الفهرس 
IntroductionOnly 14 pages are availabe for public view
 |  | from | 133 |  |  |
| | | from | 133 | | |
Abstract
The clinical settings are the place where the real practice of nursing is learned. The appropriateness of a clinical sitting is judged by the opportunities to acquire cognitive psychomotor expertise, integrate classroom learning and apply theory to practice. The learning environment influences an individual’s self efficacy, for students to feel competent and confident in their abilities.
Thus; the focus in clinical practical settings must include educational standards and criteria designed to augment students’ knowledge and to promote their professional maturity. The clinical setting provides validation of previously learned principles and concepts; moreover, clinical skills are learned and practiced in simulated environments. Ideal clinical experiences are closely relevant and timely to what is being taught in concurrent courses and allow continued reinforcement and practice of what has been learned. Such experiences are vital to a student’s development of competence, self-confidence, and flexibility in unfamiliar situations.
This study aimed to develop the standards for the selection of an effective clinical practical setting for nurse students, through determining clinical practical setting criteria from clinical teachers’ point of view, eliciting the clinical practical setting criteria from nurse students’ point of view, designing standards based on literature review and examining the proposed standards’ validity based on experts’ opinions.
The study subjects consisted of (25) nurse teachers working in both Technical Institutes of Nursing at Ain Shams University and (130) nurse students enrolled these Institutes and (16) jury group. This group consisted of sixteen faculty members from four faculties of nursing namely, Ain Shams, Cairo, Alexandria, and Banha University. Four specialties were represented in this group, administration, medical surgical, obstetric, and pediatric Nursing. They comprised professor (3), assistant. Professor (4), lecturer (9).
Three tools were used for collection of data: 1) an opinionnaire sheet: This tool aimed to elicit opinions of the jury group regarding the validity of proposed standards. The opinionnaire sheet was designed in such a way that the jury responded to the statements with either agree or disagree, and validation of proposed standards was done through two types including face and content validity.
2) Questionnaire sheet: This sheet was developed and reviewed by the supervisors and guided based on the results of the opinionnaire. This sheet aimed to determine the importance of the proposed standards and related criteria from the viewpoint of nurse teachers and nurse students.
3) Observation checklist: was developed by the researcher based on the results of the Opinionnaire and the related literature, used for both setting. It aimed to determine the applicability of developed standards.
The results have shown that agreement of all jury group on general form of proposed standards for the selection of an effective clinical practical setting for nurse students related to items ”Statements look like a standard, from the structure point of view ”, and the design of this format indicates the selection of an effective clinical practical setting for nurse students. The standard reflects the required level of training setting; the standard can be used for the selection of an effective practical training setting for nurse students.
The jury groups agreed on the proposed standards regarding content validity. Results revealed that (97.9%) of agreements regarding content validity were related to institute laboratory standards, while more than three quarters (78.5%) were related to students’ involvement and students’ satisfaction standards, regarding their agreement related to the criteria characteristics.
All nurse teachers agreed upon the importance of the institute laboratory that must have many characteristics as; calm, accessible to students, having adequate space suitable for the number of students, having a seat for every student, available space for revisions and should be supplied with equipment and supplies needed for each student.
The nurse students also had the highest agreements on the importance of the standardized laboratories, findings showed the congruence between the participants (the jury group, nurse teachers & nurse students) on the importance of the developed standards.
Based on these results the study recommended that using the developed standards for assessing and evaluating the clinical practical setting, periodical meetings between institute administration and organizational administration to discuss and solve the problems facing the students in clinical practical setting and improve these settings.