Background: Wound care is one of the significant nursing responsibilities that requires excellent skills and knowledge to minimize complications, such as infection, an amputation, or, in severe cases, even death. Effective wound dressing promotes wound healing, minimize hospitalization and saving costs. Objective: This scoping review aimed to provide an overview of the knowledge, practices, and attitude regarding wound dressing among nurses who responsible for wound dressing in PHC, hospitals and clinical setting.Methodology: CINHAL, PubMed, MEDLINE, ProQuest, Cochrane Library, and Science Direct databases were searched to cover published research in the period between 2015 to 2020. 15 articles out of 3153 were analysed. The following searching terms were used: nurse's knowledge (or / and)/nurse's practice AND wound dressing OR wound care OR wound management AND primary health care center OR hospitals OR clinical setting OR healthcare facility. Results:The majority of the articles demonstrate that the nurse's knowledge regarding wound dressing was insufficient in various domains. The results may explain the unsatisfactory level of nurse's practice in wound dressing by most nurses. The finding also recommends that updating nurses' knowledge by frequent wound management courses and clinical training has a positive effect on safe wound dressing practice. Conclusion:There were insufficient wound dressing practices among the registered nurses, although the majority of the nurses enrolled in studies who had clinical experience and attended training programs. In addition, the unsatisfaction of clinical practice of wound management and the reasons that most of the participants are not performing standard dressing protocols are due to significant barriers for practicing the proper technique of wound dressing such as time-consuming procedure, heavy workload, lack of adequate staff to assist in dressing procedure and lack of sufficient supplies. Therefore, further research required more attention to identify and implement effective strategies to enhance health professional knowledge regarding wound dressing management.

Long immobilization periods lead to overall complication and have been associated with poor functional outcomes. The aim of this study was to evaluate the effect of educational guidelines for prevention of immobilization complications on caregivers' performance and patients' functional condition. Quazi experimental design was utilized for conducting the study. Two purposive samples of 45 immobilized patients and their caregivers from orthopedic wards in El demerdash hospital, Cairo, Egypt, were randomly divided into study and control groups. Data were collected through; Self-Administered Structured Questionnaire to assess demographic characteristics and knowledge. Observational checklist also used to assess caregivers' practice. PULSUSE profile used to assess patients' functional condition. Results: There was statistically significant improvement of caregivers' knowledge and practice regarding prevention of immobilization complications and improvement of patients' functional condition in the study group after implementation of educational guidelines when compared to the control group. Conclusion: Educational guidelines improve the caregivers' knowledge and practice regarding prevention of immobilization complication. Recommendations: It is suggested to apply these educational guidelines on the caregivers of immobilized patients and to replicate the study on a larger study sample in different settings to generalize the results.

Blended learning refers to a method of instruction that utilizes two or more complementary approaches to teach the same material. By combining classroom lectures, activities, discussions, and/or web-based modules. Aim: Examine the effect of blended learning on newly nursing student's outcomes regarding new trends in nursing subject at Ain Shams University. Hypothesis: The Students who will be exposed to blended learning (Study group) will have improved Outcomes compared to the Students in the control group who will be exposed to lecture regarding new trends in nursing subject. Design: A quasi experimental study design was utilized to accomplish the aim of this study. Setting: Faculty of Nursing Ain Shams University Cairo Egypt. Sample: Two purposive samples of all available first year students' from the previously mentioned study setting in 2012/2013 and 2013/2014 academic years as control group and study group respectively. Students were included in this study were from both gender, and willing to participate in the study. Tools for data collection: A self-administered structured questionnaire to assess demographic characteristics and learning needs, student's satisfaction questionnaire sheet, student's academic achievement sheet. Results: There was improvement regarding satisfactory level of achievement and decrease in the percent of poor and very poor of blended learning group with no statistical difference between two groups. There was improvement in student's satisfaction of blended learning group regarding the course and teaching method with highly statistical significant difference between two groups. Conclusions: blended learning improved newly nursing student's Outcomes both academic achievement and student's satisfaction than lecture regarding new trends in nursing subject at Ain Shams University. Recommendations: blended learning can be used to facilitate nursing education, more researches done to determine durability rate of the information of this methods.

Context: Nurses worked as primary educators in perioperative teaching. The delivery of preoperative teaching may be affected by the nurses' perception of what information should be involved. Their perceptions possibly have a direct effect on their performance regarding the preoperative information. Understanding the nurses' point of view may help the nurses to increase their knowledge of the preoperative information details, to provide better nursing care, and to improve patient outcomes. Aim: To identify the relevant evidence on the nurses' perceptions regarding the essential elements of preoperative information in addition to the methods of information delivery and the factors that reduce or prevent information delivery. Methods: A scoping review method was used to allow for the mapping of the relevant evidence and the synthesis of the findings. CINAHL, MEDLINE, and PubMed databases were searched from inception until December 2019. Seven studies met the inclusion criteria with a sample size of 812 nurses involved in the review. Results: The results indicated that Anaesthesia information (69.55%) and details about operation (62.1%) were most crucial preoperative information as perceived by nurses. Oral explanations were most essential actual and preferred method of information delivery. The top barriers to provide sufficient information were time availability (64.25%), the types of questions (64.17%), and language barriers (61.75%). The review also found that the Preoperative Teaching Questionnaire (PTQ) was the most assessment instrument used to assess nurses’ perception regarding the preoperative information. Conclusion: This scoping review has assessed the nurses' perceptions regarding the essential elements of preoperative information. Understand nurses' view regarding the preoperative information are important to determine the essential elements of preoperative teaching, ensure the quality of care, and better patient's outcome. However, further studies are needed to assess the nurses' perception regarding essential preoperative information and to examine the different strategies and teaching modalities used to create an effective preoperative teaching program.

Background: Palliative care is an essential aspect of care for advanced life-threatening illnesses. It involves holistic care that helps improve the quality of life for chronically ill patients. Palliative care is not meant to cure disease. Instead, it focuses on alleviating the burden of symptoms, easing the discomfort and stress that accompanies living with a life-threatening disease. The attitudes and knowledge of nurses play a vital role in the delivery of palliative care. Nurses should have a positive attitude and a good knowledge of palliative care. This review aims to identify, synthesize, and appraise the relevant evidence on nurses' level of knowledge and attitude toward palliative care and factors associated with such knowledge and attitude.Methods: A literature search was conducted using several databases: CINAHL, PubMed, MEDLINE, and ScienceDirect. The search was limited to publications written in English between 2016 and 2020 using the search terms "nurses' knowledge," or / and "attitude" AND "palliative care."Results: 12 studies were identified, analyzed, and synthesized in this review. All studies were quantitative, cross sectional. The finding demonstrates a general lack of sufficient knowledge on palliative care among nurses; however, nurses' attitudes toward palliative care were positive. Factors found to affect nurse's knowledge and attitude regarding palliative care included age, educational level, years of experience, and education/training in palliative care. Conclusion:This review demonstrates a gap on nursing knowledge about palliative care. Nurses have inadequate knowledge of palliative care, suggesting a need for increased attention to this subject. It is necessary to Incorporate palliative care education/ training in nursing curricula and establish regular/continuous professional education courses on palliative care by the national health policies. In contrast to the negative findings regarding knowledge, nurses' attitudes towards palliative care were favorable. The need to implement strategies to improve knowledge as well as attitudes is necessary. Therefore, further research is required to develop interventions that improve knowledge and attitudes toward palliative care among nurses.