Basic Informations

C.V

Dedicated and knowledgeable Assistant Lecturer with a master degree in Nursing Administration and 2 year experience of delivering educational assistance and instruction to various levels of learner in an academic setting (Faculty of Nursing – Beni-Suef University) and 7 years’ experience at (Faculty of Nursing – South Valley University) working with fourth year students with effective and successful working relationships with faculty staff and students.

Demonstrated ability to connect with students and develop individualized plans for academic success, with excellent communication skills and relationship building abilities, having ability to select and develop a variety of learning strategies and coordinate activities to manage and redirect students' behavior in the classroom.

Commitment to delivering effective instructional and theory background and helping develop better clinical experiences for students. Leading recreational and educational activities and facilitating classroom management, with positive role model and successful in building rapport with students, colleges, and administrators. I am highly motivated and enthusiastic educator skilled in identifying educational software and learning programs benefiting students. Also actively participate in continued learning through conferences and professional research.

2022                Doctorate Degree at Nursing Administration, Faculty of Nursing, Cairo University.

2017                Master Degree at Nursing Administration, Faculty of Nursing, Cairo University.

   2011                Bachelor of Nursing science, Faculty of Nursing, El-Minia University.

• Good teaching skills.
• Excellent communication skills, both written and verbal
• Efficient administrative skills.
• Strong critical and analytical skills with reading, writing, and comprehension
• Experiential learning
• Student - centered learning
• Student assessments, supervision , evaluation and progress reporting
• Effective use of multimedia teaching tools
• Participate in curriculum development
• Academic advising
• Clinical instruction
• Student records management
• Relationship builder with colleges and students
• Excellent team member with strong communication skills
• Ability to plan and manage research projects
• Courses organisation or preparation
• Lab supervision
• Deal with any informal mentoring or supporting students
• Writing research proposals
• Participation in planning conferences
• Ability to prioritise workload and to meet deadlines

Assistant Lecturer

Faculty of Nursing, Beni-Suef  University , Beni-Suef                       April 2021 – present

Assistant Lecturer

Faculty of Nursing, South Valley University , Qena                             December 2017 – March 2021

Achievements and Responsibilities

• Worked with individual students to provide personalized educational, behavioral and emotional support.
• Supported instructor with test administration, curriculum development and assignment grading.
• Participated in professional development opportunities and attended in-services and seminars.
• Assigned grades for coursework and tests using answer key, recorded results and informed lecturer of performance.
• Successfully integrated technology based curriculum regarding the distance learning program and update teaching materials on a regular basis.
• Exercised sound decision making capability, cited for being able to find quick, logical and common sense solutions to the course everyday problems.                                                           
• Created discussion questions and facilitated interactions, both in class and on the web portal, included original classroom activities, such as reading and discussing supplemental material.
• Met regularly with other teaching assistants and lecturer to discuss progress and address concerns.
• Distributed course syllabus and responded to student questions and concerns regarding standards, material, grading and progression.
• Initiated and facilitated classroom discussions.
• Developed easy and open rapport with students to encourage engagement and academic progress.
• Supported positive image of university by being responsive and promptly responding to requests and inquiries.
• Provided constructive and timely feedback to students to advice on areas of concern and suggest improvements.
• Updated instructional materials, ordered equipment and supplies and utilized various learning modalities to enhance instruction.
• Oriented and provided valuable instruction to students during clinical rotations.
• Strived to continuously update course strategies and content based on current trends and technological advancements in healthcare.

Clinical Instructor     

Faculty of Nursing, South Valley University, Qena        December 2012 to November 2017

Responsibilities                     

• Provided immediate and constructive feedback to students individually and as group.
• Implemented new educational techniques to ensure student comprehension while reducing learning time.
• Observed and evaluated students' performance, behavior and social development
• Enhanced students learning by optimizing wide range of instructional approaches and innovative classroom activities
• Evaluate and revise lessons plans and courses content to facilitate classroom discussions and student -centered learning.
• Kept students on-task with proactive behavior modification and positive reinforcement strategies. 
• Dispersed, collected, and graded all assignments, including papers, quizzes, and tests.
• Inputted all student records into database.
• Evaluated students' competencies through written assignments and examinations.

• Completed and filed all necessary paperwork for classroom activities, including students' sheets and attendance logs.

• Distributed course syllabus and communicated course standards and learning objectives to students.
• Delivered individualized instruction on observation, assessment, decision-making and patient health teaching.
• Analyzed clinical settings' effectiveness in helping students achieve course and program outcomes.
• Conducted clinical simulations and provided feedback for each individual student.
• Incorporated instructional aids and motivational strategies to eradicate learning gaps.
• Implemented instructional presentations to communicate coursework goals.
• Instructed and coached students to help overcome academic issues and personal challenges.           

-          Abd El Mawgod, A. A, El Mola, M., Ahmed, S. M. (2018 ).“Staff nurses expected role versus actual role at South Valley University.” Egyptian Nursing Journal, 15:62–70.

-           Hamid, A. A. E. M. A. E., Fekry, N., & Etway, E. A. E. (2022). Effect of ergonomics training program on nurses’ knowledge and safety practice. International Journal of Health Sciences, 6(S6), 5992–6006.

-         

• Arabic Language    : Excellent “Mother Language”, Native.
• English Language: very good (written & spoken).
• Proficiency in all areas of Microsoft Office, including Access, Excel, Word and PowerPoint

   International/National

2019: Annual International Congress of National Cancer institute, Cairo University, "Bridging Gap In Oncology"

Conferences Planning/Participation

2019                5^th  Conference of young researchers for medical sciences " South Valley University.

2015                5^th  Annual Students Scientific Conference " Reshaping of misconception regarding nursing profession among students", Faculty of Nursing ,Helwan University.

2015                2nd International Day Celebration, " Nursing A continuous and Holistic Care", Faculty of Nursing ,South Valley University.

2013                2^nd Annual Nursing Scientific Conference " Safety Environment And Nursing", Faculty of Nursing ,Minia University.

2013                2^nd Annual International Scientific Conference " The role of nursing in governance and improve global health", Faculty of Nursing , Helwan University.

2013                5^th Annual International Scientific Conference " Interdisciplinary empowering nursing performance and leading changes", Faculty of Nursing ,Beni-Suef University.

 Courses

2022:                Management of research team (CHRD), Beni-Suef University.

2021:             "Fundamentals of Digital Transformation, Central unit of IT training, Cairo University.

2021:        "Toefl (Academic Test of English as a foreign language)", The Centre for foreign languages and professional translation, Cairo University.

2021:               Strategic planning (CHRD), Beni-Suef University.

2021:                "Quality Standerds" , (CHRD), Beni-Suef University.

2021:                "Skills of effective presentation", (CHRD), Beni-Suef University.

2021:                "Integrity and Transparency" , (CHRD), Beni-Suef University.

2019:           "Bridging Gap In Oncology", National Cancer institute Annual congress, The American Association of Continuing Medical Education

2017:        "Toefl (Academic Test of English as a foreign language)", The Centre for foreign languages and professional translation, Cairo University.

2012:             International Computer Driving Licence (ICDL) programme, window, DOS, Power point, Excel, internet.

2017:            "Skills of Effective Presentation", Faculty and Leadership Development Centre (FLDC), South Valley University.

2017:               "Time Management" , (FLDC), South Valley University.

2017:                "Credit Hours System" , (FLDC), South Valley University.

2016         International publishing of scientific research (FLDC), South Valley University.

2016:                "Ethics Of Scientific Research" , (FLDC), South Valley University.

2015:                "Using Technology in Teaching", (FLDC), South Valley University.

2013:                "University Management" , (FLDC), South Valley University.

2013:                 Exams & students evaluation system (FLDP) at South Valley University.

Master Title

STAFF NURSES EXPECTED ROLES VERSUS ACTUAL ROLE AT SOUTH VALLEY UNIVERSITY HOSPITAL.

Master Abstract

STAFF NURSES EXPECTED ROLES VERSUS ACTUAL ROLE AT SOUTH VALLEY UNIVERSITY HOSPITAL. ???????????? ??????? ????? ????? ?????? ?? ?????? ????? ???? ?????? By Azza A.Mawogod A.Hamid (B.Sc. Nursing) Submitted In Partial Fulfillment of Requirement of The Master Degree in Nursing Administration Thesis Supervisors Faculty of Nursing Cairo University 2017 Summary Staff nurses manage the care and recovery of patients who are ill or injured, These nurses' record patients’ vital signs, evaluate their medical conditions and report their findings to doctors. The staff nurse is a graduate nurse for general duty who directly under the authority of the head nurse. They are specially prepared for performing nursing techniques for the comfort and well-being of patients, rendering professional nursing care to patients with an assigned unit, and accordance of objectives and policies of the health care facility.(Slavik , 2011,p.15) Nursing is a service provided both to individual clients and to aggregates of people, e.g. families, groups, communities, and populations. To fulfill nursing commitment to contribute to the health care of people, nurses assume multiple roles and responsibilities. In spite of the fact that these roles tend to overlap, they are important to distinguish. Nurses in acute care hospital settings are providers of direct care, teachers, researchers, and managers. (Black and Hokanson, 2005,p.150). Roles are the primary mechanisms that drive the social system. Nursing role and practice is based on specialized knowledge, judgment and skill derived from principles of basic, applied sciences and standards of professional performance. (ANA Professional Performance, Scope & Standards, 2010). The aim of this study was to compare the expected roles of staff nurses versus their actual role. A descriptive Correlational research design was utilized in the study. A 42 staff nurse at the medical and surgical departments at south valley university hospital included in the study. The study was conducted at (Medical and Surgical departments) at south valley university hospital which is affiliated to south valley university. Data collected in three months starting May 2016 to July 2016. Two data collection tools (one for the medical unit and the second for the surgical unit) were utilized to collect data pertinent to the current study, they were developed by the investigator based on the related literature and guided by the developed job description from the ministry of health. The sample tools were used to assess the staff nurses expected roles and were used also by the investigator to observe the staff nurses actual role. When comparing the medical staff nurses' total expectation of all dimensions of their role and their actual observed practice, it was founded that there was inadequate (60%) expectation of the staff nurses to various dimensions of their expected role at the medical unit, ranged between 50% for their role in communication to 25% for their researcher role, and from 45% to 15% for the same roles for their actual performance. Regarding the surgical unit, there was a statistically significant difference between the surgical staff nurses expectation of their role and their actual observed practice In their direct role , indirect role , and in educational role. and this could be due to lack of role clarity and / or inconsistency on performing these activities, these discrepancies could be related to lack of awareness about job description ,lack of standardized training and continues education of nursing staff, lack of appropriate job orientation, and ineffective communication among multidisciplinary team members. The finding of the study revealed that the staff nurses expectation about their roles wasn’t affected by their working shifts or any of their demographic characteristics such as age, sex, experience..etc. But for their actual observed practice there was a statistical significance difference between the staff nurses actual observed practice and their working shifts for the afternoon shift, and their gender for female nurses at the medical unit , and between the staff actual observed practice and their gender for female nurses, and their qualification for baccalaureate degree at the surgical unit as the bachelor nurses have better actual performance than the Technical nurses, and also the female nurses were better than male nurses. Therefore, it is recommended that a Written and clear job description should be disseminated and communicated to all nursing categories, with a defined job title, department or division where the job is located, and relationship of the job to other jobs, so that employees know their boundaries and increase competence, commitment to reduce role ambiguity, overlapping to the job, and job conflict, thus increasing performance among employees. Nurse Manager should make sure that each staff nurse has seen and understand her job description before the start of the job, with orientation programs and continuing educational courses. They should coach and counsel staff nurses in order to minimize the gap between their expectations and their actual performance. Lastly, identification and elimination of factors hindering the performance of expected and actual roles is proposed. STAFF NURSES EXPECTED ROLES VERSUS ACTUAL ROLE AT SOUTH VALLEY UNIVERSITY HOSPITAL. ???????????? ??????? ????? ????? ?????? ?? ?????? ????? ???? ?????? By Azza A.Mawogod A.Hamid (B.Sc. Nursing) Submitted In Partial Fulfillment of Requirement of The Master Degree in Nursing Administration Thesis Supervisors Faculty of Nursing Cairo University 2017 Abstract Background: Nursing role and practice is based on specialized knowledge and skills derived from principles of basic, applied sciences and standards of professional performance. Each individual within the organization should have specified role, which is reflected in the job description. In order to avoid overlapping functions among many different roles, there should be a Clear written job description of nurse's role. Aim: was to compare the expected roles of staff nurses versus their actual role, on a sample of 42 nurses at the medical and surgical departments at south valley university hospital. Design: A descriptive comparitive research design was utilized. Tools: Two tools were used to assess the staff nurses expected versus actual role at the medical and surgical units. Results: there was inadequate(<60%) expectation of the staff nurses to various dimensions of their role at the medical unit, and there was a statistically significant difference between the surgical staff nurses expectation of their role and their actual practice in their direct, indirect, and educational role. A statistical significant difference between the staff nurses expectation of their role and their actual practice according to gender and their nursing qualifications, as the bachelor nurses have a higher mean score at their actual performance than the Technical nurses, and the female nurses have a higher mean score than male. Recommendations: A need for job description and it should be drawn up in consultation with employees; to increase commitment, and to reduce role ambiguity. Also Systematic training policy should be established, with orientation programs and continuing educational courses. Keywords: staff nurses, expected role, actual role.

PHD Title

Effect of Ergonomics Training Program on Nurses' Knowledge and Safety Practice

PHD Abstract

Effect of Ergonomics Training Program on Nurses' Knowledge and Safety Practice By Azza A.Mawgod A.Hamid (M.Sc. in Nursing Administration) Dissertation Submitted in Partial Fulfillment of the Requirements of Doctoral Degree in Nursing Administration Advisors Dr. Nehad Ezz Eldin Fekry Professor .of Nursing Administration Dr. Eman Abd Elalim Etway Assist. Professor of Nursing Administration Faculty of Nursing Cairo University 2022 Summary Health members are exposed to occupational hazards as a result of poor safety knowledge, using medical equipment improperly, failing to follow basic task-accomplishing procedures, or management failing to provide enough safety standards and resources for employees (El Far et al. 2020). Poor health and safety practices cause illnesses, accidents, and a major financial burden on the organization. Unsafe and unhealthy working conditions affect service delivery quality and health worker productivity and retention. Nurses from specialized area are more vulnerable to these hazards due to the nature of jobs—handling patients or examining a client's illness. A lack of healthcare workers is another factor that places a heavy burden on healthcare providers (El Far et al. 2020; Yang et al. 2019). Ergonomics is the science of modification and optimization of the environment, jobs and equipment in a manner that is consistent with human limitations and capabilities. The application of ergonomics principles, including consideration of many factors that affect how people react effectively to the environment, this environment may be a work tool or piece of equipment or the spatial surroundings in which work is conducted (Ali & Abdel-Hakeim, 2018). Knowledge about ergonomic postures can enhance ergonomic habits and lessen musculoskeletal, visual, and related workplace injuries (Mokarami et al., 2021). Educational interventions studies have shown that education may improve knowledge, foster more positive attitudes, alter ergonomic practices, and ultimately reduce injuries among healthcare workers (Sanaeinasab et al., 2018). The current study was conducted to evaluate the effect of ergonomics training program on nurses’ knowledge and safety practices in intensive care unit. To fulfill the aim of the study the researcher hypothesized that H1: The Nurses’ ergonomics Knowledge test score will be higher during the periods of testing after implementation of the program (immediately after implementation, 3 months and 6 months after) than before implementing the program. H2: The Nurses’ ergonomics safety practice score will be higher during the periods of testing after implementation of the program (immediately after implementation 3 months and 6 months after) than before implementing the program. A quasi-experimental design with one group pretest-posttest was utilized in this study to achieve the aim of the current study. A convenient sample of staff nurses who are working in the intensive care unit at Qena General Hospital was included in the study sample. Their number was (30). The study was carried out at the intensive care unit at Qena General Hospital affiliated to ministry of health. Data have been collected by using two tools: 1) Nurses’ Ergonomics Knowledge Questionnaire, used to assess nurses' knowledge regarding ergonomics. It includes two parts: Part 1: Personal characteristics and work related data, it includes: Age, gender, level of education, and years of experiences in intensive care unit and attendance of previous training, shift type, work related complaint and intention to leave. Part 2: Nurses’ ergonomics Knowledge questionnaire: the questionnaire consists of 30 multiple choice questions grouped into 5 subgroups to assess nurses’ knowledge regarding the following: concept and purpose of ergonomics (8 questions), principles of ergonomics (7 questions), lifting and moving techniques (6 questions), positioning and transferring techniques (4 questions), and ergonomics principles at work place environment (5 questions). 2) Nurses’ Ergonomics Practices Observational Checklist: to assess nurses' ergonomics practices in intensive care unit. It includes two parts: Part 1: It includes 55 practice steps to assess nurses' application of ergonomics principles at manual handling techniques and it was distributed as following: general principles (21 steps) , positioning and transferring patient(5 steps), lifting and moving techniques (15 steps) , pushing and pulling techniques (9 steps), and prolonged standing(5 steps). Part 2 : It includes 49 items , that was used to assess application of ergonomics principles at work place environment, such as Space , flooring and doors (12 items ) , material storage (6 items),work station and chairs (7 items), equipment and facilities (14 items), physical environment (4 items ) and Welfare facilities (6 items ). The study was conducted as follows: Once an approval from the research ethical committee at faculty of nursing- Cairo University and the official permissions from the medical and nursing manager of Qena General Hospital were obtained, all nurses of the selected intensive care unit were invited to participate in the study. The purpose and nature of the study was explained to participants and the procedure was carried out in the following phases: - Preparatory phase: Involved extensive reviewing of the recent related literatures to develop tools for data collection. The previous ergonomics knowledge and practice was measured using previously mentioned tools as Nurses’ Ergonomics Knowledge Questionnaire was used to assess nurses’ knowledge regarding ergonomics to identify learning needs. As well as nurses ergonomics practices were measured by the researcher utilizing the ergonomics practices observational checklist at August 2020. The results obtained from the initial assessment of staff nurses knowledge and ergonomics practices were analyzed and then the training needs were delineated, then the training program was designed by the researcher accordingly. - Implementation phase: include program implementation; each training session lasted for 2 hrs. , twice per week, and was repeated when they need. The training program was carried out in September 2020. - Evaluation Phase: Evaluation of the immediate effect of the training program on staff nurses through knowledge questioner and ergonomics practice observational checklist (post-test) for three times considered as intermittent observations, and it was carried out at October 2020. - Follow up Phase: To measure program validity, knowledge and safety practices were tested after three months and six months of program implementation by using the previous tools, and it was carried out at January and April 2021. Findings of the present study revealed that the majority of study participant were female, aged between twenty to thirty years old, most of them have an associated degree of nursing, and had less than five years of experience, the majority of them were working in the long shift. The majority of the study participants did not attend ergonomics-training program. Moreover, the majority of the staff nurses’ has a work related complaint, and about two thirds of them suffered from low back pain that prevented the majority of them from doing daily activities, and more than half of them were seen by physiotherapist or doctor due to the pain. Finally, most of the study participants were absent from work due to the pain and more than half of them have the intention to change or leave job. There were statistical significant differences and marked improvement in mean scores of staff nurses’ ergonomics knowledge regarding general ergonomics principles, positioning and transferring techniques, ergonomics principles at workplace environment and total ergonomics knowledge during different periods of assessment. There was no statistical significant difference in staff nurses’ knowledge test scores regarding concept and purpose of ergonomics and lifting and moving techniques during different periods of assessment respectively. There were statistical significant differences with marked improvement in all dimensions of ergonomics safety practice immediately post program, three and six months post program implementation compared to before. As they had the highest mean scores immediately post program and after three and six months compared to preprogram. There was no statistical significant relationship between staff nurses’ total ergonomics knowledge and all their personal characteristics. There was no statistical significant relationship between staff nurses’ ergonomics safety practices and their personal characteristics except for work related complaint of pain, location of pain, whether the pain prevented them from doing normal activities, whether they consulted a doctor due to the pain, and whether they need time off work due to the pain. There was a statistical significant positive correlation between staff nurses’ total ergonomics knowledge and their safety practices at three and six months post program implementation, while there was no statistical correlation between the nursing staff total ergonomics knowledge and their safety practices at immediately post program implementation. The study findings recommended that the ergonomics program should be included in the annual training plan of the hospital continuous education department and include attending ergonomics sessions in the periodic evaluation sheet of staff nurses. Conclusion There was a positive effect of ergonomics training program on nurses’ knowledge and safety practices at intensive care unit, as the findings of the present study concluded that there were statistical significant differences and marked improvement in mean scores of staff nurses’ ergonomics knowledge regarding general ergonomics principles, positioning and transferring techniques, ergonomics principles at workplace environment and total ergonomics knowledge during different periods of assessment. As they had the highest mean scores immediately post program, three and six months later compared to before program implantation. There was no statistical significant difference in staff nurses’ knowledge test scores regarding concept and purpose of ergonomics and lifting and moving techniques during different periods of assessment respectively. There were statistical significant differences with marked improvement at all dimensions of ergonomics safety practice immediately post program, three and six months post program implementation compared to before. As they had the highest mean scores immediately post program and after three and six months compared to preprogram. There was no statistical significant relationship between staff nurses’ total ergonomics knowledge and all their personal characteristics. There was no statistical significant relationship between staff nurses’ ergonomics safety practices and their personal characteristics except for work related complaint of pain, location of pain, whether the pain prevented them from doing normal activities, whether they consulted a doctor due to the pain, and whether they need time off work due to the pain. There was a statistical significant positive correlation between staff nurses total ergonomics knowledge and their safety practices at three and six months post program implementation, while there was no statistical correlation between the staff nurses total ergonomics knowledge and their safety practices at pre- program and immediately post program implementation. Recommendations Based on the findings obtained from the present study, the following recommendations are deduced: At health care organization level. Ensure that: - The hospital's continuous education department includes an ergonomics program in its annual training plan and includes attendance ergonomics sessions in the periodic evaluation form of nursing staff. - Incorporating an ergonomics training courses into the orientation program for all newly hired staff. - Develop policies for safe patient's handling as (no lift policy); and guidelines for using good body mechanics and ergonomics practices to prevent any occupational health hazards. - Encourage staff meetings and monthly safety committee meetings to provide an opportunity to improve reporting of workplace injuries and complaints, through encouraging open discussions about significance of reporting injuries. - The opinions of nurses should be taken into account by hospital management when making decisions about workplace ergonomics. - Hospital administration should deploy more efforts in improving the workplace ergonomics; this includes the work setting, equipment, as well as the physical and psychological work environment. - Improve nurses' awareness of ergonomics by making and distributing simple brochures that explain the issue and its guiding principles to every department. At educational level. Include ergonomics as a science in the nursing curricula at nursing faculties. At research level. Generalization of research is needed on a broader scale of nurses on different hospital sectors. - Future studies should look into the relationship between ergonomics and other factors including productivity and work life quality. - Creating an easy-to-read, comprehensive brochure with ergonomics tips and instructions for proper handling and lifting procedures. - Guidelines, sufficient booklets and posters regarding occupational work hazards and safety should be provided and distributed to all the units/departments periodically, so that all nurses will be able to read it.