Background: Psoriasis is a chronic autoimmune skin disease with long-term impairment. The nurses have a great responsibility to develop efficient educational programs to improve the psoriatic people's knowledge and self-care practices that enable to reduce severity and disability index. The study aimed to evaluate the effectiveness of the educational program on the psoriasis severity and disability index of people with psoriasis. Research design: a quasi-experimental quantitative non-equivalent control group design. Setting: the study was conducted at the outpatient clinics of Cairo Hospital for Dermatology and Venerology (Al Haud Almarsoud Hospital). Sampling: A purposive sample consisted of 226 people with psoriasis divided into two groups (control and study groups). Tools: Three tools were utilized, 1) interview questionnaires for assessing demographic data and disease history, Psoriasis Knowledge (PKQ), and self-care practices.2) Psoriasis area & severity index (PASI), 3) Psoriasis Disability Index (PDI). Results: After program implementation, the follow-up test showed a significant improvement in the study group in good and average knowledge score levels of 47.8% and 32.7% respectively and adequate self-care practices of 78.8% with statistical significance relation between both groups (p< 0.000**). Also, there was a statistically significant improvement in the PASI in the study group compared with the control group (p<.0.015*). Additionally, a significant reduction in the mean score of PDI of the study group to 8.75±6.21. Conclusion: The educational program detected a significant positive impact on the severity and disability index of people with disability through improvement in their knowledge and self-care practices. Recommendation: Educational programs should be continuously conducted for improving the psoriasis people's knowledge and self-care practices.

BackgroundLearning depends not only upon how teachers have designed and structured their subjects and courses but also upon how their students perceive and understand this design and structure. Understanding student's level of perception with their clinical education forms a basis of determining the quality of nursing education.ObjectiveAssess nursing students' perception of their learning experience with community health nursing practical modules.MethodsCross-sectional descriptive study, the convenience sample included 149 students studying a community health nursing practical course at the Faculty of Nursing affiliated to [Institution MASKED]. Three tools were used; (a) interviewing questionnaire regarding demographic characteristics. (b) Undergraduate modules experience questionnaire and (c) Student evaluation of clinical education environment inventory.ResultsStudents' total perception mean scores regarding the practical modules experience questionnaire was (79.82%), and different community clinical learning environment, family health centers (82.01%), schools (76. 83%), and geriatric homes (79. 29%) with statistical significance differences p ≤ .042. Furthermore, significant relationship was found between students' academic achievement and total perception of the Undergraduate Modules Experience Questionnaire (UMEQ) and its subscales, Good Teaching, Intellectual Motivation (p ≤ .01), Clear goals and standards and Generic Skills (p ≤ .04), Appropriate Assessment and Overall Satisfaction (p ≤ .05).ConclusionNursing students revealed a higher positive perception of community health nursing practical modules experiences. However, there was few areas are required for improving quality of the practical modules.Implications for nursing educationIncreasing period of students' clinical training exposure, teaching the skills of effective time management as well as increasing number of the academic staff in the community health nursing department are recommended strategies for improving quality of community health nursing practical modules.

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Background:Women of all ages are a population at risk for osteoporosis; the key prevention method for osteoporosis is that of the educational programs using a behavior change model. Aim: This study aimed to evaluate the effect of the education program using the health belief model on knowledge and health beliefs towards osteoporosis prevention among women attending primary health care centers. The research hypothesis:The experimental group women who involved in the education program will be expected to demonstrate higher levels of knowledge and stronger health beliefs of osteoporosis than the control group women who not involved. Design:A quasi-experimental study. Methods: The purposive sample included 200 women who were assigned into two groups.Experimental (N = 100) and control (N = 100) were selected from two family health centers. Two tools were used. 1) Women Structured Interviewing Questionnaire involving demographic characteristics and osteoporosis knowledge test (OKT). 2) Osteoporosis Health Belief Scale (OHBS). Results:Post and follow-up program implementation, a significant increment was found in comparison with the control group in the mean scores of the experimental group in the OKT and OHBS (p <0.000). Conclusion:The developed osteoporosis education program using the health belief model had a remarkable and significant impact on improving women's knowledge and their health beliefs regarding osteoporosis prevention behaviors. Recommendation:Primary healthcare programs regarding osteoporosis preventive strategies using the health belief model should be implemented on a routine base in all healthcare centers.

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