Abstract Over the past several decades, the traditional superior- subordinate model for management has given way to more democratic approaches. A core concept for most of these new approaches to management is empowerment. `Empowerment is management practice of sharing information, rewards, and power with employees so that they can take initiative and make decisions to solve problems and improve service and performance. Aim: Is to study factors that promote empowerment among nurses at Main Assuit University Hospital. Subject and method: The research design a comparative descriptive design, study subject consisted of (237) staff nurses working at Main Assuit University Hospital. The data collected through self – administered questionnaire includes demographic data sheet and work empowerment promoting factors scale which developed by Shelton (2002).Results: There is significant difference among different departments regarding empowerment competence, empowerment self-determination and interactional justice. There were no statistically significant differences between all factors of empowerment with sex and levels of education among the studied nurses. The study concluded that empowerment meaning, competence, self determination and its' impact will promote nurses empowerment rather than procedural justice and international justice which present as regard to department, age, sex, level of education, years of experience. So, nurse managers must provide staff nurses by sources of job-related empowerment, namely access to opportunities, information, support and resources and nurses should be allowed to participate in decision making to empower them, as well as increasing their feeling of autonomy

ABSTRACT Personal hygiene is one of the most effective ways to protect ourselves and others from illness, Safety measures also include application of standard precautions, education and training for protection of health care workers. The aim of this study was to assess personal hygiene practices and safety measures of health care workers (HCWs) in all governmental, teaching, and non-teaching, Hospitals in Beni-Sweif Governorate. The study was conducted in Beni-Sweif University Hospital, Insurance Hospital, and Ministry of Health and Population Hospital in Beni Sweif Governorate using a descriptive design. It included all nurses (n = 421), physicians (n = 132), and housekeeping personnel (n = 73). Data collection tools were a structured interview questionnaire form and an observation checklist. The results revealed that, most nurses were females (91.0%), compared to 22.7% of the doctors. More than half of the doctors (53.0%) received the three full doses of HBV, compared to 41.8% of the nurses (p=0.024). Overall, 63.2% of the nurses had adequate practice in personal safety compared to 81.1% of the doctors (p0.001). The University Hospital nurses had the highest performance in personal safety (79.5%), while the Insurance Hospital had the lowest (42.5%), (p=0.001). The workers' had highest performance with gloving and personal hygiene, and lowest in personal protection measures. The study recommended implementation of a healthcare workers' vaccination program which must be mandatory with provision of all needed equipment and supplies for infection control. Continuing and in-service training programs are needed to improve skills of personal hygiene and safety measures especially for nurses. Workers need training in the use of personal protective equipment, which should be made available to them.

ABSTRACT Personal hygiene is one of the most effective ways to protect ourselves and others from illness, Safety measures also include application of standard precautions, education and training for protection of health care workers. The aim of this study was to assess personal hygiene practices and safety measures of health care workers (HCWs) in all governmental, teaching, and non-teaching, Hospitals in Beni-Sweif Governorate. The study was conducted in Beni-Sweif University Hospital, Insurance Hospital, and Ministry of Health and Population Hospital in Beni Sweif Governorate using a descriptive design. It included all nurses (n = 421), physicians (n = 132), and housekeeping personnel (n = 73). Data collection tools were a structured interview questionnaire form and an observation checklist. The results revealed that, most nurses were females (91.0%), compared to 22.7% of the doctors. More than half of the doctors (53.0%) received the three full doses of HBV, compared to 41.8% of the nurses (p=0.024). Overall, 63.2% of the nurses had adequate practice in personal safety compared to 81.1% of the doctors (p0.001). The University Hospital nurses had the highest performance in personal safety (79.5%), while the Insurance Hospital had the lowest (42.5%), (p=0.001). The workers' had highest performance with gloving and personal hygiene, and lowest in personal protection measures. The study recommended implementation of a healthcare workers' vaccination program which must be mandatory with provision of all needed equipment and supplies for infection control. Continuing and in-service training programs are needed to improve skills of personal hygiene and safety measures especially for nurses. Workers need training in the use of personal protective equipment, which should be made available to them.

ABSTRACT Personal hygiene is one of the most effective ways to protect ourselves and others from illness, Safety measures also include application of standard precautions, education and training for protection of health care workers. The aim of this study was to assess personal hygiene practices and safety measures of health care workers (HCWs) in all governmental, teaching, and non-teaching, Hospitals in Beni-Sweif Governorate. The study was conducted in Beni-Sweif University Hospital, Insurance Hospital, and Ministry of Health and Population Hospital in Beni Sweif Governorate using a descriptive design. It included all nurses (n = 421), physicians (n = 132), and housekeeping personnel (n = 73). Data collection tools were a structured interview questionnaire form and an observation checklist. The results revealed that, most nurses were females (91.0%), compared to 22.7% of the doctors. More than half of the doctors (53.0%) received the three full doses of HBV, compared to 41.8% of the nurses (p=0.024). Overall, 63.2% of the nurses had adequate practice in personal safety compared to 81.1% of the doctors (p0.001). The University Hospital nurses had the highest performance in personal safety (79.5%), while the Insurance Hospital had the lowest (42.5%), (p=0.001). The workers' had highest performance with gloving and personal hygiene, and lowest in personal protection measures. The study recommended implementation of a healthcare workers' vaccination program which must be mandatory with provision of all needed equipment and supplies for infection control. Continuing and in-service training programs are needed to improve skills of personal hygiene and safety measures especially for nurses. Workers need training in the use of personal protective equipment, which should be made available to them.

Abstract: Teacher behavior can contribute to or discourage student learning and therefore is an important variable in establishing a learning milieu in the clinical setting. The aim of this study was to investigate clinical instructor's teaching behaviors as perceived by student nurses that help or hinder their self-confidence as a nurse. To achieve this aim a descriptive research design was utilized on 394 nursing students at Faculty of Nursing, Assiut University. The subjects rated 16 clinical teaching behaviors (Flageler et al., 1988) as to the degree each helped or hindered their self-confidence as nurses. Two types of open ended questions were also used to identify additional clinical instructor behaviors. The study results demonstrated that the major clinical teaching behavior that helped student self-confidence was encouraging student to ask questions; also the most helpful behavior was giving positive reinforcement. While, Gives mostly negative feedback and Intimidation were the most clinical instructor behaviors hinder student self-confidence. The study identified dimensions of clinical instruction and indicated how each dimension contributes to the development of the student's nurse self-confidence. On the light of the present findings the authors recommended that teachers should become more directive in helping students performing effectively rather than using the time for questioning.

Abstract: Teacher behavior can contribute to or discourage student learning and therefore is an important variable in establishing a learning milieu in the clinical setting. The aim of this study was to investigate clinical instructor's teaching behaviors as perceived by student nurses that help or hinder their self-confidence as a nurse. To achieve this aim a descriptive research design was utilized on 394 nursing students at Faculty of Nursing, Assiut University. The subjects rated 16 clinical teaching behaviors (Flageler et al., 1988) as to the degree each helped or hindered their self-confidence as nurses. Two types of open ended questions were also used to identify additional clinical instructor behaviors. The study results demonstrated that the major clinical teaching behavior that helped student self-confidence was encouraging student to ask questions; also the most helpful behavior was giving positive reinforcement. While, Gives mostly negative feedback and Intimidation were the most clinical instructor behaviors hinder student self-confidence. The study identified dimensions of clinical instruction and indicated how each dimension contributes to the development of the student's nurse self-confidence. On the light of the present findings the authors recommended that teachers should become more directive in helping students performing effectively rather than using the time for questioning.

Abstract: Teacher behavior can contribute to or discourage student learning and therefore is an important variable in establishing a learning milieu in the clinical setting. The aim of this study was to investigate clinical instructor's teaching behaviors as perceived by student nurses that help or hinder their self-confidence as a nurse. To achieve this aim a descriptive research design was utilized on 394 nursing students at Faculty of Nursing, Assiut University. The subjects rated 16 clinical teaching behaviors (Flageler et al., 1988) as to the degree each helped or hindered their self-confidence as nurses. Two types of open ended questions were also used to identify additional clinical instructor behaviors. The study results demonstrated that the major clinical teaching behavior that helped student self-confidence was encouraging student to ask questions; also the most helpful behavior was giving positive reinforcement. While, Gives mostly negative feedback and Intimidation were the most clinical instructor behaviors hinder student self-confidence. The study identified dimensions of clinical instruction and indicated how each dimension contributes to the development of the student's nurse self-confidence. On the light of the present findings the authors recommended that teachers should become more directive in helping students performing effectively rather than using the time for questioning.

Abstract: Teacher behavior can contribute to or discourage student learning and therefore is an important variable in establishing a learning milieu in the clinical setting. The aim of this study was to investigate clinical instructor's teaching behaviors as perceived by student nurses that help or hinder their self-confidence as a nurse. To achieve this aim a descriptive research design was utilized on 394 nursing students at Faculty of Nursing, Assiut University. The subjects rated 16 clinical teaching behaviors (Flageler et al., 1988) as to the degree each helped or hindered their self-confidence as nurses. Two types of open ended questions were also used to identify additional clinical instructor behaviors. The study results demonstrated that the major clinical teaching behavior that helped student self-confidence was encouraging student to ask questions; also the most helpful behavior was giving positive reinforcement. While, Gives mostly negative feedback and Intimidation were the most clinical instructor behaviors hinder student self-confidence. The study identified dimensions of clinical instruction and indicated how each dimension contributes to the development of the student's nurse self-confidence. On the light of the present findings the authors recommended that teachers should become more directive in helping students performing effectively rather than using the time for questioning.

ABSTRACT: Background: Contemporary learning environments have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks are predominately projects problem-based where the student is required to follow a freely guided road map to self-discovery while simultaneously achieving the desired learning outcomes for a particular course. However, many students struggle to adjust to a learning environment where they are being increasingly encouraged to undertake Self-Directed Learning (SDL). Aim of the Study: is to determine nursing students' readiness for self-directed learning at Faculty of Nursing – Assiut University Subject and method: A descriptive explorative research design was utilized. The study sample constituted of 520 students enrolled in the second, third, and fourth academic year (2010-2011) at Faculty of Nursing-Assiut University. Tool of the study: Each student was submitted to Self-directed learning readiness scale. It consisted of 41 items divided into three factors: 13 items covered self-management(SM); 13 items covered desire for learning (DL); and 15 covered characteristics of self-control factor (SC). The possible responses of this part were five point Likert Scale: Strongly disagree scored (1), disagree scored (2), not decided scored (3), agree scored (4) , and strongly agree scored (5). Results: shows that all of the study subjects agreed about factors of self-directed learning readiness and there were highly statistically significant differences for all of them (**P≤ 0.001). The mean scores of self management and desire for learning factors were significantly highest among the third year students in comparison to other academic years; characteristics of self-control factor was highest among fourth year students. While, mean scores of self directed learning readiness were lowest among second year students as regard to all factors of self directed learning readiness. Conclusion and recommendations: On top of this results the researcher suggesting of applying this scale will promote an educational climate that will foster adult learning principles, gradually promoting student autonomy and mutual responsibility for learning in a non-threatening environment and, hence, a reduction in student anxiety.

A positive and enriched learning environment can influence a students' perception of the healthcare facility as a possible future employment site. The aim of the present study was to explore student nurses' perception regarding their nursing role. A descriptive design was used in the present study. The study subjects constituted of 763 students who were enrolled in the four academic years (2012-2013) at Faculty of Nursing-Assiut University, and internship year respectively. Results: Mean scores were highest among the four academic years as regard to administration, care giver, communication, and teaching respectively. While, among internship year students care giver was the highest mean score followed by communication, administration and teaching respectively with a highly statistically significant difference for all factors (**P≤ 0.001).Conclusions: Four academic years students perceived administration highest mean score followed by care giver, communication, and teaching as the main roles of nurses. While, among internship year students care giver was the highest mean score followed by communication, administration and teaching respectively with a highly statistically significant differences. Recommendations: Nurse Educators and practitioners are responsible for the development of nursing students’ perception and working as a role model and interactions that provides the context for student learning and professional socialization