Special Issue on Quality of Work Life and Satisfaction Among Nurses

Submission Deadline: Jan. 1, 2020

This special issue currently is open for paper submission and guest editor application.

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  • Special Issue Editor
    • Hanaa Sabra
      Faculty of Nursing, South Valley University, Qena, Egypt
    Guest Editors play a significant role in a special issue. They maintain the quality of published research and enhance the special issue’s impact. If you would like to be a Guest Editor or recommend a colleague as a Guest Editor of this special issue, please Click here to fulfill the Guest Editor application.
    • Atyat Hassan
      Faculty of Nursing, Assiut University, Assiut, Egypt
    • Heba Mohammed
      Faculty of Nursing, Assiut University, Assiut, Egypt
    • Hoida Abdel Al
      Assiut University Hospital, Assiut, Egypt
    • Karema Mahmoud
      Faculty of Medicine, Assiut University, Assiut, Egypt
    • Sahar Morsy
      Faculty of Nursing, Assiut University, Assiut, Egypt
    • Sbah Mohamed
      Faculty of Nursing, Assiut University, Assiut, Egypt
  • Introduction

    Student academic excellence is the main agenda of any educational institutions and colleges. It requires action and cooperation from all parties for achieving. The environment of learning must be attractive, conducive and playfulness. This is because the student's capability and preparedness to learn firstly depending on availability of teacher's teaching style does not only concerning to the students themselves. (Abdull et al., 2014). Also, Casuso et al., (2013) illustrated that the encouraging student engagement consider an fundamental role of an educational institutions, if this factor is involved in student enhancing the success point and followed.
    Students' academic engagement: "It is defined as the students' psychological investment in and the effort directed toward learning, understanding and mastering knowledge, skills, or crafts that academic work intends to promote" (Shaari et al., 2014). Also, it is a complex term that emphasizes students' various patterns in motivation, mental process and behavior. It is a measure or signal that joint theoretical or academic recognition (which suggest to gain along with teachers, meet or find a concern in the event regarding behaviors) and academic participation (which restrain the learner's effort, including hours used up or consumed on homework assignment, encounter deadlines, not skipping classes, and so on) (Al-Hendawi, 2012).
    Engagement is an important or an eminent academic orientation that accepts pig and expanded attention of learners and researchers. Engagement as a passage to better unfriendliness, to turn away learner dullness and dissatisfaction, to increase students’ encouragement, push, and involvement in college regarding performance, to enhance accomplished successful learner attainment standard, and to support students’ self-confident and favorable development. Engagement is also a worthy or a precious form of grasp the progressive method by which students drop out of college (Oqab et al., 2016).
    According to Fredricks & McColskey (2012) engagement dimensions are incorporate with the aspects as behavioral (learner’s involvement in studying activities such as endeavor, insistence or assertiveness and awareness or attentiveness), emotional (learner’s existence of heartiness and attention or concern, reduction of displeasure, feeling bored or dullness and nervousness, or unease, cognitive (learner’s use of effective person-organization or planning and advanced or complex study strategies and agentic (learner’s positive contribution toward the inflow of the educational acquires).
    Teaching style concerning to the educators’ behaviors during their teaching in the lecture. It is composed of a teacher’s individual behavior and the methods used to transport data to or receive it from the learner (Sharma and Bhaumik, 2013). Effective teaching style is essential for self-determination, supervision, monitoring and strong attachment by supply a feeling of the learner guide over science. Perfect teachers make study tasks suitable for the learner’s standard of recognition. They also understand the singularity or personality of learners and keep away from the bias to require, “mass production” standards that deal with all students as they the same. The educator noticing can therefore be bring to an end that it draws attention to that the instructor should recognize the attribute of the learners and hence be capable of select a teaching style that allows the learner to determine the behavior help to teach correctly and enjoy more studying (Hesbon and Michael, 2016 & Esam, 2017).
    According to (Chen, 2008 & Tulbure, 2012) teaching styles were categorized into four classification; Authoritarian Teaching Style:"The authoritarian lecturers are accustomed to having authority. They institute that all class rules and specify consequences for rule invasion "Democratic Teaching Style "Even though the democratic lecturers set firm expectations for student behavior and learning, they a tendency to be flexible and respond to different demonds of students. Students are offered extra freedom to make decisions during learning environment "Laissez Faire Teaching Style "On one hand, lecturers who exhibit this teaching style are described as kindness and concern for others because they provide their students with emotional support. "Indifferent Teaching Style "The indifferent lecturers center on their individual work. They rarely give extra time with or pay attention to students beyond class time. They offer a few or no emotional support. Furthermore, these lecturers rarely set rules to dominant students' learning experiences" (Chang, 2010).
    The students' perceptions of teaching styles considered from the important factors affect students' academic engagement other than the teacher's actions and it link to their learning. So, studies have been carried out to examine students 'perceptions of teaching styles enable instructors to be oriented of students 'perspectives and to recognize the requirement to make readjustments and adaptation in teaching (Chang, 2010).

    Aims and Scope:

    1. Students' academic engagement
    2. Engagement dimensions
    3. Environment of learning
    4. Teaching styles
    5. Students' perceptions of teaching styles
    6. Types of teaching styles

  • Guidelines for Submission

    Manuscripts can be submitted until the expiry of the deadline. Submissions must be previously unpublished and may not be under consideration elsewhere.

    Papers should be formatted according to the guidelines for authors (see: http://www.nursingscience.net/submission). By submitting your manuscripts to the special issue, you are acknowledging that you accept the rules established for publication of manuscripts, including agreement to pay the Article Processing Charges for the manuscripts. Manuscripts should be submitted electronically through the online manuscript submission system at http://www.sciencepublishinggroup.com/login. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal and will be listed together on the special issue website.

  • Published Papers

    The special issue currently is open for paper submission. Potential authors are humbly requested to submit an electronic copy of their complete manuscript by clicking here.

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