الفهرس 
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Abstract
Clinical teaching is the core of all nursing education; it is within the structure practice that nursing student become educated into the nursing profession. Also, clinical teaching is vital for the preparation of professional nurses who can function competently and independently in a diversity of nursing situations.
Clinical teaching is greatly done by a competent clinical teacher who can help, guide, and support the student nurse during training in different clinical settings. Therefore, presence of competent hospital clinical teachers as preceptors will help in improving the quality of clinical training and quality of nursing education. Consequently, will improve the health care services.
The present study aimed at developing a nursing preceptorship guideline for nurses working at training clinical settings of nurse interns, examining its validity, and finally, designing, implementing, and evaluating an educational program for preparing nurse preceptors in Ain Shams University Hospitals.
The study was conducted at Faculty of Nursing, Ain Shams University and Ain Shams University Hospitals where candidates work. Four groups of subjects were included in the study. The first group was the Jury group, which consisted of eleven faculty members from 5 faculties of nursing. The second group consisted of thirty preceptors who internally enrolled in master degree in administration specialty at Faculty of Nursing, Ain Shams University; the third group consisted of available number of nurse interns who enrolled in the internship year during the period from October 2009 to September 2010. They completed the four years undergraduate study program at the Faculty of Nursing, Ain Shams University. The total number was 140 nurse interns. The fourth group was the facultymembers and their assistance. It consisted of all faculty members and their assistance working at nursing administration department at Faculty of Nursing, Ain Shams University. They comprised six lecturers and four assistant lecturers. The total number was 10 members.
Data were collected using different types of tools. These were questionnaire sheet for expert’s opinions, knowledge questionnaire sheet, program evaluation sheet, and performance evaluation tools. Preceptorship guideline development has gone through 4 stages. Preliminary forms were prepared; they were face and content validated through experts’ opinions, which led to the second stage of modified preceptorship guideline which contains the preceptor’s job description and preceptor’s performance evaluation tools. Then, the internal consistency of the performance evaluation tools were assessed by using Cronbache’s alpha coefficient. The performance evaluation tool reliability was also ascertained. Two techniques were used in this stage these techniques were intra-rater and inter-rater technique.
The main findings of the study revealed the following:Regarding content validity of the nursing preceptorship guideline, the great majority of jury group has agreed upon all items of the guideline which is; description of preceptorship, definition of preceptor and preceptee, purposes of preceptorship, incentives for the preceptor, recognition and reward of preceptor and forms required in preceptorship, preceptor’s job description, faculty responsibilities, preceptee responsibilities and performance evaluation tools. But the jury group suggested some modifications and it was done accordingly.
Regarding content validity of proposed preceptor’s job description that was included in the nursing preceptorship guideline, all experts expressed their agreement about almost all the items except the job title. Experts suggested the job title (preceptor) instead of (clinical preceptor). Also, the item of ”she must be a professional nurse who holds Master degree in nursing” which was agreed upon by 3% of experts. They suggested that preceptor should have a Bachelor degree innursing. Regarding the duties and responsibilities in the preceptor’s job description, all experts expressed their agreement about almost all dimensions. The exception was related to the subitem of Share the faculty in selecting the clinical training areas for interns in the coordinator dimension, the subitem of willing to answer interns’ questions in supporter dimension and the subitem of sensitive to the needs and inexperience of nurse interns in the role model dimension. These were ommitted from the developed job description.
Concerning content validity of performance evaluation tools, all experts expressed their agreement regarding all items except the previously mentioned excluded items in the preceptor’s duties and responsibilities in the job description.
Regarding reliability of the developed performance evaluation tools, they proved to be reliable by using to tests (Cronbach’s alpha coefficient and inter-rater and intra-rater) there was high internal consistency reliability of the tool as a whole Cronbach’s alpha was (0.97%). Also, reliability tests in the two measures namely inter-rater and intra-rater were done with no significant differences between the two measures for all subitems of the tool which reflect high consistency of the performance evaluation tool and also reflect high reliability of the tool. After ascertainment of the validity and reliability of the developed performance evaluation tool, the researcher implemented it to evaluate preceptors’ performance after program implementation. Findings indicated that slightly more than half of preceptors (53.33%) have good level of performance. Also, there was mild increase in preceptors’ performance regarding all dimensions in the follow up phase with no statistically significant difference.
Concerning preceptors’ knowledge related to the preceptorship program, the present study showed that the program was effective in improving the preceptors’ knowledge as reflected in both immediate and three months post program scores. There was a significant increase in the preceptors’ knowledge regarding all items of knowledge related to preceptorship post and follow up with highly statistical significant difference.
The finding of the present study revealed statistically significant positive relation between preceptors’ level of performance and knowledge with their age and years of experience. And significant positive correlation between preceptors’ level of performance and their knowledge. Preceptors were positively evaluated the program. They indicated that the program objectives were clear, handout aided were appropriate, questions handled in respectful manner, educator’s voice, gesture and manner were effective, and finally, feedback was used to measure if the program was achieved its objectives or not.
The conclusion is that a valid nursing preceptorship guideline was developed which includes; preceptor’s job description and preceptor’s performance evaluation tools. Also, the training preceptorship program was effective in increasing the preceptor’s knowledge and clinical teaching performance.
Based on the study findings, the following recommendations are suggested: Introducing a well structured preceptorshipprogram during the internship year to ensure that nurse interns were has adequate support and guidance, the developed preceptors’ job description should be revised periodically to keep it up-to-date; the developed performance evaluation tool must be revised periodically to keep it up-to-date with the current changes of nursing. Finally, replicate the study with the inclusion of more variable such as interns’ achievement, quality of nursing care, and preceptors’ satisfaction.