الفهرس 
IntroductionOnly 14 pages are availabe for public view
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Abstract
Health education is at the heart of nursing practice and a nurse‘s vital role, refers to the provision of precise and genuine information so that people are aware of their situation and can make an informed decision. It considers a method of encouraging people to take greater responsibility for their own health and possible ill-health, thus reducing the pressure on the nursing profession
A nurse educator is responsible for the education of patients, families, staff, and students. The primary responsibility of an educator is not to impart knowledge, but to foster learning and create environments that support it. They must change from being a content transmitter to a process manager, from controlling the learners to releasing them, and from being a teacher to becoming a facilitator in their capacity as educators
Several causes can hinder nurses’ performance of their role as health ’ educators as lack of an educator’s communication skill, low self-confidence and low self-esteem, Lack of knowledge about the health education process. Also lack of knowledge about preparing and the uses of audiovisual aid, lack of time and lack of ability to motivate patients to participate in learning, unwillingness to learn and culture barriers. Furthermore; there exit physical environment barriers as noise, distraction and visit time, un availability of specific place for educational activities
This study aims to:
Determine the relationship between the role of nurses as health educator and both of work environment and nursing empowerment
Research question
Is there a relationship between the role of nurses as health educator and both of work environment and nursing empowerment?
Materials
Setting
The study was conducted at Salah El-awadi hospital in the -Agami western district Alexandria governorate, which is affiliated to the Ministry of health and population. The hospital’s specialty is pediatrics and obstetrics.
Subjects
The subjects of this study are comprised of 123 nurses, who represent all the nursing staff who worked at Salah El-Awadi hospital in all departments in all the previously mentioned departments with different qualifications and years of experience.
Tools
Three tools were used in the current study for data collection
Tool I: Work Environment Assessment questionnaire (WE AQ)
It was developed by the researcher after a thorough review of related literature Murphy (2002), Bhaga (2010) to assess hospital work environment satisfaction level.
Tool II: Nursing Empowerment level Assessment Questionnaire (NEAQ).
It was developed by the researcher after a thorough review of related literature Bawafaa et al. (2015), Fan et al. (2016) and Kluska et al. (2004) to assess the staff nurses‘ empowerment levels
Tool III: Nurses’ perceptiveness toward their health education Role Questionnaire. It was developed by the researcher after a thorough review of related literature Bergh et al. (2015), Şenyuva et al. (2020) and (Park (2005)) to the assess staff nurses’ perceptiveness toward their actual health education role
Methods
1. An approval from the Research Ethics Committee, faculty of Nursing Alexandria university was obtained
2. Official permission to conduct the study was obtained from the Dean of the Faculty of Nursing and manager of Salah EL- Awadi hospital to collect the necessary data.
3. All study tools were translated into Arabic by the researcher.
4. Tools’ content validity was tested by a jury of five experts in the related field, where the researcher seeking their review and opinion for relevance, clarity, accuracy and translation language issues. The recommendation made by the jury members implemented.
5. The tools’ reliability was tested using Cronbach’s Alpha. All study tools were reliable. The tool I was 0.816, tool II was 0.933 , tool III was 0.921
6. A pilot study was carried out on (12 nurse) 10% of the sample size to ascertain the clarity and applicability of the tools and identify difficulties that may face the researcher during data collection. The results of this study revealed that; all the tools were clear, applicable and no modifications were made and pilot study included in study sample.
7. Data were collected over period of one month from 30-4-2022 till 30-5-2022
8. Study tools were distributed to nurses‘ self-administered and asked them to fill them and return it back to the researcher and the researcher responded to nurse’s questions.
The following are the main results yielded by the present study:
Related to work environment:
Overall work environment was perceived moderately by the study subjects, with a Percent Score of (36.16 ± 13.03). Administrative environment was the highest perceived environment among the study subjects, followed by the social environment, (44.44 ± 18.33, 40.72 ± 20.45) respectively. while psychological environment and physical environment were perceived as the lowest level by the study subjects (30.91 ± 16.40, 26.22 ± 16.86) respectively. there were statically significant differences related to all items of physical, psychological, social, administrative environment, and environmental stressors as p (<0.001).
Related to nursing empowerment assessment scale:
Overall empowerment assessment was perceived moderately by the study subjects with a percent score of (37.0 ± 14.57). Psychological empowerment, nurse perception toward herself, and Empowerment assessment were ranked as the highest dimensions of the nursing empowerment assessment scale with a percent score of (55.49 ± 19.13, 46.14± 14.64, 36.59 ± 20.90) respectively. On the other hand, group empowerment, Physical empowerment, and, Vocational Empowerment were ranked as the lowest dimensions of the nursing empowerment assessment scale with a percent score of (28.86 ± 17.59, 20.53 ± 18.78, and 11.59 ± 18.47) respectively. There were statically significant differences related to all items of the nursing empowerment scale as p< (0.001).
Related to the perceptiveness of the health educator’s role:
The current study revealed that the study subjects had moderate perceptiveness levels about their health education Role (61.8%). As total Percent Score was (Mean ± SD.40.75 ± 16.79) , that the dimension of ―Perceived Nurses‘ Responsibility‖ was ranked as the highest and the first one regarding their perception of health education role with mean score percent and SD (55.79 ± 23.54), followed by the dimensions of ―Implementation‖, ―Patient assessment‖ and ―Health educator’s assessment‖ with mean score percent and SD ( 44.94 ± 18.62, 44.92 ± 20.69, 43.18 ± 17.53) respectively. On the other hand, table (9) revealed that the dimension of ―Environment assessment‖ was ranked as the lowest one regarding nurses‘ perception of health education role with a mean score percent and SD of (26.02 ± 30.68). There were statically significant differences related to all items of the nursing perceptiveness of health educational role scale as p<(0.001).
Related to relations:
- There were statistically significant positive correlations between nurse perceptiveness of health educator role, work environment, and nursing empowerment as p < (0.001)
- There were statistically significant positive relations between work environment satisfaction and nurses’ age, years of experience, department, participation in health education program and the number of nurses (P=0.024, 0.014, 0.033, 0.022, 0.033) respectively.
- There were statistically significant positive relations between nursing empowerment level and nurses’ age, years of experience, the number of nurses in each department, and participation in health education program (P= 0.036,0.019,0.007,0.008) respectively.
- There was a statistically significant positive relationship betbetween perceptiveness of health education role level and level of education (P=0.005)
It can be concluded from the present study that:
Health education is cornerstones of nursing practice and a nurse’s crucial responsibility, nurses can make great differences in their patients’ lives by helping them to maintain their health, educating them and their families, and outlining health issues so that they can better manage their disease, nurses need to be empowered and wok in healthy work environment.
Role of nurse as health educator can effect by nurse work environment, level of nursing empowerment. The result of study found that there were statically significant differences related to all items of work environmental scale, nursing empowerment scale and perceptiveness of health educational role scale, there is positive correlation between nurse role as health educator and both of work environments and nursing empowerment, another relationship was found between nurse’s socio demographic and occupational characteristics and perceptiveness of health educator role assessment scale, nursing empowerment assessment scale and work environment assessment scale.
Based on the finding of present study, the following are the main recommendations of the study:
Related to nurses:
Conducting workshops about:
- The role of the nurse toward patient education as a part of their duties and responsibilities.
- Importance of Health education, strategies and barriers and how overcome these barriers for them
- Effective use of environment resources and how to cope with environmental stressors.
Related hospital administratior:
- Provide a supportive workplace environment that practically facilitates health education activities in terms of staffing, educational resources, and allocating time for teaching.
- Apply a reward system for doing innovative, creative work, giving them employment flexibility.
- Increase the empowerment of nurses by making their professional objectives more relevant, identifying nurses as significant contributors to the organization.
Recommendation for further studies:
- Replicate the study on a large group of nurses in different settings
- Study the impact of role of nurse as a health educator on knowledge and patient satisfaction
- Conduct a study about nurse as health educator role: responsibilities and barriers from nurses perspectives.