Background: Clinical teaching is an important component of clinical education. In nursing, clinical teaching is ensured by clinical nurse educators. The quality of the student-teacher interaction in the clinical field can either facilitate or hinder the students' integration of theory to practice. The study aimed to assess the effect of training program on clinical teaching skills of the clinical instructors at faculty of nursing, Suez Canal University. Design: A quasi-experimental study design. Setting: this study was conducted in three settings as follows: Faculty of nursing SCU, Suez Canal university hospitals and Ismailia general hospital. Sample: Convenient sample were included all clinical instructors (43) who participate in students' clinical teaching during the academic years 2016/2017 and 2017/2018.Tools: Tool (1): Self-Need Assessment Sheet which included two parts. Part I: personnel data of clinical instructors, Part II: it contains question about the needs related to clinical teaching skills. Tool (2): clinical teaching skills observational checklist. Results: There was a statistically significant improvement between mean scores of clinical instructors in relation to their skills at pre, post and follow up. Mean score at pre-program was (46.6±4.62) which increased at post program (82.4±2.8) and slightly declined at follow-up to (82.1±2.93). Conclusion: the clinical teaching skills of clinical instructors improved post and follow up implementation of the program compared to pre implementation of the program. Recommendations: Ongoing professional education for clinical instructors about clinical teaching skills and a clinical teaching efficacy scale must be developed to evaluate clinical nursing instructors based on the attributes of rules and their capabilities.

Nowadays researchers are paying more attention to factors that may lead to the promotion or inhibition of the academic performance and socializing the education through fostering the academic support. Cognitive abilities are no longer sufficient to determine academic success or failure, it is important to investigate the psychological skills as locus of control. The study aimed to investigate nursing student's experience on locus of control and its relation with learning performance and academic support. Cross section analytical study design was used to fulfill this study. This study was conducted at two settings: Faculty of Nursing, Mansoura University and Faculty of Nursing, Suez Canal University. The study sample includes 222 students from Mansoura University and 186 students from Suez Canal University. Data of the present study were collected by using three tools namely: Internal-External Locus of Control Scale, Learning Performance Scale and perceived academic support scale. Results of the present study indicated that more than half of students had internal locus of control rather than external locus of control, 55.9% of students had internal locus of control in Suez Canal University and 59.5% in Mansoura University, high learning performance and high perceived academic support of the participated students. There was no significant correlation between locus of control (internal or external) and learning performance or perceived academic support. more than half of students had internal locus of control rather than external locus of control and there was no significant correlation between locus of control (internal or external) and learning performance or perceived academic support. According to study findings academic administrators should pay attention to help students to improve and understand how their self perceptions may affect their academic performance.

Background and objective: Heads of academic departments are the first line leaders who directly influence the quality of their departments, transformational leadership has been demonstrated as an effective leadership style in leading organizations and motivating the subordinates to do more than what is being expected. This study aimed to assess the perception of assistant teaching staff of their leaders’ transformational leadership behaviors and its relation to their organizational citizenship behaviors (OCBs) in Suez Canal University.Methods: The studied sample was 456 of assistant teaching staff working at 13 faculties in Suez Canal University. Data collected using self-administrated questionnaire consists of two tools: transformational leadership scale, and organizational citizenship behaviors (OCBs) scale, both likert types rating scale.Results: More than two thirds (65.2%) of the participated assistant teaching staff perceived their leaders as having unsatisfactory transformational leadership behaviors, two thirds (66.4%) of them were satisfied with their organizational citizenship behaviors, and there was significant positive correlation between transformational leadership behaviors and OCBs.Conclusions: There was significant positive correlation between transformational leadership behaviors and OCBs.

Background: Many organizations especially health care depend on human resource management (HRM) practices to support an ongoing organizational change and affect employee attitudes towards change, as well as support positive employee behavior. Aim of the Study: The aim is to assess the effect of human resources management training program for nurse managers on staff nurses' attitudes toward organizational change at Suez Canal University hospitals. Design: A quasi-experimental design was used to conduct the present study. Setting: This study was conducted at Suez Canal University hospitals. Sample: Randomly divided into two groups: in study group, 32 nurse managers and 70 staff nurses worked in the same units of head nurses from study group. In control group, 32 nurse managers and 70 staff nurses worked in the same units of head nurses from control group. Tools of Data Collection: Data was collected using two tools through study phases. Tool I: Human resources management practices and Tool II: staff nurses' attitudes towards organizational change Results: There was statistically significant improvement regarding all human resources management practices post and follow-up program for study group of nurse managers. Also, there were statistically significant differences regarding the cynicism, fear and acceptance attitudes toward organizational change post and follow-up program for staff nurses affiliated to study group. There was statistically significant positive relationship between nurse managers' human resources management practices and acceptance attitude toward organizational change for staff nurses affiliated with to study group post-program. Conclusion: The human resource management practices had a positive effect on the staff nurses' attitudes toward organizational change.

Background: Occupational stress is often used as a term to denote the emotions people feel in upsetting circumstances. Teaching staff in faculty are stressed also are additional seemingly to be unhealthy, poorly motivated and fewer productive and fewer safe at work. Aim: the study aimed to assess impact of occupational stress among teaching staff members. Design: A quasi-experimental design was utilized in this study. Setting: the study was conducted in the faculty of nursing at Suez Canal University. Subject: all teaching staff members working in the previous study setting. Tools of the study: Two tools were used to conduct this study; tool I: occupational stress questionnaire which was used to assess stress level, tool II: observation checklist which was used to assess occupational stressors Results: The study revealed that, above half of the studied group (56.1%) was high occupational stress level in preprogram, with stress slightly decrease in the post immediate program (52.6%) and high decreased (12.3%) in the follow-up, with significant difference between pre/ post and follow up phases of program implementation (p<0.0001). The total mean score for occupational stressors among studied sample was high in administrative stressors (35.532±6.8430) and was also high in organization stressors (27.035±5.0339). While, lowest was in social stressors (8.906±2.1808). Conclusion: There was statistically significant improvement in teaching staff occupational stress level before and after the implemented program Recommendation: providing occupation stress management program periodically to improving personal coping mechanism and institute work/life balance strategies.