One of the most common procedures among pregnant women is a cesarean section. The worry that pregnant women experience throughout the preparatory stages of operation day, as well as their lack of control over being in a new setting and feeling in danger, causes anxiety and, as a result, instability. The aim was to determine the effect of video-assisted teaching guidelines on knowledge regarding anxiety levels among primigravida mothers undergoing caesarian sections. Subjects and method: Design: A quasi-experimental research design was utilized to achieve the aim of this study. Setting: the research was conducted at the Antenatal Outpatient Clinic at South Valley University Hospital. Subjects: A purposive included 139 primigravida mothers who were included in the study within six months. Three tools were used: Tool (I) A structured interview questionnaire, Tool (II) Primigravida mothers' knowledge regarding caesarian section (pre/post), and Tool (III) Anxiety Rating Scale (pre/post). Results: The majority of primigravida mothers reported that the main source of information regarding their knowledge was nurses. There was a positive significant correlation (P=0.005) between primigravida mothers ' knowledge scores pre and post-video-assisted teaching guidelines. There were highly significant improvements in primigravida mothers' knowledge regarding the caesarian section post-video-assisted teaching guidelines (P=0.005). Statistical highly significant differences and reductions were detected between anxiety levels of primigravida mothers pre and post-video-assisted teaching guidelines. Conclusion: The present study concluded that video-assisted structured teaching guidelines had a highly significant positive effect on improving knowledge and reducing anxiety levels among primigravida mothers undergoing caesarian section. Recommendations: Educational guidelines about the caesarian section should be taught and discussed in the antenatal care follow-up visits for primigravida mothers.

Background: Vital signs can draw attention to impeding the clinical deterioration of a patient with stroke. So; therapeutic positioning is important to promote patients' functional recovery. Aim: to determine the effect of instructional guidelines regarding therapeutic positions on post-stroke pain and vital signs among patients with stroke. Design: This study will be used a quasi-experimental design (pre/post-test) with study and control groups. Setting: at the stroke unit in Suez Canal University hospital-Egypt. Sample: A Purposive sample consisted of 100 patients who will be divided into the study (50) and control groups (50) from the above-mentioned setting will be recruited in this study and assigned randomly. Tools: Tool I: Personal data assessment sheet, Tool II: The Glasgow Coma Scale (GCS) for assessing patients' medical history, Tool III: Vital parameters observational checklist tool, and Tool IV: Numerical Pain Rating scale. Results: The results revealed that there were highly significant improvements in patients with stroke's knowledge of pre-and post-instructional guidelines implementation (P<0.001). Furthermore, the study revealed that the majority of the studied patients had no pain after the semi-fowler's position. There was a statistically significant difference and improvement in pre and post-instructional guidelines implementation regarding therapeutic positioning concerning selected vital signs such as heart rate and respiratory rate scores at semi-fowler's position. Conclusion: The instructional guidelines implementation regarding therapeutic positions had a significant effect on reducing pain levels and improving vital signs among patients with stroke. Recommendations: The instructional guidelines regarding therapeutic positions should be conducted, discussed, integrated into the care of patients with stroke, and taught to them to improve their knowledge.