Personal hygiene practices and safety measures among governmental hospitals' staff in Beni-Swief governorate

Personal hygiene is one of the most effective ways to protect ourselves and others from illness. Safety measures also include application of standard precautions, education and training for protection of health care workers. The aim of this study was to assess personal hygiene practices and safety measures of health care workers [HCWs] in all governmental, teaching, and non-teaching, Hospitals in Beni-Sweif Governorate. The study was conducted in Beni-Sweif University Hospital, Insurance I hospital, and Ministry of Health and Population Hospital in Beni Sweif Governorate using a descriptive design. It included all nurses [n=421], physicians [n=132], and housekeeping personnel [n=73]. Data collection tools were a structured interview questionnaire form and an observation checklist. The results revealed that, most nurses were females [91.0%], compared to 22.7% of the doctors. More than half of the doctors [53.0%] received the three full doses of HBV, compared 10 41.8% of the nurses [p-0.024]. Overall, 63.2% of the nurses had adequate practice in personal safety compared to 81.1% of the doctors [p<0.001]. The University Hospital nurses had the highest performance in personal safety [79.5%], while the Insurance Hospital had the lowest [42.5%], [p=0.001]. The workers had highest performance with gloving and personal hygiene, and lowest in personal protection measures. The study recommended implementation of a healthcare workers' vaccination program which must be mandatory with provision of all needed equipment and supplies for infection control. Continuing and in-service training programs are needed to improve skills of personal hygiene and safety measures especially for nurses. Workers need training in the use of personal protective equipment, which should be made available to them

Self- directed learning readiness among nursing students at faculty of nursing - Assuit university

Contemporary learning environments have fewer structured learning activities and more self-directed learning tasks guided through consultation with academics. Such tasks arc predominately projects problem-based where the student is required to follow a freely guided road map to self-discovery while simultaneously achieving the desired learning outcomes for a particular course. However, many students struggle to adjust to a learning environment where they are being increasingly encouraged to undertake Self-Directed Learning [SDL]. Is to determine nursing students' readiness for self-directed learning at Faculty of Nursing Assiut University A descriptive explorative research design was utilized. The study sample constituted of 520 students enrolled in the second, third, and fourth academic year [2010-2011] at Faculty of Nursing-Assiut University. Each student was submitted to Self-directed learning readiness scale. It consisted of 41 items divided into three factors: 13 items covered self-management [SM]; 13 items covered desire for learning [DL]; and 15 covered characteristics of self-control factor [SC]. The possible responses of this part were five point Likert Scale: Strongly disagree scored [1], disagree scored [2], not decided scored [3], agree scored [4], and strongly agree scored [5]. Show that all of the study subjects agreed about factors of self-directed learning readiness and there were highly statistically significant differences for all of them [P

Hospital nurses' role in clinical teaching at Assiut university hospitals

Clinical teaching behavior is a critical determinant for quality clinical learning experiences of student nurses. Therefore, hospital nurses play an important role in effective clinical teaching. The aims of the present study were to investigate effectiveness of hospital nurses' clinical teaching, and to analyze and explain the reasons for their teaching performance. To achieve these aims a descriptive research design was utilized. This study was carried out in Assiut University Hospitals in the following departments; Medical, Surgical, I.C.U, Psychiatric, Pediatric, and Gynecological and Obstetric departments; the study sample included all head and staff nurses 288 currently assigned to work in the selected units. A questionnaire sheet is consisted of three parts: the first part: related to socio-demographic characteristics of the study sample. It included 5 questions related to age, gender, place of work, qualifications, and years of experience; the second part: included 15 statements developed by Gulen Addis and Ayisa Karadag [2003] to investigate effectiveness of hospital nurses' clinical teaching, which includes patient care, management, research, and teaching role. The third part: included two open ended questions ask about nurses' reasons for their performance in clinical teaching; and their recommendations for improved clinical teaching performance. The majority of study sample were staff nurses, females aged less than 30 years, having diploma degree, and have more than 5 years of experience, from surgical department. Reliability of the tool revealed that the tool is highly reliable [a= 0.92].The result denoted that there was statistically significant differences as regard to the four roles of nurses in clinical teaching [care, management, research, and teaching roles] P