Prematurity is associated with feeding difficulties which remain a challenge for the neonatal nurses. Reaching full enteral feeding and increased weight are eligible criteria for sniffing away feeding tube and discharging from the Neonatal Intensive Care Unit (NICU). So, incorporating innovative olfactory and gustatory stimulations would enhance the preterm neonates' oral feeding abilities. Consequently, it leads to sniffing away the feeding tube, improve full enteral feeding and weight. Aim: The aim of the present study was to determine the effect of olfactory and gustatory stimulations on preterm neonates' feeding progression and sniffing away feeding tube. Research design: A quasi-experimental design was used.

Preterm neonates experience pain with several procedures within the Neonatal Intensive Care Units (NICUs). Significant evidences prove that controlling the neonates' pain is helpful in improving physiological, hormonal, and behavioral outcomes. Therefore, it is reasonable to manage preterm neonates' pain by integrating innovative non-pharmacological pain measures that will help those neonates to handle the stressful situations. Aim: The aim of this study was to determine the effect of mothers' heartbeats combined with swaddling technique on Orogastric Tube (OGT) insertion pain among preterm neonates. Research Design: A quasi-experimental research design was used.

Background: Effective learner-centric innovative teaching strategies are currently being used to encourage active students' participation, enhance creative thinking and improve their problemsolving abilities. Toolkit strategy is one of these teaching strategies, which involves an integration of diversity teaching methods that improve undergraduate nursing students' learning capabilities and their confidence in the clinical setting. Aim: The aim of this study was to determine the effect of toolkit teaching strategy on pediatric nursing students' practical skills regarding neonatal resuscitation. Setting: The study was carried out in Pediatric Nursing Labs at the Faculty of Nursing, Damanhour University. Subjects: The subjects of the present study comprised of "70" students divided randomly into "study and control" groups 35 students per group. Tools: Two tools were used, namely, Neonatal Resuscitation Practical Skills Observational Checklist and Pediatric Nursing Students' Satisfaction Assessment Scale. Results: The study revealed a statistically significant difference between the study and control groups in relation to their practical skills in the performance of neonatal resuscitation procedure immediately after the conduction of teaching (P<0.000*). Moreover, all students in the study group were highly satisfied after performing the procedure using toolkit strategy. Meanwhile, less than half of the students in the control group (42.9%) were highly satisfied with the traditional method of practical training and the difference was statistically significant (P< 0.000*). Conclusion: It can be concluded that applying toolkit teaching strategy as a method of teaching has a positive effect on the practical skills of nursing students. Additionally, it improves their satisfaction level with the teaching process. Recommendation: The main recommendation of the current study was to apply toolkit teaching strategy as an innovative method of teaching in all academic nursing departments which possess practical skills in their academia courses at the Faculty of Nursing,

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