Aims To examine predictive factors affecting stress among nurses providing care at COVID‐19 Isolation Hospitals at Egypt. Methods A cross‐sectional study conducted in five Isolation governmental hospitals for COVID‐19. 374 nurses included at the study. Characteristic forms, factors affecting nurses’ stress and Nursing Stress Scale (NSS) were used to collect data. Results (52.1%) of studied nurses had moderate level of total nursing stress scale. Also, (26.2%) of them had severe level, while (13.4% & 8.3%) of them had mild and normal level, respectively. Mean SD score of studied nurses regarding to total nursing stress scale was 99.47 ± 10.671. Conclusions Training for COVID‐19, availability of PPE, educational level and attention of hospital administration were negative predictor factors for nurses’ stress, while having children, people showed that COVID‐19 is stigma, fears of infection, workplace, fear of transmission infection for family and nurse to patient ratio were positive predictors.

Background The theoretical knowledge of nursing underpins the practice, while the practice environment determines the circumstances within which the theoretical knowledge is applied. The biggest challenge facing nursing as an academic field is the theory-practice gap, which is a universal issue in nursing. This study aimed to raise solutions to close the gap between theory and practice in nursing education through the eyes of nursing students in UAE. Methods A qualitative descriptive approach was followed; whereby 25 Emirati nursing students were interviewed. Results Two main themes are discussed in this study: ‘Clinical Culture Creation’ and ‘Curriculum Content Reformation’. The students suggested to decreased the loud and stress on their clinical educators. They also suggested creating synchronization between what is taught in classrooms and labs and what is offered in the clinical training. Moreover, some of the students expected to have more benefit if they get their clinical training in health institutions owned by their college. On the other side, many of the participants suggested to move from the integration system to the block system. Another interesting suggestion includes having the same college staff to teach the theory and the clinical. The final suggestion includes decreasing the paper work during clinical training. Conclusions This study explored the solutions to bridge the theory-practice gap in nursing education in the UAE. The study has implications for nursing education and practice within the UAE and is imperative for graduating workplace ready professional nurses within the country.

No abstract

Background In emergency medicine, cardiopulmonary resuscitation (CPR) is one of the most stressful scenarios for nurses who conduct both basic and advanced resuscitation methods. Aim This study aimed to assess nurses’ self-assessed capabilities, attitudes, and stress related to CPR. Methods This cross-sectional, observational study was carried out on 748 pediatric nurses at six governmental hospitals. A self–assessed ability questionnaire and a structured stress and attitude questionnaire was used for data collection. Results For self-assessed abilities, 45.5% of the nurses had moderate scores. Concerning stress, 48.3% had moderate scores and 63.1% negative attitudes. Also, attitude and self-assessed abilities had a high-frequency negative effect on stress scores ( P <0.05). Conclusion Attitude scores increased and stress scores decreased significantly with postgraduate educational level, attendance at training courses on pediatric basic life support and automated external defibrillator use, being exposed to >10 cardiac arrest cases in the previous year, and having an advanced life-support license ( P <0.05). Positive attitudes and improving self-assessed abilities decreased the nurses’ stress levels related to CPR.

The challenges encountered by nursing graduates to pass the licensing exam entail considerable emotional and financial implications due to delayed employment and loss of employers' investment in graduates' preparation during orientation programs. The study aimed to identify the effectiveness of the remediation program by comparing students' performance in two comprehensive Exit Exams delivered before and after the program. A descriptive time-series evaluation design was followed to determine the effectiveness of the remediation program on students' performance. The study showed that students' overall performance improved after the delivery of the remediation program interventions. In conclusion, the use of interactive teaching strategies and formative assessments improves student nurses' overall academic performance and learning.