Learning Objective #1: understand the differnce between faculty and clinical instructors with regard to teaching nursing skills.

Learning Objective #2: implement the findings while planning nursing skills educational programms for nursing students or in service education for new graduates.

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Background: The current nursing educational program in Israel puts greater emphasis than ever on the performance of clinical skills required by registered nurses. Records of nursing students indicate  a lower than expected level of performance of certain clinical activities.

Aims: To assess the attitudes of nurses involved in training nursing students towards the level of self-sufficiency of students in performing psychomotor skills.

Research methods: Questionnaires were given to 132 nurses comprising of faculty from 5 academic nursing schools, supervisors, deputy supervisors and clinical instructors in adult wards of 3 academic hospitals. The Questionnaires examined the nurses’ attitudes towards the potential risk of 30 clinical skills, the extent to which the respondents permit students to independently carry out nursing skills, the stage of study at which they allow supervised performance of clinical skills, and demographic data.
Results: A relationship was found between the organizational position and educational background of the nurse and his/her attitude and willingness to allow independent performance by students (Χ²(2) =10.930, p<0.05). Faculty allowed greater independence than supervisors, deputies, and clinical instructors, regardless of the complexity of the skill (Χ² (3)=20.199, p < 0.01).

Conclusions: Studying clinical skills on the wards under the supervision of a faculty predicts a better chance for nursing students to perform these skills in the course of their studies. These findings should be taken into account when planning the program of studies and when absorbing new graduates into the health system.