Background: Peer teaching is an effective educational approach for nursing students. This prepares the students for their future roles as educators, builds their self esteem, and enhances their psychomotor skills and their attitudes. The aim of this study was to assess the effect of peer teaching in a nursing administration course on undergraduate nursing students' performance. Methods:The study was conducted at the Nursing Administration Department, Faculty of Nursing, Zagazig University using a quasi-experimental nonrandomized comparative design. All 338 nursing students enrolled in the 4th year were invited to participate, and 333 (266 females and 67 males) agreed. These were divided into two groups: study and control. Three tools were used for data collection: Student's Clinical Evaluation checklist, Clinical Teaching Preference Questionnaire, and Peer Teaching Experience Questionnaire. Results:The study findings indicate that the performance score of the nursing students who learned by peer teaching will be significantly better than those trained by assistant teaching staff in traditional clinical sessions. The students in this group agreed upon many benefits of the peer teaching both as providers (teachers) and consumers (students). Conclusion:The study findings add to the literature supporting the use of peer teaching approach in nursing education practical training. The approach is beneficial for enhancing students' acquisition of skills with better performance, in addition to building-up their teaching abilities, which are integral part of their future nursing role.

Background: Motivations and attitude are known to influence goal directed activity such as adoption of new behaviors in teaching. Accordingly, understanding nurse educators’ motivation and attitudes toward evidence-based teaching is a critical step to successfully transforming the faculty’s culture to use best practices in nursing education. The aim of this study was to examine the effect of workshop, on Egyptian nurse educators' motivation and attitude toward evidence-based teaching over time.

Methods: Quasi-experimental design with three periods of data collection: a pre-test and two post-test periods at the School of Nursing, Zagazig University, Egypt. A convenience sample of nurse faculties who were invited to attend a one-day workshop was used. There were no exclusion criteria. Four tools were used: the Demographic form, the Follow-up form, The Situational Motivation Scale (SIMS), and the Evidence-Based Nursing Attitude Questionnaire (EBNAQ).

Results: A total of 48 nurse faculty agreed to participate in the study; they were female with a mean age of 30 years and an average of 5.5 years of experience in academic setting. Half of the participants had master’s degree or higher. There were significant differences between the pre-, post- and follow-up scores in three of the motivation subscales. Regarding “lack of motivation”, these scores and scores of attitude toward evidence based teaching did not change over time. There was a significant difference in the external regulation score comparing faculty subgroups (i.e., implementers versus non-
implementers).

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