The study aimed to investigate the relationship between teamwork, staffing, satisfaction and self-efficacy among nurses at Main Assiut University Hospital. Design: A descriptive correlation research design was used. Subjects: The study included (161) nurses, they were convenient sample. Tools: This study utilized two tools: Tool I: The nursing team work questionnaire. Tool II: The Self-Efficacy Scale. Results: Most of nurses at Main Assiut University Hospital perceived their staff as inadequate at all working times but most of them were satisfied with their job position and team work. Conclusion: The highest mean scores of nursing team work dimensions was related to team awareness while the lowest was the team leadership comparing to all nursing team work dimensions. It was found that the higher score of nursing team work was related to ICUs comparing to other departments. Recommendations: Strategies to improve teamwork must be developed by the nurse managers through working on the all dimension of team work. Nurse manager must work to enhance the nurses' satisfaction and self-efficacy though engage the nurses in various activities.

Objective: This study aims to examine the factors that affecting motivation of academic staff at Faculties of Nursing at Assiut, Sohag and Quena Universities. Methods: A descriptive comparative design was used in the present study. Subjects of the study were all available academic staff who agreed to participate in the study (240). Tool of the study: A self-administered questionnaire was used for data collection it consisted of two parts: The first part included the personal characteristics of academic staff. The second part-Questionnaire of the factors that affecting motivation of academic staff which was adapted from Alam & Farid & Shaheen and colleagues contained 52 items. Results: The findings of the present study showed that the first factor positively motivate the academic staff to teach was self-confidence, followed by choice of teaching staff for their profession. While, the first factor negatively affecting the motivation of the academic staff to teach was anxiety in classroom, followed by examination stress and rewards. Conclusions: The factors positively motivate the academic staff to teach were self-confidence, choice of teaching staff for their profession, and relation of teachers with their colleagues. While, the factors negatively affecting the motivation of the academic staff to teach were anxiety in classroom, examination stress and rewards, socio-economic status of teaching staff, and administration polices. There were statistically significant differences and negative relation between socio-economic status, anxiety in classroom, and academic staff's years of experience while, there were statistically significant differences and positive relation between self-confidence, administrative policies and academic staff's years of experience. Recommendation: The academic staff must be acknowledged for their good performance and should be accompanied with improvement of their salary and academicians should not employ without a professional training by in-service training courses.