that was omitted (Experts’ agreement less than 80%). They had the highest training needs of knowledge regarding teaching methods, quality, research, staff development, and critical thinking (81.11%, 73.61%, 92.50%, 84.75%, and 85.28% respectively). They had the highest training needs of skills regarding clinical teaching, demonstration, training, and clinical critical thinking (72.22%, 81.11%, 85.28%, and 78.33% respectively).
There was a statistical relation between total training needs regarding knowledge and personal characteristics (regarding age, academic position, experience, and training courses) of study subjects P<0.05. There was a statistical relation between total training needs regarding skills and personal characteristics (regarding age, academic position, experience, and specialty) of study subjects P<0.05. Finally, there was a high statistically significant positive correlation between knowledge and skills of study subjects P<0.001
Recommendations
Based on the results of the present study, it was recommended that: Set up an orientation program for newly faculty staff assistants to be well prepared, training courses in the highly training needed areas of knowledge and skills, and generalize the proposed training needs assessment tool to be used in other nursing faculties in Egypt.