Context: Authentic leadership is required to build trust and achieving positive organizational outcomes. Organizational commitment acts as one of the outcomes of authentic leadership. Head nurses, as leaders can use an authentic leadership style that positively influence staff nurses and increase their organizational commitment. Aim: The present study aimed to examine the effect of authentic leadership educational program for head nurses on staff nurses' organizational commitment. Methods: A quasi-experimental research design utilized to achieve the aim of the current study. The study was conducted in all inpatients units at Benha University Hospital, Egypt. Subjects included all available (32) head nurses and a purposive sample of (120) staff nurses who were working in the setting mentioned above. Three tools were utilized for data collection namely; authentic leadership knowledge self-assessment questionnaire, authentic leadership attitude self-assessment questionnaire, and organizational commitment assessment questionnaire. Results: There was a statistically significant correlational improvement in both the studied head nurses' knowledge and attitude regarding authentic leadership after the implementation of the program. Besides, there was a statistically significant improvement of the studied staff nurses' organizational commitment after implementation of the program. Also, there was a highly statistically significant correlation (P-value<0.001) between the studied head nurses' knowledge and attitude regarding authentic leadership and the studied staff nurses' organizational commitment post-program. Conclusion: The study concluded that there was a positive effect of the authentic leadership educational program for head nurses on the staff nurses' organizational commitment. The study recommended that an authentic leadership educational program should be recognized and implemented for all head nurses and who in a management position in the nursing field in other hospitals as needed. Hospitals and Nursing administrators should do their best for keeping and enhancing staff nurses' organizational commitment.

Context: Nursing informatics is an important quality resource for patient care, which in effect promotes, enhances, and increases the organization's growth and influences the innovativeness level of the individuals. Aim: The aim of this study was to assess the relationship between nursing informatics competency and innovativeness among qualified nurses. Methods: Descriptive correlational cross-sectional study design used to conduct this study on all units (57 units) at Benha University Hospital, Egypt.  A Convenience sample of all available (223) qualified nurses working at Banha University Hospital Nursing informatics competency assessment tool and individual innovativeness (II) questionnaire. Results: 28% of the participants rated themselves as experts in the nursing informatics competency. While 40% and 22% were early adopters and innovators respectively regarding the total level of individual innovativeness. There was a positive, highly statistically significant correlation between the overall score of informatics competency and individual innovativeness for qualified nurses (r= 0.263, p-value = 0.000). A highly statistically significant relationship also detected between the demographic variables in the study and both informatics competency and individual innovativeness for qualified nurses.   Conclusion: A positive, highly statistically significant correlation evidenced between the overall score of informatics competency and individual innovativeness for qualified nurses. In order to prepare nursing students to meet the ever-changing technical needs of patients, computer and information skills should be integrated into the nursing curriculum. Also, nursing education programs should utilize educational methods that encourage innovativeness among their students.

Context: The use of technology and computers in health care has been reported to improve nurses' decision-making and competencies, which in turn increase the quality of health-care practice. Aim: of this study is to assess and compare nursing students’ computer self-efficacy and attitudes toward its use in a health care setting in the Faculty of nursing – Benha and Hail Universities. Methods: A descriptive comparative cross-sectional study design was used to achieve the current study aim.  The study conducted in the Faculty of Nursing - Banha University, Egypt, and Faculty of Nursing – Hail University, Kingdom of Saudi Arabia. Quota sampling of 219 students was chosen as follows; 190 students from the Faculty of Nursing - Banha University and 29 students from the Faculty of Nursing – Hail University. A structured self-administered questionnaire covering sociodemographic data, the pretest for attitudes toward computers in healthcare, and computer self-efficacy scales were the tool used to collect the study data.  Results: 33% of nursing students from Benha University were have a realistic view of current computer capabilities in health care. In contrast, 28% of nursing students from Hail had a very positive view of computer use in health care. Nursing students at Hail University have the highest mean score compared to Benha nursing students (79.45±15.85 & 61.2±7.25, respectively) in their attitudes toward computer and computer self-efficacy. Benha nursing students have moderate computer self-efficacy compared with Hail nursing students who have a high computer self-efficacy level. A highly statistically significant relationship was detected between students' attitudes toward computers and computer self-efficacy (p-value=0.000). Also, there was a highly positive, statistically significant correlation between the demographic variables of nursing students and both students’ attitudes toward computers in health care and computer self-efficacy (p-value =0.00). Conclusion: Nursing students in both universities have a positive attitude toward computer use. A significant difference between the mean scores of the two groups in their attitude toward computer and self-efficacy was detected, with a highly statistically significant correlation between both students’ attitudes and their self-efficacy. Also, a significant relationship revealed between the studied students’ demographics and their attitude and self-efficacy. Future studies are recommended to evaluate existing technologies in terms of acceptance, effectiveness, and efficiency in real-life settings and to examine its effect on patient outcomes.  Nurse educators should design training courses and educational programs to enhance computer self-efficacy beliefs among nursing students.