Zagazig University

Faculty of Nursing
Nursing Administration Department

Effect of Sustainability Development Training Program

on Nurses’ Green Self Efficacy, Behavior, and Advocacy
A Protocol
Submitted for Partial Fulfillment Requirements of Doctoral Degree
in Nursing Administration

By
Nouran Nabil Abdelaziz Mohamed
M.Sc. Nursing, Zagazig University

Supervisors
Prof. Dr. Fatma Gouda Metwally
Professor of Nursing Administration
Faculty of Nursing - Zagazig University
Prof. Dr. Wafaa Mostafa Mohamed
Professor of Nursing Administration
Faculty of Nursing - Zagazig University

Dr. Nora Mahdy Attia

Assist. Professor of Nursing Administration
Faculty of Nursing - Zagazig University

Faculty of Nursing
Zagazig University

2025
 Introduction
Sustainability development has emerged as an urgent global priority in
response to escalating environmental challenges and resource depletion. In the
healthcare sector, nurses who make up the largest proportion of the health
workforce play a pivotal role in achieving sustainability goals due to their direct
involvement in patient care, resource use, and advocacy for health-promoting
environments (Dante & Mecugni, 2023). Their daily practices, such as
managing waste, conserving energy, and advocating for environmentally
responsible policies, have a direct impact on the ecological footprint of
healthcare institutions. Consequently, empowering nurses with the knowledge,
skills, and confidence to act sustainably has become essential for fostering green
healthcare systems (Zoromba & El-Gazar, 2025).

Sustainability is defined as development that meets the needs of the

present without compromising the ability of future generations to meet their
own needs (United Nations Agenda 21; Moore et al., 2023). In the healthcare
context, sustainability involves balancing ecological, economic, and social
systems to promote well-being while protecting natural resources. Nurses, as
frontline health professionals, play a vital role in mitigating these effects by
advocating for sustainable healthcare systems and environmentally responsible
practices (Anåker et al., 2021).

Embedding sustainability into nursing practice and education is not only

a moral imperative based on the principle of "do no harm," but also essential for
achieving the UN Sustainable Development Goals (SDGs), particularly those
related to health, responsible consumption and production, and environmental
protection (UN, 2020; Elshall, Darwish, & Shokry, 2022). To effectively
prepare nurses for their role in promoting sustainability, it is essential to
integrate sustainability concepts into their professional beliefs and values. This
integration fosters a deeper internalization of environmental responsibility and
enhances their green self-efficacy, enabling them to take confident and
informed action toward implementing sustainable practices in clinical settings.
 Significance of the Study
Nurses play a pivotal role in advancing sustainability within healthcare
systems. Their daily clinical decisions such as managing resources, handling
waste, and conserving energy have a direct impact on the environmental
footprint of healthcare organizations. However, many nurses lack structured
knowledge and formal training on sustainability, which limits their ability to
initiate or lead sustainable practices confidently. In Egypt, recent studies have
highlighted the effectiveness of sustainability focused educational interventions.
For instance, a quasi-experimental study at Sohag University Hospitals reported
significant improvements in nurses’ green behavior intentions and advocacy
following a sustainability consciousness program ((Othman, Abdelall, & Ali,
2025).

Similarly, nursing interns at Cairo University demonstrated enhanced

knowledge and behavior after participating in targeted sustainability education
((Mohamed, Khalil, & Abdelaziz, 2024). These findings support the urgent
need to implement similar structured programs at Zagazig University Hospitals
to strengthen nurses' confidence in their ability to act sustainably within their
workplace.

Although nurses at Zagazig University Hospitals are well-positioned to

implement sustainable practices and influence their peers, no prior study has
introduced sustainability development training for staff nurses in this context.
This lack of structured training limits their ability to adopt and promote green
behaviors. Evidence from other Egyptian universities, such as Sohag,
Damanhour, and Alexandria, indicates that many nursing students are
unfamiliar with the SDGs and often depend on informal sources like social
media for sustainability knowledge (Mohamed et al., 2024). In contrast,
healthcare settings with nurse managers who actively model sustainability
leadership report higher levels of green behavior and advocacy among nursing
staff (El-Masry & El-Gazzar, 2024).

In response to this gap, the sustainability development training program

proposed in this study is intentionally designed to offer a comprehensive and
structured learning experience. It aims to guide nurses from foundational
knowledge of sustainability concepts, through the practical application of green
behaviors, and toward building the self-efficacy needed to act sustainably with
confidence. Ultimately, the program seeks to empower nurses to become
advocates for sustainability, capable of influencing their teams and fostering an
environmentally responsible workplace culture.

As the global nursing community increasingly embraces its role in

promoting sustainability, studies like this contribute to a broader international
movement to integrate sustainability into nursing education and workforce
development (World Health Organization, 2021; Richardson et al., 2022).
Therefore, this research aims to build a culture of sustainability that supports
Egypt’s national and global growing efforts to create a more sustainable and
future-ready healthcare system.
 Aim of the study
The aim of this study is to assess the effect of a sustainability
development training program on nurses’ green self-efficacy, behavior, and
advocacy at Zagazig University Hospitals.

This will be achieved through the following objectives:

 Assess level of nurses’ knowledge regarding sustainability development
before and after implementation of the program.
 Assess level of nurses’ sustainability-related practices before and after
implementation of the program.
 Assess nurses’ attitudes toward sustainability development before and
after implementation of the program.
 Assess nurses' green self-efficacy levels before and after implementation
of the program.
 Assess nurses' green behavior levels before and after implementation of
the program.
 Assess nurses' green advocacy levels before and after implementation of
the program.
 Design, and implement training program regarding sustainability
development and examine its effect on nurses’ green self-efficacy,
behavior, and advocacy.
Hypotheses:
H1: Nurses’ knowledge regarding sustainability development will be
significantly improved after implementation of the sustainability development
training program.
 H2: Nurses’ sustainability-related practices will be significantly improved
after implementation of the sustainability development training program.

H3: Nurses’ attitudes toward sustainability development will be

significantly improved after implementation of the sustainability development
training program.

H4: Nurses’ green self-efficacy levels will be significantly improved after

implementation of the sustainability development training program.

H5: Nurses’ green behavior levels will be significantly improved after

implementation of the sustainability development training program.

H6: Nurses’ green advocacy levels will be significantly improved after

implementation of the sustainability development training program.

Subject and Methods

Study Methodology will be consisted of four main designs as follows:

I. Technical Design
II. Operational design
III. Administrative Design
IV. Statistical design
I- Technical designs
The technical design of this study will include a description of the
research design, the research setting, the subject, and tools of data
collection.

a. Research design:
A quasi- experimental design will be used to achieve the aim of this
study.
b. Setting:
This study will be conducted at Zagazig University Hospitals (academic
hospitals), which includes two sectors involving eight teaching hospitals,
namely; the emergency sector included five hospitals and El-Salam sectors
includes three hospitals. The total bed capacity of the Hospitals is
approximately 2043 beds.

c. Subjects: A proportionate stratified random sample will be taken from staff

nurses working at Zagazig University Hospitals according to the following
inclusion criteria:
 The available categories of nurses with different educational
credentials will be included (Doctorate, Master, Bachelor &
Technicians).
 Had at least one year of experience.
 Both genders
 Agree to participate in the study.
Sample size:
The total population size is 2770 nurses, so Sample size will be
calculated by K. Thompson Equation from the next formula

N x p (1− p )
n=
[ [ N−1 × ( d ÷ z ) ] + p (1− p ) ]
2 2

The ideal sample size was estimated at a confidence level at 95% (1.96),
error proportion (0.05) and the required sample size is 337.

d. Tools of data collection:

Four tools will be used for collecting data in this study:
Tool (I): Sustainability Development Questionnaire:
This tool will be used to assess nurses’ knowledge, practices, and attitudes
related to sustainability development, and will consist of the following four
parts:

Part I: Demographic Data

This section will be concerned with the demographic profile of the

studied nursing staff, includes characteristics of them such as age, gender,
educational level, years of experience, previous training courses about
sustainable development.

Part II: Sustainability Development Knowledge Questionnaire

This section is to measure nurses’ level of knowledge regarding

sustainability development before and after implementing the program. It will
be developed by the researcher after reviewing relevant literature.

Part III: Sustainability Development Practices Questionnaire

This section is to measure level of nurses’ sustainability-related practices

before and after implementing the program. It will be developed by the
researcher after reviewing relevant literature.

Part IV: Sustainability Development Attitude Questionnaire

This section is to measure nurses’ attitudes toward sustainability

development before and after implementing the program. It will be developed
by the researcher after reviewing relevant literature.

Tool (II): Green Behavior Scale

It was developed by McConnaughy (2014) to assess the level to which
nurses experience descriptive norms regarding green behaviour on a five-point
Likert scale ranging from 1 = strongly disagree to 5 = strongly agree, and
includes 40 items divided into five categories: Working sustainability (9 items),
avoiding harm (7 items), conserving (10 items), influencing others (6 items) and
taking initiative (8 items).

Tool (III): Green Advocacy Scale

Modified by Wu and Liu (2023) and adapted from Kim et al. (2017) to
measure the extent to which nurses advocate for sustainable practices within
their workplace environment on a five-point Likert scale ranging from 1 =
strongly disagree to 5 = strongly agree, and includes 5 items. Scores will be
summed and higher scores indicate stronger green advocacy behavior.

Tool (IV): Green Self-Efficacy Scale

Modified by Wu and Chiang (2023) and adapted from Chen et al.
(2015) to measure the extent to which nurses feel confident in their own ability
to successfully carry out environmentally responsible behaviors and actions
within their workplace environment on a five-point Likert scale ranging from 1
= strongly disagree to 5 = strongly agree, and includes 5 items. Scores will be
summed, with higher scores indicating stronger green self-efficacy.

ІІ- Operational design

It includes three phase the preparatory phase, designing, implementation
and evaluation phase.

A-The preparatory phase:

It includes reviewing of related literature and theoretical knowledge of

various aspects of the study, using books, articles, internet periodicals, and
magazines to develop tools of data collection, designing sustainability
development training program, validity and reliability of tools; The tools will be
tested for the validity by a group of experts in the field of nursing administration
who will conduct face and content validity of all items. All recommend
modification will be performed; the researcher will use suitable reliability tests
to test reliability of the study tools. A pilot study will be carried out on 10% of
the study sample in order to identify obstacles and problems that may be
encountered during data collection, to test the clarity of the tools, to determine
reliability of the test questions and to estimate the time needed for answering
the test question. Any necessary modifications will be done.

B- Designing & Implementation phase:

The knowledge pre-test will be administered to the nurses to assess their

baseline understanding of sustainability development and green nursing
practices. Based on the pre-test results, the nurses’ learning needs will be
identified. Accordingly, the specific objectives of the training program will be
developed, and the content will be tailored to address these needs. The
Sustainability Development Training Program will be structured into three
progressive parts, each designed to build upon the previous one: Part one; will
be related to building cognitive foundation at first to increase knowledge and
awareness. This part will focus on the core theoretical concepts of sustainability
development. It will cover the definition, the three key dimensions
(environmental, social, and economic), and its relevance to the healthcare
context. Special emphasis will be placed on the United Nations Sustainable
Development Goals (SDGs) that nurses can actively contribute to within the
workplace, particularly; SDG 3: Good Health and Well-being, SDG 6: Clean
Water and Sanitation, SDG 7: Affordable and Clean Energy, SDG 12:
Responsible Consumption and Production, and SDG 13: Climate Action.
Nurses will explore how their professional roles and everyday actions can
directly impact the achievement of these goals and how sustainability
development can be integrated into daily nursing practice.

Part two; will aim to enforce behavioral integration through practical

application. This part will be practical and interactive, aiming to translate
knowledge into real-life green behaviors. Nurses will engage in clinical
scenarios, case discussions, role-playing, and structured activities that
demonstrate how to apply sustainability development principles in a hospital
setting. Topics include reducing waste, conserving resources, and choosing
environmentally responsible actions in patient care.

Part three; will be related to advocacy and building self-efficacy. This

part will be specifically designed to empower nurses to become advocates for
sustainability development and lead change within their teams. It will explore
green advocacy strategies, communication skills, and personal reflection to help
nurses recognize their influence and leadership potential; through focusing on
building green self-efficacy and boosting the confidence to maintain and
promote sustainable practices, even in challenging or resource-limited
environments.

The researcher will utilize various teaching methods to promote active

learning and engagement, including lectures, group discussions, case-based
learning, brainstorming, and reflection activities. Teaching materials and media
will include PowerPoint presentations, handouts, visual aids, and printed
sustainability checklists. At the beginning of the first session, the nurses will be
oriented to the program’s purpose, content, structure, and session schedule.
Each session will start with clear learning objectives and end with a summary,
group reflection, or simple action planning task to reinforce learning and
encourage workplace application.

C- Evaluation phase:

Following the implementation of the sustainability development training

program, the evaluation phase will be conducted to assess its effectiveness in
enhancing nurses’ green behavior, green advocacy, and green self-efficacy. The
same tools used during the pre-program assessment will be administered to
ensure consistency in measuring outcomes. Program evaluation will occur at
three different time points: first, a pre-test will be conducted before the start of
the training to establish baseline measurements; second, an immediate post-test
will be administered directly after the completion of the program to evaluate the
short-term impact; and third, a follow-up assessment will be conducted three
months later to assess the sustainability of the training effects over time. This
phased evaluation approach will allow the researcher to determine both the
immediate and long-term outcomes of the intervention on the targeted variables.

Ш- Administrative design

Official permission:

An official permission for data collection will be obtained by using the

proper channels of communication from authorized personnel at Zagazig
University Hospitals.

Ethical considerations:

Verbal explanation of the nature and the aim of the study will be
explained to the nurses that will be included in the study sample, clarification of
the nature and purpose of the study will be done in the interview with each
subject. The nurses have the right to participate or refuse the study.

IV- Statistical design

Data will be collected, and analyzed according to the obtained results.

Discussion:
Discussion of the results will be done based on current related literature.

Conclusion and recommendations:

Conclusion and recommendations will be derived from discussion and
results.
 References
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 ‫جامعة الزقازيق‬

‫كلية التمريض‬

‫قسم ادارة التمريض‬

‫ادراك طالب االمتياز للكفاءه الرقميه‪ ،‬تواصل فريق‬

‫العمل واالستدامه المهنيه‬
‫بروتوكول‬
‫تم تقديمه الستيفاء متطلبات درجة الماجستير في علوم إدارة‬
‫التمريض‬

‫مقدمه من‬
‫ايه محمد خليل احمد‬
‫(بكالوريوس تمريض جامعة الزقازيق)‬

‫المشرفون‬

‫ا‪.‬م‪.‬د‪ /‬حسنية عبد المنعم عامر‬

‫أستاذ مساعد إدارة التمريض ‪ -‬كلية التمريض‬
‫جامعة الزقازيق‬

‫ا‪.‬م‪.‬د ‪ /‬نورا مهدي عطية محمد‬

‫أستاذ مساعد إدارة التمريض ‪ -‬كلية التمريض‬
‫جامعة الزقازيق‬
 ‫د‪ /‬هبة صبحي محمد‬
‫مدرس إدارة التمريض‬
‫كلية التمريض ‪ -‬جامعة الزقازيق‬

‫كلية التمريض‬
‫جامعة الزقازيق‬
‫‪2025‬‬

‫مقدمة‬
‫مع تزايد دمج التقنيات الرقمية في الرعاية الصحية‪ُ ،‬تعد قدرة الممرضين‬
‫على استخدام هذه األدوات بفعالية أمًر ا بالغ األهمية لتحسين نتائج المرضى‬
‫وضمان السالمة في البيئات السريرية‪ .‬وُيعترف بشكل متزايد بالكفاءة الرقمية في‬
‫التمريض كضرورة أساسية لمتخصصي الرعاية الصحية الحديثة‪ .‬وُتسّهل منصات‬
‫الكفاءة الرقمية التعاون من خالل تمكين الممرضين من تبادل الخبرات وطلب‬
‫المشورة والمشاركة في مناقشات هادفة‪ ،‬مما ُيعزز التواصل داخل الفريق‪.‬‬

‫مع تطور هذا المجال‪ ،‬يجب على كليات التمريض إعطاء األولوية لتطوير الكفاءات‬
‫الرقمية لدى الطالب لالستفادة من المعلومات واالتصاالت والتكنولوجيا بفعالية‬
‫في تعليم التمريض‪ُ .‬تعد هذه الكفاءة بالغة األهمية ليس فقط الستخدام األدوات‬
‫الرقمية‪ ،‬بل أيًض ا لدمج التقنيات الحديثة في الممارسة المهنية‪ ،‬مما ُيعزز مهارات‬
‫التقييم السريري واالستدالل والتفكير النقدي‪ .‬طالب امتياز التمريض الذين‬
‫يتمتعون بكفاءات رقمية قوية يكونون أكثر قدرة على التواصل الجماعى‪ ،‬مما يؤثر‬
‫بشكل مباشر على تطورهم المهني وسالمة رعاية المرضى‪.‬‬

‫ُيعّد التواصل الجماعي أمًر ا بالغ األهمية في مجال الرعاية الصحية‪ ،‬وخاصًة‬
‫للمرضين الذين يتعاملون مع بيئات رعاية تمريضية معقدة‪ُ .‬يحّس ن تطبيق التواصل‬
‫الجماعي في بيئة العمل األداء ويعزز سالمة المرضى‪ .‬يجب أن يمتلك أخصائيو‬
‫الرعاية الصحية كفاءات تواصل شاملة للمساهمة بفعالية في سالمة المرضى‪.‬‬
‫ويشمل ذلك المعرفة والمهارات في التواصل الكتابي والشفهي واإللكتروني‪.‬‬
‫عالوة على ذلك‪ُ ،‬يعد االستخدام األمثل ألدوات االتصال اإللكترونية أمًر ا أساسًيا‬
‫للحفاظ على معايير السالمة في رعاية المرضى‬

‫ُتعد االستدامة المهنية بين الممرضين المتدربين جانًبا بالغ األهمية لضمان‬
‫قوة عاملة تمريضية مستقرة‪ ،‬وتعتمد على العديد من العوامل المترابطة بما في‬
‫ذلك الكفاءة الذاتية والدعم االجتماعي وتكامل التكنولوجيا‪ُ .‬يعد التفاعل بين‬
‫الكفاءة الرقمية والتواصل الفعال أمًر ا حيوًيا لتعزيز سالمة المرضى وتعزيز‬
‫االستدامة المهنية‪ .‬مع استمرار تطور الرعاية الصحية‪ ،‬هناك حاجة ملحة ألطر‬
‫تعليمية تعطي األولوية لهذه المهارات ان يتمتع بها طالب امتياز التمريض‪ ،‬مما‬
‫يضمن لهم أن يكونوا مجهزين جيًدا للتعامل مع بيئات الرعاية الصحية الحديثة‬
‫واالكثر تعقيدا‪.‬‬
‫ُتعزز الكفاءة الرقمية بين العاملين في مجال الرعاية الصحية تواصل فريق العمل‬
‫بشكل ملحوظ‪ ،‬مما يرتبط ارتباًطا وثيًقا بنتائج سالمة المرضى‪ُ .‬تعزز منصات‬
‫الكفاءة الرقمية التعاون والتواصل بين مقدمي الرعاية الصحية‪ ،‬مما يسمح لهم‬
‫بتبادل الخبرات وطلب المشورة‪ ،‬وهو أمٌر بالغ األهمية في بيئة العمل السريرية‬
‫سريعة التطور‪.‬‬
 ‫أهميه الدراسة‬
‫أدى التكامل المتزايد للتقنيات الرقمية في أنظمة الرعاية الصحية إلى جعل‬
‫الكفاءة الرقمية والتواصل الفعال من خالل العمل الجماعي مهارات أساسية‬
‫لمقدمي الرعاية الصحية‪ ،‬وخاصًة طالب االمتياز في بداية مسيرتهم المهنية‪ .‬وال‬
‫يقل أهمية عن ذلك القدرة على التواصل الفعال داخل فريق العمل لضمان تبادل‬
‫المعلومات بدقة‪ ،‬واتخاذ القرارات في الوقت المناسب‪ ،‬وتقديم الرعاية المنسقة‪،‬‬
‫وكلها ُتسهم في تقليل األخطاء السريرية وتحسين نتائج المرضى‪ .‬بالنسبة لطالب‬
‫امتياز التمريض‪ ،‬فإن تطوير هذه الكفاءات في بداية مسيرتهم المهنية ال ُيعزز‬
‫أدائهم الفوري فحسب‪ ،‬بل ُيرسي أيًض ا أسس النجاح المهني على المدى الطويل‪.‬‬
‫إن امتالك مهارات رقمية وتواصلية قوية يعزز الثقة بالنفس‪ ،‬ويحسن القدرة على‬
‫التكيف‪ ،‬ويعزز المشاركة في البيئات السريرية‪ ،‬مما يقلل من احتمالية اإلرهاق‬
‫المهني واالنقطاع عن العمل‪.‬‬
‫عالوة على ذلك‪ ،‬تدعم هذه المهارات التعلم المستمر والتطوير المهني‪ ،‬وهما‬
‫أمران أساسيان الستدامة مسيرة تمريضية طويلة ومثمرة‪.‬‬
 ‫الهدف العام للدراسة‬
‫تهدف هذه الدراسة إلى تقييم العالقه بين ادراك طالب االمتياز للكفاءه‬
‫الرقميه‪,‬تواصل فريق العمل واالستدامه المهنيه في مستشفيات جامعة الزقازيق‪.‬‬
‫األهداف الفرعية للدراسة‪:‬‬
‫تحديد مستوى إدراك الكفاءة الرقمية لدى طالب امتياز التمريض في‬ ‫‪‬‬
‫مستشفيات جامعة الزقازيق‪.‬‬
‫تقييم مستوى التواصل الجماعي بين طالب امتياز التمريض في مستشفيات‬ ‫‪‬‬
‫جامعة الزقازيق‪.‬‬
‫تقييم مستوى االستدامة المهنية بين طالب امتياز التمريض في مستشفيات‬ ‫‪‬‬
‫جامعة الزقازيق‪.‬‬

‫أسئلة الدراسة‪:‬‬
‫ما هو مستوى إدراك الكفاءة الرقمية لدى طالب التمريض المتدربون في‬ ‫‪.1‬‬
‫مستشفيات جامعة الزقازيق؟‬
‫ما هو مستوى التواصل الجماعي بين طالب امتياز التمريض في‬ ‫‪.2‬‬
‫مستشفيات جامعة الزقازيق؟‬
‫ما هو مستوى ادراك االستدامة المهنية بين طالب امتياز التمريض في‬ ‫‪.3‬‬
‫مستشفيات جامعة الزقازيق؟‬

‫منهجية الدراسة‬
‫ستتكون مناهج وأساليب الدراسة من أربعة تصاميم رئيسية على النحو التالي‪:‬‬
‫التصميم التقني‪ ،‬والتصميم اإلجرائي‪ ،‬والتصميم اإلداري‪ ،‬والتصميم اإلحصائي‪.‬‬
‫اوال‪ -‬التصميم التقني‬
‫سيتضمن التصميم التقني تصميم الدراسة‪ ،‬ومكان الدراسة‪ ،‬وعينه الدراسة‪،‬‬
‫وأدوات جمع البيانات‪.‬‬
‫تصميم الدراسة‬
‫سيتم استخدام تصميم الدراسة الوصفية لتحقيق هدف هذه الدراسة‪.‬‬
‫مكان الدراسة‬
‫سيتم إجراء هذه الدراسة في مستشفيات جامعة الزقازيق بمحافظة الشرقية‬
‫بمصر والتي تشمل قطاعين يضم ستة مستشفيات تعليمية‪ ،‬وهما قطاع الطوارئ‬
‫‪.‬الذي يضم أربعة مستشفيات وقطاع السالم الذي يضم مستشفيين‬
‫المشاركون في الدراسة‬
‫جميع طالب امتياز التمريض بمستشفيات جامعة الزقازيق للعام الدراسي‬
 ‫‪ .٢٠٢4/٢٠٢5‬ويجب ان ينقضي علي االقل سته اشهر من فتره التدريب‪.‬‬
‫أدوات الدراسة‪ :‬سيتم استخدام ثالث أدوات‬
‫األداة األولى‪ :‬استبيان منظم‪ :‬يتكون من جزأين الجزء األول‪:‬‬
‫الخصائص الشخصية لطالب امتياز التمريض ‪ ،‬والتي تتضمن بيانات حول خصائص‬
‫الممرضات مثل العمر والجنس ومكان اإلقامة والحالة االجتماعية وااللتحاق‬
‫بالكلية يعتبر رغبة أساسية واسم المستشفى‪.‬‬
‫الجزء الثاني‪ :‬استبيان الكفاءه الرقميه تم تطويره بواسطة ‪Golz‬‬
‫واخرون ‪ 2023‬لتقييم مستوى إدراك طالب امتياز التمريض فيما يتعلق بالمعرفة‬
‫والمهارات والموقف تجاه الكفاءة الرقمية‪ .‬يتكون من ‪ 26‬عنصًر ا مجمًعا تحت ثالث‬
‫مجاالت وهي‪ :‬المعرفة (‪ 4‬عناصر) والمهارات (‪ 8‬عناصر) والموقف (‪ 14‬عنصًر ا)‪ .‬تم‬
‫قياس استجابات طالب امتياز التمريض للمقياس على مقياس ليكرت من خمس‬
‫نقاط يتراوح من ‪( 1‬أختلف تماًما) إلى ‪( 5‬أوافق تماًما)‪.‬‬
‫األداة الثانية‪ :‬استبيان التواصل الجماعي في العمل‪ :‬تم تطويره‬
‫‪ Matar , Aldwair‬لتقييم مستوى التواصل الجماعي في العمل بين‬ ‫بواسطة ‪2021‬‬
‫طالب امتياز التمريض‪ .‬تتكون األداة من ‪ 48‬عنصًر ا‪ .‬مقسم الى تسعة اجزاء‬
‫كاالتى‪ :‬التواصل الداخلي (‪ 5‬بنود)‪ ،‬التواصل الخارجي (‪ 5‬بنود)‪ ،‬بروتوكوالت‬
‫التواصل (‪ 6‬بنود)‪ ،‬هيكل العمل الجماعي (‪ 5‬بنود)‪ ،‬مشاركة المعلومات (‪ 4‬بنود)‪،‬‬
‫تخطيط الرعاية (‪ 5‬بنود) ‪ ،‬تبادل المعلومات (‪ 5‬بنود)‪ ،‬تخطيط الخروج (‪ 4‬بنود)‪،‬‬
‫امتياز التمريض على‬ ‫وتخطيط المرض (‪ 9‬بنود)‪ .‬تم قياس استجابات طالب‬
‫المقياس على مقياس ليكرت ذي خمس نقاط‪ ،‬تراوحت من ‪( 1‬أختلف بشدة) إلى‬
‫‪( 5‬أوافق بشدة)‪.‬‬
‫األداة الثالثه‪ :‬مقياس االستدامة المهنية‪ُ :‬طّور هذا المقياس من ِقبل‬
‫تشين وآخرون (‪ )2022‬لتقييم مستوى ادراك االستدامة المهنية من وجهة نظر‬
‫طالب امتياز التمريض‪ .‬يتألف من ‪ ١٢‬بنًدا ُمصّنًفا ضمن أربعة مجاالت‪ ،‬هي‪ :‬الحيلة‪،‬‬
‫والمرونة والتجديد‪ ،‬والتكامل‪ .‬احتوى كٌّل منها على ثالثة بنود‪ .‬تم قياس استجابات‬
‫امتياز التمريض على المقياس على مقياس ليكرت ذي خمس نقاط‪،‬‬ ‫طالب‬
‫تراوحت من ‪( 1‬أختلف بشدة) إلى ‪( 5‬أوافق بشدة)‪.‬‬
‫ثانيا ‪-‬التصميم اإلجرائي‪:‬‬
 ‫الدراسة االستطالعية‬ ‫‪‬‬
‫سيتم إجراء الدراسة االستطالعية على ‪ %10‬من المشاركين الختبار وضوح األداة‪،‬‬
‫وسيتم إجراء أي تعديالت ضرورية‪ ،‬وسيتم استبعاد هؤالء المشاركين من عينة‬
‫الدراسة‪.‬‬
‫صحة محتوى األداة‬
‫سيتم اختبار أدوات جمع البيانات من حيث الوضوح‪ ،‬والمالءمة‪ ،‬وقابلية التطبيق‪،‬‬
‫والشمول‪ ،‬والفهم‪ ،‬وسهولة التنفيذ من قبل خمسة خبراء في هذا المجال‪.‬‬
‫ثالثا‪ -‬التصميم اإلداري‬
‫إلجراء الدراسة في البيئة المختارة‪ ،‬سيتم الحصول على موافقة رسمية لجمع‬
‫البيانات باستخدام قناة االتصال المناسبة‪..‬‬
‫االعتبارات األخالقية‬
‫سيتم الحصول على موافقة شفهية غير رسمية من طالب االمتياز المشاركين في‬
‫عينة الدراسة‪ ،‬وذلك بعد شرح شفهي لكل مشارك حول طبيعة الدراسة وهدفها‪.‬‬
‫وسُيتاح لهم خيار الرفض أو المشاركة؛ إذ ال يمكن للدراسة أن ُتسبب أي عواقب‬
‫سلبية على المشاركين‪ .‬وسيتم طمأنتهم بأن أي معلومات ُتجمع سُتستخدم‬
‫ألغراض البحث فقط‪ ،‬وسُتعامل بسرية تامة‪.‬‬

‫رابعا‪ -‬التصميم اإلحصائي‬

‫سيتم جمع البيانات وتحليلها وتنظيمها وجدولتها باستخدام األساليب اإلحصائية‬
‫المناسبة وفًقا للنتيجة التي تم الحصول عليها‪.‬‬
‫المناقشة‬
‫سيتم مناقشة النتائج بناًء على األدبيات الحالية ذات الصلة‪.‬‬
‫االستنتاج و التوصيات‬
‫سيتم استخالص الخاتمة والتوصيات من المناقشة والنتائج‪.‬‬