Nurse Students versus Faculty Staff Assistants Perception Regarding to Teaching Behaviors in Clinical Setting

Background: Effective teaching behaviors are identified as important factors in nurse students and faculty staff assistants' relationship. Aim: Identify nursing students' perception regarding teaching behaviors of their faculty staff assistants in clinical setting, determine faculty staff assistants' perception regarding teaching behaviors in clinical setting, compare among perceptions of nursing students and faculty staff assistants regarding teaching behaviors in clinical setting. Design: Descriptive, cross-sectional, comparative research design was used. Setting: The study was conducted at Faculty of Nursing Ain-Shams University. Subjects: 355 nurse student and 55 faculty staff assistant. Tools: Data were collected using two tools; Nurse Students’ perception regarding teaching behaviors questionnaire sheet and faculty staff assistants’ perception regarding teaching behaviors questionnaire sheet. Results: Regarding effective teaching characteristics, nurse students perceived evaluation procedures as the most important dimension while personality traits are the lowest dimension. Regarding caring behaviors, nurse students perceived instills confidence as the highest demonstrated caring behaviors while control versus flexibility as the lowest demonstrated caring behaviors. Regarding effective teaching characteristics, faculty staff assistants perceived evaluation procedures as the most important dimension while personality traits are the lowest dimension. Regarding caring behaviors, faculty staff assistants perceived instills confidence as the highest demonstrated caring behaviors while supportive learning climate as the lowest demonstrated caring behaviors. Data revealed that nurse students and faculty staff assistants had a positive perception of teaching behaviors in clinical setting for all components. Conclusion: Although there is a positive perception from both study subjects regarding teaching behaviors in clinical setting, there is a highly statistically significant difference between their perceptions. Recommendations: Providing support and encouragement for nurse students in the clinical setting. Continuous support and reward from the faculty for effective performance of faculty staff assistants.