Background and Aim: Clinical training as the core of nursing education is a significant and essential component for developmentof professional nurses. The quality of clinical instructor's behavior plays a significant role in the learning process of the students, especially in clinical practice. The aim of the study was to assess the clinical instructor's behaviors and nursing students' perceptions toward effective clinical instructor's characteristics that facilitate learning process. Methods: Setting: The current study was conducted at Faculty of Nursing, Cairo University. Design: Descriptive, correlational design was utilized for the current study. Sample: A convenient sample of 333 was drawn from nursing students in different levels of baccalaureate nursing programs who had finished at least two clinical rotations with patient care. Tools: The Nursing Clinical Teacher Effective Inventory (NCTEI) was used for data collection. Results: Findings of the current study revealed that the highest ranked clinical instructor's behavior as reported by the student's was teaching ability category followed by evaluation and nursing competence respectively. Regarding effective clinical instructor's characteristics as perceived by students, the highest ranked one was teaching ability category followed by nursing competence and evaluation respectively. The personality and interpersonal relationship among nursing student set as the fourth and fifth factors that affect learning process in the clinical settings. Conclusions: Effective clinical instructor's characteristics that affect learning process as perceived by nursing student include matching clinical teaching abilities, nursing competence and evaluation to student understanding and experience. Also, the nursing students considered the personality and interpersonal relationship is very important characteristics to provide support and encouragement to the student during clinical practice. Recommendation: Workshops/seminars should be organized and also orientation program for all newly clinical instructors on their roles in clinical teaching. These findings may help faculty to be pleased about students' views and acknowledge the areas of success as well as areas that needs improvement.

Background: Kangaroo mother care (KMC) is a standardized and protocolized care system for low birth weight, based on skin-to-skin contact between the infant and the mother. The mother's active participation is crucial for effectively implementing kangaroo mother care services to improve physiological stress parameters for neonates. Aim: Evaluate the effect of kangaroo mother care discharge guide program on mothers and preterm neonates' outcomes. Design:Quasi experimental research study design was utilized. Setting: The study was conducted at

Colposcopy is considered a stressful and painful procedure. High anxiety levels stem from a lack of knowledge about the procedure and fear of pain. One of the best ways to relieve anxiety is to provide women with knowledge to improve awareness, cooperation during procedures and compliance. Video assisted-teaching is considered as an effective method to provide accurate practical knowledge, decrease anxiety levels and reduce the pain experience among women undergoing colposcopy. Aim of the study: is to evaluate the effect of video assisted-teaching on level of knowledge, anxiety and pain among women undergoing colposcopy. Research design: A quasi-experimental research design was utilized. Setting: The study was conducted at the colposcopy outpatient clinics at Obstetrics and Gynecology outpatient department at El Kaser Aliniy University Hospital, Cairo University, Egypt. Sample: A purposive sample of 70 women was recruited for the study. Tools:  Five tools were used for data collection 1) Women structured interviewing questionnaire; 2) Beck Anxiety Inventory (BAI) scale; 3) Numerical Pain Rating Scale (NPRS); 4) Knowledge Assessment Questionnaires and 5) Video assisted-teaching and booklet. Results: The mean age of the women was 38.90±11.21years old.