Delegation is the assignment of authority to another person to carry out specific activities and to make decisions and complete specific tasks. Delegation is a vital skill to help head nurses spend their time in the most productive ways, save time and perform their duties better. The purpose of the study was to assess head nurses' attitude and preparedness regarding delegation and its relation to their performance at Benha University Hospital. Design: descriptive design was utilized in carrying out this study. Setting: the study was conducted in all departments at Benha University Hospital. Study Sample: all available 110 head nurses were included. Two instruments were used for data collection of this study (self-administered questionnaire for head nurses' attitudes and preparedness regarding delegation and observational checklist of head nurses' performance regarding delegation). Results: indicated that about half of head nurses (51.8%) had a positive attitude, the majority (90.9%) of head nurses had high preparedness regarding delegation, the majority (86.4%) of head nurses' performance regarding delegation was satisfactory and there was a highly statistically positive correlation between head nurses' attitude, preparedness, and performance regarding delegation. Recommendations: Workshops should be held to raise head nurses' awareness about delegation and performance regarding delegation.

Background: Professional development for nursing teachers improves the quality of teaching and learning in nursing schools, thus nursing students' learning outcomes as well as their satisfaction will be affected. The study aimed to: Assess effect of educational program about professional development for nursing teachers on their students' satisfaction. Study design: Quasiexperimental design was used. Setting: The study was conducted at three secondary technical nursing schools at Menoufia Government (Albagor, Menof and Ashmon nursing schools). Subjects: Included 60 nursing teachers and 174 nursing students. Tools for data collection: Three tools were used namely, Professional development knowledge questionnaire, professional development observational performance checklist for nursing teachers and student satisfaction scale. The results showed that: The majority (88.3%) and (83.3%) of studied nursing teachers had satisfactory level of knowledge regarding to professional development during post-program and follow up phases, while (75.0%) and (73.3%) respectively of studied nursing teachers had good level of performance at post-program and follow up phases, also (73.6%) and (67.8%) respectively of studied nursing students had high level of satisfaction during post-program and follow up phases. Moreover, there was a positive significant correlation between total knowledge score and total performance score of studied nursing teachers thorough the program phases, while there was no significant correlation between total studied nursing teachers' knowledge score and total studied nursing students' satisfaction level thorough the program phases. Furthermore there was a positive significant correlation between total performance score of studied nursing teachers and total studied nursing students' satisfaction level thorough the program phases. The study concluded that: The educational program was effective in improving nursing teachers level of knowledge and performance related to professional development and also increasing level of nursing students' satisfaction. The study recommended that: Conducting an educational program must be continuous process. Engagement of nursing teachers in professional development activities should aligned with nursing teacher needs, expectations and performance improvement goals.

Background: Performance appraisal system is developed to provide justification for career development, accountability, recognition, promotion, compensation, discipline and increase in remuneration. Performance appraisal system must be identified by staff nurses that affect their commitment. Aim of the study: Was to assess performance appraisal system as perceived by staff nurses and its relation to their commitment. Design: Descriptive correlational design was utilized to achieve the aim of present study. Setting: This study was conducted at Benha university hospital at the intensive care units. Sample: The study included all 200 staff nurses who were working at the above mentioned setting during the time of the study and have at least one year of experience in their work setting. They are distributed in the work setting. Tools: Two tools were used for data collection namely performance appraisal system questionnaire and staff nurses' commitment questionnaire. Results: 68.0% of studied staff nurses had high perception of performance appraisal, while 56% of them had high commitment. Conclusion: There was statistically significant positive correlation between performance appraisal system and commitment among the studied staff nurses. Recommendations: Attending and participation in training programs and decision making to keep commitment level high, Continuous education to cope with changes that happen daily in nursing field and developed performance appraisal systems and continuous supervision and appraisal interview should be conducted with nurses through daily and weekly discussion by their immediate supervisors to discuss their job performance to learn more and develop their knowledge and skills.

Background: Professional development for nursing teachers improves the quality of teaching and learning in nursing schools, thus nursing students' learning outcomes as well as their satisfaction will be affected. The study aimed to: Assess effect of educational program about professional development for nursing teachers on their students' satisfaction. Study design: Quasi-experimental design was used. Setting: The study was conducted at three secondary technical nursing schools at Menoufia Government (Albagor, Menof and Ashmon nursing schools). Subjects: Included 60 nursing teachers and 174 nursing students. Tools for data collection: Three tools were used namely, Professional development knowledge questionnaire, professional development observational performance checklist for nursing teachers and student satisfaction scale. The results showed that:The majority (88.3%) and (83.3%) of studied nursing teachers had satisfactory level of knowledge regarding to professional development during post-program and follow up phases, while (75.0%) and (73.3%) respectively of studied nursing teachers had good level of performance at post-program and follow up phases, also (73.6%) and (67.8%) respectively of studied nursing students had high level of satisfaction during post-program and follow up phases. Moreover, there was a positive significant correlation between total knowledge score and total performance score of studied nursing teachers thorough the program phases, while there was no significant correlation between total studied nursing teachers' knowledge score and total studied nursing students' satisfaction level thorough the program phases. Furthermore, there was a positive significant correlation between total performance score of studied nursing teachers and total studied nursing students' satisfaction level thorough the program phases. The study concluded that: The educational program was effective in improving nursing teachers' level of knowledge and performance related to professional development and increasing level of nursing students' satisfaction. The study recommended that: Conducting an educational program must be continuous process. Engagement of nursing teachers in professional development activities should aligned with nursing teacher needs, expectations, and performance improvement goals.

Background: Classroom Management is one of the neglected areas universities, despite the fact that the success or failure of any teaching and learning process depends on the way classroom are managed. Aim of study: Was to assess classroom management and it`s relation to students' academic performance as perceived by academic staff and nursing students. Design: Descriptive correctional design was utilized to conduct this study. Sample: simple random sample of 942 undergraduate nursing students from all four academic years and 127 academic staff in the study subjects. Setting: The present study was conducted at Faculty of Nursing Benha University. Tools of data collection: Two tools were used for data collection. I: Classroom management questionnaire and II: Student's academic performance questionnaire. Results: The highest-class management performance domain among the studied teaching staff was psychological and social classroom environment (76.30%) and interaction during the lecture (76.16%) and the total class management mean score was 72.05% and 82.70% of the studied teaching staff has as satisfactory class management performance. Conclusions: Several factors as age, educational level, academic year and residence pose a high impact on the class management performance of student nurses. Presentation of data for responses technique was the highest technique that affects class management academic performance domains reported by the studied students, followed by verbal instructions technique then delegations of authority technique and use of instructional supervision. Recommendation: Academic teaching staff should use varied strategies in teaching to help students improving their academic performance.