الفهرس 
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Abstract
The quality of clinical training is one of the major factors that should be considered in determining the overall effectiveness of the programme and specifically in making value judgment on the academic, competence and professional performance of nursing graduates in nursing practice. The quality of an educational programme contributes to the overall effectiveness of the institution in realizing its objectives, vision and mission (Sherwood et al., 2011).
Aim of the study:
This study aimed to assess the quality of pediatric nursing clinical training as perceived by the students at technical health institute of Imbaba.
To fulfil this aim, the following research questions were developed:
1. What is the perception of the students about the quality of pediatric nursing clinical training?
2. What are the factors that affect on the competency of pediatric nursing clinical training as perceived by the students ?
• Research Design
A descripitive design was utilized to conduct this study.
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• Research Setting
The study conducted at Technical Health Institute of Imbaba. Because, it is the largest technical institute in Egypt that receive students from rural and urban areas allover Cairo governorate.
Subjects
Purposive sample of students(n=120) who were enrolled in pediatric nursing department and specific in their clinical training in Neonatal Intensive Care Unit (NICU).While in this area, all students are responsible specific procedures on the neonates. The study sample excluded to previous academic (2016- 2017).
• Tools of data collection
Data were collected through use of the following two tools:
Structured Questionnaire Sheet by Interviewing (Appendix I):
It was developed by the researcher based on scientific literature review. It included the following three parts:
First Part: The students’ characteristics: such as age, sex, marital status, attendance of training courses in pediatric nursing.
o Students’ knowledge about the quality of clinical training such as, the concept of quality of clinical training, factors affecting clinical training, importance and aim of clinical training, importance of theoretical content in clinical training, also the tool assessed the students’ knowledge about the role of clinical instructor in clinical training and evaluation.
Scoring system: The right answer was scored one, and zero score for wrong answer. These scores were summed-up and accordingly the level of knowledge was categorized into the following:
Score ≥ 60% referred to satisfactory level of knowledge.
Score ≤ 60 referred to unsatisfactory level of knowledge
Second part: Students’ opinions about the educational activities in their learning environment in pediatric nursing for theoretical experience it included class rooms -audiovisual aids as well as the practical experience such as, lab, Out patient area-Surgical unit- Intensive Care Unit(ICU)-Medicine unit- Neonatal Intensive Care Unit(NICU).
Scoring system
Responses of the students were measured using likert type scale, the responses were that ranges were ranged from agree, neutral and disagree. Accordingly, the response was scored as 0 (for disagree), 1(neutral) and 2 (for agree).
Score < 50% referred to disagree.
Score from 50 < 75% referred to neutral.
Score from 75 ≤ 100% referred to agree.
Third part: Students’ opinions toward the teaching activities of their clinical instructors. It included teaching skills, personal characteristics and their role as facilitator.
Scoring system
Responses of the students were measured using likert type scale, the responses were that ranges were ranged from agree, neutral and disagree. Accordingly, the response was scored as 0 (for disagree), 1(neutral) and 2 (for agree).
Score < 50% referred to disagree.
Score from 50 < 75% referred to neutral.
Score from 75 ≤ 100% referred to agree.
Observational checklists (Appendix II): This tool was adopted from American Academy of pediatric Comittee on Fetus and Newborn, (2010) , Craige etal., (2010), Dierce, (2010) , Gura, (2009) and Pooleetal., (2010) to assess students’ competency level related to their practices in pediatric nursing procedures such as: Vital signs, feeding (bottle feeding- gavage feeding),ventilator care (before, during, after connection),suction (tracheal suction -or pharyngeal suction),medication administration (intravenous therapy - cannula care),anthropometric measurements, daily care of the new born (bathing- eye care - cord care).
Scoring system: Each correct step was scored one grade, and that wrong step (not done or done in correctly) was scored zero.
Total score:
Score < 85% referred to incompetent level of practice.
Score ≥ 85% referred to competent level of practice.
Results:
Findings of the current study can be summarized as follows:
More than three quarter of the studied students(78.3%) were females and more than half of them in age group ranged between 18-22 years in relation to the marital status of the study students more than three quarter of them (81.7%) were single.
The majority of the studied sample (85.8%) did not attend training course during their study in the institute.
Nearly half of the studied students had un satisfactory level of knowledge about the total knowledge of quality of clinical training.
Nearly half of the studied students (62.5%) were disagree about the total opinions of quality of clinical training
More than three quarter of the studied students (86.7%) were agree with teaching skills of clinical instructors.
More than three quarter of the studied students (85.5%), (84.2%) were agree with personal characteristics of clinical instructors and the role of clinical instructor as facilitator.
Majority of them (88.3%) had a competent level of performance regarding pediatric nursing procedures.
Highly statistically significant differences between students’ gender, age and attending training courses and their knowledge regarding to quality of clinical training at p < 0. 01.
Highly statistically significant differences between age, marital status of the studied students and their opinions regarding to quality of clinical training at p < 0. 01.
Statistically significant differences between age, attend training courses, marital status of the studied students and their practices regarding to quality of clinical training at p < 0. 05, while there is no statistically significant difference between gender of the studied students and their practices regarding to quality of clinical training at p > 0. 05.
There were statistically significant differences between the knowledge of them and their practices, opinions in this study.
There was statistically significant differences between the studied students’ opinion and their practices in the quality of clinical training (P <0.05).
Conclusion:
The current study concluded that less than half of the studied students had good level of knowledge about quality of clinical training and there was factors that affect on the quality of pediatric nursing clinical training as perceived by the students such as clinical instructor (teaching skills, personal characteristics and their role as facilitator), learning environment. Additionally the majority of the students had a competent level of performance related to their clinical training in pediatric nursing.
Recommendation:
Increase the awareness of nursing students about the concept of quality in clinical training
Pediatric nursing skill labs should be well equipped, quiet, the number of clinical instructors should be suitable to the number of students, with small groups placement.
Emphasize on the importance good interpersonal relationships between clinical instructors and students to improve clinical experience.
Periodic assessment and continuous evaluation of the pediatric nursing students towards their learning experience in pediatric nursing