Background: Traditional teaching is the most direct and successful instruction approach. The use of Videobased online learning for CPR is considered an effective instruction method and could be highly beneficial in training high school students to perform competent CPR. This study aimed to evaluate effect of implementing cardiopulmonary resuscitation video-based online learning in acquiring the knowledge and skills in the physical education students. Material and method: A quasi-experimental design was utilized. A convenience sample of 220 undergraduate physical education students was included. Two tools were utilized to obtain data for this study. Tool, one comprised two parts; part one, sociodemographic data; and part two, a cardiopulmonary resuscitation knowledge questionnaire. Tool two used to assess CPR procedure using cardiopulmonary resuscitation skills checklist. Results: There was a statistically significant difference in both learning groups in the immediate and after one-month period knowledge test (p immediate <0.001, p one month period <0.001). The video online learning group had a significant increase in their practical skills than the traditional learning skills in the immediate test (p immediate <0.001) and after one month test (p one month period <0.001). Conclusions: Using video-based online learning in cardiopulmonary resuscitation training effectively acquired the knowledge and skills in physical education students. Recommendation: Using video online learning effectively improve psychomotor skills to non-medical and medical students and facilitates remembering effective CPR skills. Video-based learning help nursing educators to deep understand the benefits and value of utilizing this method in the clinical training of CPR skills for medical and nonmedical individuals which increase their satisfaction and skill acquisition.

Background: Patients who seek the emergency department frequently require prompt care that may involve giving them treatment to manage symptoms that include pain. Patients are frequently required to wait for long amounts of time without having their pain evaluated or given analgesics, making pain management a frequently neglected part of acute care. Aim: To determine emergency nurses' barriers to assessing and managing pain. Design: A descriptive research design was included. Settings: This study was performed in the emergency units of Damanhour Medical National institute hospital. Sample: A purposive sample of 110 emergency nurses who worked in the emergency unit of selected units. Tools of data collection: One tool for emergency nurses' barriers to assessing and managing pain was developed. This tool comprised of two parts. Part one sociodemographic data and part two was adopted. Results: The mean age of the examined nurses were 42±19. About 59.09% of them were female. The reported nurses related barriers to assess and manage pain were inadequate staff knowledge, inadequate assessment of pain management of barriers to management pain, and lack of education with pain assessment tools. Physician associated barriers were ineffective consideration of pain and pain relief. System concerned barriers were the patient-to-nurse ratio and lack of alternative nonpharmacologic therapy for pain Management. Patient related barriers were difficult to assess patients using a pain scale, inability to communicate with patients and hemodynamic instability. Recommendation: Nursing educators need to revise the nursing curriculum in the scope of emergency nurses. Health policymakers need to establish regulations for pain assessment in emergencies. Using administrative strategy and plan to overcome on high nursing workload and patient-nurse ratio.

Background: Physical evaluation is a crucial nursing instrument and fundamental to deliver good nursing care and is considered nursing practice's central component. Aim: We aimed to determine the perceived barriers among undergraduate nursing students toward performing physical assessment of critical care patients. Design: The descriptive design was utilized in this study. Setting(s): This study was performed at the Faculty of Nursing at Matrouh University, Egypt. Participants: A convenience sample of 179 undergraduate nursing students were included throughout the first semester. Tool of data collection: Three tools will be employed to obtain data for this study. Tool one: is critical nurse's student assessment; tool two is barriers to nurses' students using physical assessment scale; and tool three is assessing physical examination knowledge and practice. Results: Different factors influenced students' experiences, all of which combined to make it difficult for them to conduct well on physical assessments. The mean overall physical assessment barriers among the studied students were 115.23 ± 11.15, with a percent score of 57.31 ± 7.9. The mean of physical examination skills inventory (PESI) score was 68.97 ± 12.36, with a percent score of 81.62 ± 20.60 and a mean score of 3.45 ± 0.62.. Conclusions: Being male, previous experience ICUs working and received previous physical assessment training, having a higher academic level, and a higher grades were all factors that were strongly linked with decrease perceived barriers among nurses' students' education and experience of physical assessment. Perceived barriers to physical assessment were positively correlated with age, academic level, grades level, and prior ICU work. Constructing competency-based education is considered a mean of overcoming physical assessment challenges. Recommendations: Training on performing physical assessment and educational support services and awareness are recommended.