Background: Situation awareness could actively scan for risk across multiple domains. It has been defined as “the perception of elements in the environment within a volume of time and space, the comprehension of their meaning, and the projection of their status in the near future”. Situation awareness includes three levels; perception, comprehension, and projection. Perception is the first step in developing situation awareness as it includes students' perception of status, attributes, and dynamics of relevant elements in the ICU environment. Comprehension of the present situation is based on outputs of the perception. It includes understanding of the significance of the relevant elements. Finally, projection of future status includes the ability of students to predict the future actions of certain elements in the ICU environment. Appropriate situation awareness could increase the probability of a good task performance. In addition, feedback covers state of the ICU environment affected by both decisions and performance of the selected actions. While SBAR is acromion that represents the actual application of situational awareness through situation, background, assessment and recommendation. A representation of SBAR situational awareness has been depicted as an inner factor in the method for giving patient consideration and basic leadership that helps health care professionals to handle and process information about what is occurring. SBAR is a mechanism useful for framing any conversation, especially critical ones, requiring a practitioner's immediate attention and action to foster a culture of patient safety. Critical care nurses play an important role in their workplace related to patient safety. They should be able to recognize and analyze patient safety incidents using protocols, work in a team, learn from errors, and be able to identify actions and recommendations on how to prevent patient safety incidents through the use of SBAR situational awareness technique. Nursing students’ should recognize and understand what is going on around them. Consequently, they can plan ahead with greater knowledge to patient safety which arise the need to integrate SBAR situation awareness in their curricula.Method: A quasi experimental research design was used in this study in which two tools were used for data collection: “Self-Situational Awareness Assessment Questionnaire” and “Critical Care Nurse Students’ Safety Skills Checklist”.Results: There was a statistical significant difference between both groups of students in relation to situation awareness perception, process and skills (p < .001). Moreover, there was a statistical significant difference between the study and control groups in relation to the students' practices score regarding patients’ safety standards in the post-assessment phase (p < .001).Conclusion: In the current study, the SBAR situation awareness technique was used in training critical care nurse students to improve their situation awareness level to patient safety skills. Situation awareness perception, process and skills level were significantly increased for critical care nurse students who are subjected to the training program. Also, the students' skills regarding patients' safety standards practices were significantly improved.

Background: Six Thinking hats is a time-tested, proven, and practical thinking tool that acts as a role-playing model. It is as a team-based problem solving and brain storming technique that can be used to explore problems and solutions and uncover ideas and options that overlooked by a homogeneously thinking group. On the same line, it separates the components of thinking in order to do them properly as there is no one brain ideal for all types of thinking. Also, it provides a framework to help people think clearly and thoroughly and directs thinking attention in one direction at a time. Edward de Bono identified 6 types of one-dimensional personalities or Thinking Hats, while the average person will often imbue qualities from several of these 6 types. Participants put on hats in turn to indicate directions of thinking, possibly more than once but not necessarily all of them, the color of each is related to a function. Method: exploratory descriptive design was used with two tools used in data collection" California Critical Thinking Disposition Inventory" and "Six Hats problem solving Application questionnaire". Results: There were statistical significant differences between both groups of students in relation to critical thinking disposition and problem solving skills in post assessment phase in the favor of study group (p < .001). Conclusion: In the current study, the six hats technique was used in training of nurse students to improve their critical thinking disposition and the skills of problem solving, which facilitates productive critical thinking, collaboration, communication, creativity and enables each person's unique point of view to be considered in problem solving

Background: Music is known to have positive effects on humans, enhances learning and aids the healing process. Aim: determine the effects of background Alfa brain music on students' cognition and learning style. Design: A quasi experimental research design was used to conduct this study. Setting; this study was carried out at

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Background Computer mediated instruction is a technique that offers a plenty arrangement of apparatuses that can be utilized to help an assortment of learning encounters, so the teacher isn't restricted to one lot of administrations or instruments yet can use a few to set up a learning climate which will best suit their understudies' adapting needs. CMI denotes to combination of email, text, audio or video conferencing, instant messaging, list-servers, bulletin boards, and multi-player video games. Settings; this study was carried out at Critical Care and Emergency Nursing Department, Faculty of Nursing-Alexandria University. Method: A quasi experimental research design was used to conduct this study "Tool one: Computer Mediated Instruction Critical Nursing Knowledge test" and "Computer Mediated Critical Nursing Practice checklist". Results: There were statistical significant differences between both groups of students in the favor of study group in relation to nursing knowledge and practice also within the study group after the application of CMI (p < .001). Conclusion:The current study findings concluded that; critical care nursing students who were subjected to computer mediated instruction technique had better knowledge scores and practice performance than those of the control group. Recommendations: it can be recommended that CMI technique should be incorporated in nursing theory and clinical education to improve the level of students' knowledge and clinical practice.