Introduction: Currently, creating a secure airway for general anesthesia is an integral part of the process of anesthesia. The difficulty of this process effects morbidity and mortality rates. In order to achieve further success in these patients, it is advised to use video laryngoscope. Case Presentation: The patient was a 45-year-old female, who was a candidate for cholecystectomy along with laparoscopic surgery, and had referred to Peimaniyeh hospital of Jahrom, Iran, during September 2016. In the initial assessment, the patient seemed to be in a difficult airway class, while in her surgery documents from 5 and 10 years ago and in her previous records no history of this problem was mentioned. After the administration of drugs before surgery and anesthesia induction, tracheal intubation had failed by use of routine laryngoscope and McCoy laryngoscope in two stages. Finally, the use of video laryngoscope for tracheal intubation was successful. During the intubation attempts, the patient was ventilated with 100% oxygen mask and her arterial blood oxygen saturation had not decreased. Conclusions: Therefore, it is recommended for the patient to be investigated carefully in terms of airway management. In addition, in case of difficult intubation, selecting video laryngoscope to facilitate intubation may be appropriate. The mere absence of a difficult airway management is not a reason that the problem will not occur in the future.

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Background: Challenges and problems of clinical nursing education are the most important factor in determining the quality of nursing students' education. Frequent assessment of the quality of nursing education without considering the existing challenges is an ineffective activity in analyzing the situation of nursing education. Objectives: This study aimed to explain the status of clinical nursing education at Jahrom University of Medical Sciences in Iran. Methods: This qualitative study based on the conventional content analysis approach was conducted at Jahrom University of Medical Sciences in 2018 - 2019. Data were collected through holding 10 semi-structured face-to-face focus group discussions (FGDs) with 110 nurses, head nurses, instructors, and students. Purposeful sampling was used and the interviews were analyzed by Graneheim and Lundman method by MAXQDA Software. Results: We obtained 626 in-vivo codes, 46 primary codes, eight subcategories (lack of attention to the evaluation process, non-participative evaluation, low staff educational cooperation, ineffective instructors, non-educational clinical space, student educational deficits, students' confusion in the clinical setting, and non-participatory planning), and three main categories (planning challenges, implementing challenges, and evaluation challenges). Conclusions: Educational leaders are recommended to shift to three areas, including democratic planning, wise implementation with frequent monitoring, and the use of modern clinical evaluation methods based on the participation of learners and other stakeholders.