Background: The complex role of today’s nurses warranties higher levels of critical thinking and clinical judgment abilities. Critical thinking is familiar as an essential factor of nursing exercise by The National League for Nursing (NLN). Objective: The aim of this study were: To find out impact of teaching strategies to promote critical thinking in general nursing students. To analysis the teaching strategies to promote critical thinking in General nursing students. Methods: The descriptive research technique was used in this research which based on questionnaires. All the nursing students of the university was the population of study. The researcher used simple cross sectional sampling in the selection of students. The student of general nursing School DHQ Hospital Jhang were selected as a population 15o students were given questionnaire and all questionnaire were responded. Results: Results indicates that students and instructors each share the responsibility for the quality of learning Yes were 83.5% and the No were 16.5% with the statement. The mean is 1.1652 with .373oo standard deviation. Results also describes about CT is an essential component of nursing education and a necessary competency for modern nursing practice. Results indicate that 98.3% respondents were yes, no were .9% and don’t know was .9% with the statement. The mean is 1.o261 with .2o778 standard deviation. Conclusion: The results of this study indicate that the vast majority of nursing students who participated had low levels of promote critical thinking. The results also reinforce the need for students’ continued development in these areas. Nurse educators must renew their commitment to CT as an educational ideal and this ideal must be continually pursued because it is integral to true autonomy in our complex society. The importance of CT to education and practice is indisputable. Nurse educators are an untapped resource in educational organizations.

Background: End-of-life care has emerged as an essential component of health care organizations. Now a day, end-of-life care is debated more intensively among patients and their families. Moreover, nurses working in the Intensive Care Unit perform their duties under extreme pressure. A reason for this extreme stress is a shortage of nurses and other healthcare resources. Patients' and family demands at the terminal stage of life further impact nurses' experiences of end life care. Thus, the current study was conducted with the aim of following objective. Objective: To explore Nurses' Experiences in End-of-Life Care in an Intensive Care Unit at Tertiary Healthcare Setting, Lahore Methodology: A qualitative descriptive phenomenological research design was adopted to describe Nurses' Experiences in End-of-Life Care in an Intensive Care Unit at Tertiary Healthcare Setting, Lahore The target population was registered nurses who have been working in intensive care units for more than one year and are actively involved in the end life care. In depth interviews were conducted with a sample of 10 nurses until saturation of responses. Results: Thematic analysis was carried-out. From the experiences of 10 nurses, 5 themes were extracted i.e. multifactorial influences of end life, financial issues, counseling, and communication, ignored care and administrative challenges for nurses. The results of the study revealed that ELC is influenced by religion and spirituality and nurses experienced problems in managing financial issues, communicating with patients and families. Conclusion: Nurses need to encourage and participate in managing financial resources for patient care and they must also be involved in continuous education programs especially focusing on therapeutic communication and professional counseling. Furthermore, administrative policies must support nurses' sovereignty in their domain of practice.

Background: Clinical judgment skills development of nursing professional is essential and vital during clinical education. This quasi experimental study hasevaluated the impact of standardizedIn-patient’s exposure on clinical judgment among under graduate nursing students using observational measures. Method: A single group of undergraduate students was recruited with purposive sampling at College of Nursing, Shalamar Hospital Lahore, Pakistan and Tanner’s clinical rubric model was used. A total 78 under graduate nursing students accomplished in five In-patients exposure within 45 clinical hours. Two Clinical Nursing Instructors were hired to evaluate the outcome of nursing students; clinical judgment at the end of each standardized in-patient exposure session. The inter-rater reliability ranged 0.830 to 0.90 for the session. Results: Clinical judgment outcome were improved from first in-patient exposure to last patient exposure compared with pre and post data of clinical judgement of patient second, third, fourth and fifth. The debriefing method was helpful for the undergraduate nursing students to improve their critical thinking. The undergraduate nursing students confessed that in-patient exposure has not only uplifted their clinical experience but also strengthened the critical thinking in emergency situation and improve the ability to notice, interpret, and respond suitably. The clinical nursing faculty also highlighted and valued the newly learned knowledge and commented that exposure of In-patients to under graduate nursing students is essential for clinical skills preparation. Conclusion: Standardized In-patient exposure has potential to support the undergraduate nursing student for the development of clinical judgement. No doubt, the clinical instructor has enhanced nursing professional’s intrinsic motivation but standardized in-patient presented a true picture, while learning to complete assessment skills.A difference may exist between high fidelity simulator and standardized in-patient exposure among undergraduate nursing students, so further research can explore this phenomenology. Key words:Nursing students, Clinical Judgment, Standardized in-patients, Nursing professionals.

Background: Practicing in trauma unit can strengthen nurses’ knowledge about the association of past trauma and the impact of trauma on the patient’s current mental illness. An aim of this debate is to avoid potentially re-traumatizing a patient during their episode of care. This educational discussion can provide nurses with content that describes the interplay of neurological, biological, psychological, and social effects of trauma that may reduce the likelihood of re-traumatization. Although multidisciplinary environments, the translation into clinical practice by nurses working in emergency departments (EDs) is unknown. However, before ED nurses can begin to practice, they must first be provided with meaningful and specific education about their role. Therefore, the aim of this debate was to evaluate the role and emergency management skills of ED nurses. Methods: This debate was conducted as exploratory research with a descriptive study design. Quantitative data were collected with an 18-item pre-education and post-education questionnaire. Results: A total of 34 ED nurses participated in this education discussion. There was meaningful change (p < 0.01, r ≥ 0.35) in 9 of the 18-items after discussion. The debate was based on the perceived effectiveness to evaluate the role and emergency management skills of ED nurses. Conclusion: Emergency department nurses became more informed of the interplay of trauma on an individual’s mental health. However, providing care to trauma patients in an ED setting was a considerable challenge primarily due to time constraints relative to the day-to-day. ED environment and rapid turnover of patients with potentially multiple and complex presentations. Despite this, nurses played a good role to reduce the likelihood of re-traumatization.