Abstract
Background: As nursing is a practice-based profession, it is essential that pre-graduate students are socialized in the clinical learning environment from the start of their training. Consequently, clinical accompaniment is regarded as a vital component of nursing training to offer the necessary support to pre-graduate students. The aim: To determine the role of nurse educators and head nurses in clinical accompaniment for technical nursing students. The research design: Was a correlational descriptive design. The subjects of this study consisted of three groups; all nurse educators with total no. of 30, all nursing students at fifth year with total no. of 117 at ministry of health technical health institute at Port Said city, health insurance nursing institute at Port Said and ministry of health technical health institute South Sinai government, and all head nurses in El-Mabara hospital, Port said general hospital and Tor Sinai general hospital with total no. of 30, two tools : Were used for data collection as the followings: First tool is questionnaires sheets to collecting data regarding the clinical accompaniment of nursing students in clinical settings from nursing students, nurse educators, and head nurses. The second tool is observational checklists to assess the role of nurse educators and head nurses related to the clinical accompaniment of technical nursing students. The results: Revealed that the highest mean percentage of the studied nursing students (51.3%) and nursing educators (56.7%) have an acceptable level of perception related to clinical accompaniment in clinical settings, while the highest mean percentage of the studied head nurses (70%) have a poor level of perception. Whereas the highest mean percentage of the studied nursing educators (50%) and head nurses (40%) have a poor role performance during clinical accompaniment of nursing students in clinical settings. The study concluded: That there was a positive correlation between the level of perception and the role performance of nursing educators and head nurses in clinical settings. The study recommended: That there are an obvious needs for conducting training program of clinical accompaniment and evaluates its effectiveness on nursing educators' and head nurses' performance during clinical training of nursing students in clinical settings.
Highlights
Nursing as a practice-based profession uses clinical learning settings to provide experience with real patients and real problems
Results of the present study revealed that the highest percentages of the studied nursing students (62%) were between 19 and 20 years of age, they were at late adolescent and early adulthood stage in this developmental stage nursing students might experience transitional psycho-social problems, this problems might affect their performance in clinical settings, so that they need adequate support from both nursing educators and head nurses during clinical accompaniment in clinical settings to enhance students self-concept and confidence
As regarding total level of perception of nursing students and nursing educators about clinical accompaniment, the results of the current study revealed that about more than half of both nursing students (51.3%) and nursing educators (56.7%) had acceptable level of perception, this means that what the students learn in the classroom are not made in real life situations in the clinical settings this results might be due to the number of nurse educators is inadequate, the few available ones are faced with the problems of coping with a large class of students for the classroom work and clinical supervision in clinical settings
Summary
Nursing as a practice-based profession uses clinical learning settings to provide experience with real patients and real problems In this environment, nursing students are able to use knowledge in practice, develop skills in problem-solving and decision making and develop critical thinking and clinical reasoning skills (Motsilanyane, 2015). In this regard, the most important purpose of nursing education is to provide students with learning opportunities that will enable them to develop critical thinking skills so that they could become competent, independent, critical-thinking nurses. The study recommended: That there are an obvious needs for conducting training program of clinical accompaniment and evaluates its effectiveness on nursing educators' and head nurses' performance during clinical training of nursing students in clinical settings
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