Background: Soft skills are equally important as hard skills. Technical hard skills are no longer enough for head nurses to compete in this highly competitive work environment. Therefore, soft skills are of paramount importance. Research Aim: This study aimed to evaluate the impact of soft skills training programs on head nurses' performance. Research design: a quasi-experimental (onegroup pretest/posttest) research design was utilized to accomplish the aim of this study. Setting:The study was carried out in the Benha university hospitals in six General Medical Units, two General Surgical Units (Male and Female). Subject: This study included a convenience sample of n=50 head nurses. Tools: three tools used for data collection includes a structured questionnaire sheet, job performance evaluation sheet, and soft skill evaluation checklist. Results: There were highly statistically significant differences for head nurses' knowledge, job performance, and soft skills pre/post-intervention at p <0.01 for all. Conclusion: Based on the study findings, a training program about soft skills effectively improve head nurses' knowledge, job performance, and soft skills. Recommendation: Regular training programs about soft skills for nurses and nursing administrators are essential for encouraging positive nurses' skills and maintain effective health care.

Background: Toxic leadership is ineffective behavior that reflects leadership's negative/dark side and can negatively affect not only the followers but also the whole organization. Aim: The present study aimed to examine toxic leadership and its relation to nurses' absenteeism and their deviant behaviors. Research Design: Descriptive correlational design was utilized. Study Setting: the study was conducted in all inpatient's medical, surgical departments, and critical care units at Benha University Hospital. The study sample was A purposive sample of (250) nurses after conducting sample size from the setting mentioned above. Data collection tools: Three tools were used to collect the data: Toxic leadership scale, nurses' absenteeism questionnaire, and deviant workplace behaviors Scale. Results:The findings of this study showed that slightly more than three-fifth of nurses (61.8%) perceived a low level of toxic leadership. Also, the highest mean percent was related to personal factor, the relationship between supervisors and nursing staff, and self-fulfillment (70.6%&70.4& 69%) respectively as the most causes of nursing absenteeism. Besides, most of studied nurses (83.6%) had negative work deviance behaviors. Conclusion: The study concluded that there was a statistically significant positive correlation between perceived toxic leadership, nursing absenteeism, and deviant workplace behaviors. Recommendation:The study recommended establishing leadership training programs to provide health care leaders and supervisors with the skills they need to build a collaborative and participatory management organization, thus reducing nursing absenteeism and their deviant behaviors.

Context: Nowadays, during the COVID-19 pandemic, electronic exams are perceived as a fast-evolving assessment tool because of their accuracy and reliability. It provides relatively more accurate results and immediate feedback for students and instructors. Aim: To assess facilitators and barriers of employing electronic exams as perceived by nursing students and the relation to their satisfaction. Methods: A descriptive correlational research design was used to achieve the aim of this study. The study was conducted at the Faculty of Nursing at Benha University on 970 nursing students from the four academic years (2020/2021). They were selected using a stratified random sampling technique. Data was collected using three tools. The student perception of electronic-exams facilitators questionnaire, the student perception of electronic-exams barriers questionnaire, and the nursing students’ satisfaction assessment scale. Results: More than half of nursing students (59.9%) had a high perception level about facilitators of electronic exams, whereas nearly two-thirds of nursing students (60.9%) had a moderate perception level about barriers to electronic exams, and 75.5% had a high satisfaction level regarding electronic exams. Conclusion: This study concluded that more than three-quarters of students had high satisfaction. There was a positive, statistically significant correlation between total students' satisfaction with facilitators of the electronic exam and a statistically significant negative correlation with barriers to the electronic exam. The study recommends that students must receive regular, periodic in-service computer skills courses and study the factors that influence university students to embrace and use electronic exams with an online test system.