Abstract:
Teacher behavior can contribute to or discourage student learning and therefore is an important variable in establishing a learning milieu in the clinical setting. The aim of this study was to investigate clinical instructor's teaching behaviors as perceived by student nurses that help or hinder their self-confidence as a nurse. To achieve this aim a descriptive research design was utilized on 394 nursing students at Faculty of Nursing, Assiut University. The subjects rated 16 clinical teaching behaviors (Flageler et al., 1988) as to the degree each helped or hindered their self-confidence as nurses. Two types of open ended questions were also used to identify additional clinical instructor behaviors. The study results demonstrated that the major clinical teaching behavior that helped student self-confidence was encouraging student to ask questions; also the most helpful behavior was giving positive reinforcement. While, Gives mostly negative feedback and Intimidation were the most clinical instructor behaviors hinder student self-confidence. The study identified dimensions of clinical instruction and indicated how each dimension contributes to the development of the student's nurse self-confidence. On the light of the present findings the authors recommended that teachers should become more directive in helping students performing effectively rather than using the time for questioning.