Background: Patients in all settings fully expect that they will be resuscitated if they have a cardiac arrest. It is therefore necessary to increase the number of qualified people, including school teachers and students who can play a vital role in performing basic and advanced cardiac life support at the scene of a medical emergency. Since life threatening events, such as cardiac arrest, must be responded to within six minutes, the retention of skills becomes a key concern in all urgent cases. The purpose of this study was to assess the existing knowledge of BLS among primary and secondary school teachers in Hebron, Palestine.Methods: After approval from Institute Ethical Committee and informed consent from the participant, the present study was conducted among primary and secondary school teachers. A self-administered questionnaire based on knowledge and attitude of BLS was used to collect data.Results: In general, only 42.5%of school teachers knew about CPR, but 57.5% had no previous information about CPR. Sources of information about CPR included television (26.5%), nurses and Drs (25.8), and the Internet (18.7%). Approximately 53% agreed that CPR training courses should be mandatory. Only 18.1% of teachers didn’t know the contact numbers for emergency services.Conclusions: This study has highlighted a critical issue that a majority of school teachers have limited knowledge about CPR. We recommend the mandatory implementation of CPR and basic life-support training for all school teachers across Palestine, and the need for incorporation of the BLS teaching into the Palestinian schools’ curricula without delay.

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Clinical experience is one of the most significant sources of stress and anxiety producing components of the nursing program. Clinical training, not only gives students the opportunity to transfer what they have learnt during theory into the unfamiliar and complex clinical practice environments. It also helps students learn a variety of skills, such as how to establish communication, make decisions and work as a member of a team. The purpose of this study was to identify nursing and midwifery students’ problems during clinical practice at the baccalaureate nursing program in Palestine. Descriptive cross-sectional study design was utilized. A stratified sample of 340 nursing and midwifery students was recruited. Data were collected on a self-administered questionnaire. The sample was derived from students who had experienced clinical practice among the students in the department of nursing and midwifery sciences in Al-Quds University in Palestine. The study started with 340 students, including 155 males and 185 females. The final analysis was conducted with 330 participants comprising 151 (45.8%) males and 179 (54.2%) females. The majority of respondents stated that they did perceive a difference between what they were taught in the classroom compared to what was used in their clinical experiences with 237 (71.8%) responding yes and 93 (28.2%) responding no. Approximately, half of the students perceived the extent of the gap between theoretical & practical side with 138 (41.8%) responding big. Therefore, nursing facilitators should train and make more researches to identifying more problems and working to enhancing these problems to have a professions nursing and midwifery in our life.

Background: Injuries in all shapes are accounting for more than five million deaths worldwide. Road traffic accidents injuries are the main threat to people and national health systems. Annually, road traffic injuries are resulting in the deaths of more than five million people globally. The Primary Trauma Care Foundation was organized to run the workshop for front-line staff in such countries to attempt and decrease the human and economic consequence of the injury. Methods: A one group pre-test and post-test experimental research design was used. Subjects were invited to complete a multiple-choice question. The overall number of subjects who were taking the primary trauma care course during the period (from Jun 2014 to Oct 2017) was 586 subjects. Results: More than two-thirds of subjects were men and doctors included specialties, physicians and medical students. (90.8%) of participants were carried bachelor's degree. (22.2%) were staff nurses and nurse's students, (1.9%) were midwives. Wilcoxon Signed Ranks Test shows a statistically significant difference between pre and post course score of PTC knowledge (p<0.001). 567 (96.75%) of the participants were shown an improvement after a PTC course. Conclusion: PTC course in Palestine is a valuable and informative course to increase and improve knowledge toward physicians, staff nurses, and midwives.