Overweight and obesity are risk factors for the development of chronic diseases with at least 2.8 million adults dying each year as a result of being overweight or obese. Aim: Determine the effect of educational intervention based on the health belief model among high-risk undergraduate nursing students for obesity. Research design: A quasi-experimental research design pre-post-test was utilized in this study. Settings: The study was conducted at the Faculty of Nursing at Mansoura University. Subjects: A purposive sample composed of 160 undergraduate nursing students who are at high risk for obesity was included. Tools of data collection: Tool (I): A Self-administered questionnaire, was composed of 4 parts, part one: Undergraduate nursing students' data, and part two: Undergraduate nursing students' knowledge regarding obesity. Part three: Undergraduate nursing students' self-reported practices regarding healthy food and regular exercise. Part four: The effects of obesity on undergraduate nursing students' lifestyle assessment sheet. Tool (II): The health belief model assessment sheet. Tool (III): Anthropometric measurement to detect body mass index. Results: Revealed that more than two-fifths of undergraduate nursing students were in obesity class1, and two-fifths were in obesity class II. There was a highly significant difference between undergraduate nursing students' knowledge & their practices regarding obesity, healthy food, and exercises pre & post-educational intervention based on the health belief model. Conclusion:The study concluded that educational intervention based on the health belief model has a positive effect on improved knowledge and practices among high-risk undergraduate nursing students for obesity. Recommendations: The study suggested that the educational intervention based on the health belief model should be integrated into care among high-risk undergraduate nursing students for obesity. Conducting routine screening by measuring body mass index for undergraduate nursing students who are at high-risk for obesity.

Aim of the work:To investigate the frequency of fibromyalgia syndrome (FMS) in a group of physically active university students and to assess their quality of life. Methods: Fibromyalgia Survey Questionnaire, based on the 2010 American College of Rheumatology (ACR) fibromyalgia classification criteria for FMS, was used to determine the frequency of FMS using an online survey. All affected students were further examined by a rheumatologist to verify the diagnosis of FMS. Pain severity and impact were assessed using the chronic pain grade questionnaire. Quality of life was assessed using the World Health Organization (WHO) brief Quality of Life Scale (WHOQOL) (Arabic version). Results: The current study included 425 students; 194 females (45.6%) and 231 males (54.4%). 50 participants (11.8%) fulfilled the 2010 ACR criteria for FMS: 60% (n=30) females and 40% (n=20) males (F: M 1.5:1). The percentage of FMS in the female participants was 15.5% and 8.7% in male. 164 (38.6%) students had previous knowledge about FMS. There was a significant difference between FMS affected and the unaffected group as regards female sex, longer duration of traveling, and computer use with no difference as regards previous Covid-19 diagnosis. There was a significant difference (p<0.0001) between those with and without FMS in all pain items including rate and intensity over the past 6 months and also the interference with the daily, recreational, social, and family activities, in addition to the ability to work. There was a significant difference between FMS affected and the unaffected groups as regards to all domains of quality of life. When the Linear Regression model was done for the quality of life among participants, FMS was associated with low quality of life. Conclusion: Fibromyalgia is highly frequent even in physically active university students; it has a strong negative impact on all aspects of the quality of life that necessitate special medical and rehabilitation programs with social and psychological support.

Background: Through the use of a variety of instructional techniques, students in nursing education must be prepared for lifelong and self-directed learning. Therefore, it is crucial to use such creative teaching methods that foster learning by guaranteeing memory of information so that one may recall it and encouraging critical thought, such as the Mind Mapping Learning Technique, which is one of these creative learning methods. Aim: To determine the effect of using mind-mapping learning techniques among undergraduate nursing students. Subjects and method: Design: A quasi-experimental research design pre-posttest and control group was used to achieve the aim of the current study. Setting: the study was carried out in the Faculty of Nursing affiliated to El-Mansoura University. Subjects: The study included 1000 newly entry students at first year at B.Sc. level. Nursing students who were selected through a non-probability convenient sampling technique divided equally into experimental and control group each include 500 students from the above-mentioned study setting. Tools: Two tools were used for data collection: Tool (I): A close-ended self-administering questionnaire, it administered to both groups pre-and post the intervention to assess personal data. Tool (II): Undergraduate nursing students' perception of mind mapping learning technique, it also administered to the experimental groups pre/post the intervention. Results: The results revealed no statistically significant difference between the pass rates of the control group (48.4%) and the intervention group (51%) pre the intervention. While post the intervention, the experimental group's pass rate increased to 92% while the control group was 52% with (p <0.001). In comparing between both groups, the control group showed better performance with (p< 0.001). The experimental group showed very high perception of the mindmapping approach as well they were strongly connected to gains their scores with (r=0.619, p<0.01). Conclusion: The current study concluded that the mind-mapping learning methodology is superior than the other currently used study methods and that successfully help students in learning subjects by overcoming issues with retention and recall. Recommendations: The study suggested that the mind-mapping learning technique should be implemented as an effective and acceptable teaching technique for nursing students' education.

Background: Oral health is an integral component of general health and well-being. Dental caries is one of the most widespread noncommunicable diseases in children which affect their oral health and remains a major public health problem worldwide. Aim: This study aimed to design health educational booklet about teeth decay for mothers of preschool children. Method: A Cross-sectional study design was used with a convenience sample of experts in health education in community health nursing and mothers. Data were collected using five tools: Socio-economic Scale tool:, child characteristics assessment tool, structured interview tool to assess mothers' knowledge about teeth decay, structured interview to assess mothers' subjective practices related to dietary habits tool and oral care tool and structured interview attitude assessment questionnaire Results: The total score of the studied mothers' knowledge presented that about half of them had fair knowledge, most of them had unsatisfactory total subjective practice score and about half of them had positive attitude toward teeth decay with highly statistically significance between total knowledge, practice, and attitude score of the studied mothers toward teeth decay (0.001). Conclusion and Recommendations: Educational programs as a proper intervention proven that increase the awareness of mothers and promote oral health of their children. Further large-scale investigations are recommended to enrich the evidence related to effective pediatric oral health education for parents.