Background: Learning styles refer to the ability of learner to perceive and process information in learning situations. The ability to understand students' learning styles can increase the educational outcomes. VAK (Visual, auditory, kinesthetic) learning style is one of the learning style in which students use three of sensory perception to receive information. Teachers can incorporate these learning styles in their classroom activities so that students are competent to be successful in their courses. The purpose of this study is to assess Visual, Auditory, and Kinesthetic learning style among undergraduate nursing students. Methods: A descriptive study was carried out; the study was conducted during the period of 3rd. November, 2013-15, March, 2014 two Nursing Colleges at Universities of Mosul and Kirkuk. A stratified random sampling was used for data collection. The target population was an undergraduate nursing students (210) students (60 male and 150 female). Statistical Package for the Social Science (SPSS), Chi-square, Frequencies and Percentage was used for data analysis. The results: the findings reveal that Visual, Auditory, and Kinesthetic learning style of the study sample was (40.0%), (29.5%), and 30.5% respectively. Females preferred auditory learning style (30.3%) more than males (27.3%), while males preferred kinesthetic learning style (32.3%) more than females (29.8%). Recommendation: The researcher recommended that nurse educators should aware of learning styles of the students and provide teaching style to be matched with their learning style.

This paper investigates the usefulness of simulation technology on nursing edu-cation from the point of view of student themselves. A quantitative descriptive modes of enquiry, the authors attempt to illuminate the attitudes of the Nursing students towards using simulation in nursing education as a dependent variable. Participants were recruited from three nursing grads, covering six semesters. Twenty percent of the whole students in each Course and semester were random-ly selected, the initial sample consisted of 150 students. The student of grad one (141 student) were excluded because they were not used the simulation in their curricula. This study was conducted in a College of Nursing in the University of Mosul during January 2019 to March 2019. KidSIM ATTITUDES questionnaire was used as a tool to evaluate student’s attitudes toward using of simulation technology in Nursing Education. Data management and analysis were per-formed using SPSS 25. Statistical significance was analyzed using analysis of variance and t-tests as appropriate. Significance levels were set at the 1% level using the student t-test. The study finding reveals that most student show their positive attitudes towards using simulation technology in Nursing education (42%-48.9%) expressed about their (agreed-strongly agreed regarding Relevance of Simulation in nursing. This study has found that generally, Mosul Nursing students has positive attitudes towards using simulation in their teaching and training

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Background: Eclampsia is a pregnancy-specific syndrome. It affects more than 5% of pregnant women and is characterized by edemas, high blood pressure and proteinuria, it considered as one of the most serious pregnancyspecific medical conditions of increasing incidence. its complications are one of the top four causes of maternal deaths even in developed societies. Objective: To assess the Maternity Nurses Knowledge and educational program Regarding Eclampsia Care at Mosul Teaching Hospitals. Method and Material: A Pre-experimental study design (one group pretest-posttest) was used for period extended from 15th of November 2020 to 10th of March 2021. 30 nurses were selected by purposive sampling technique from obstetrics and gynecological departments at teaching hospitals of Mosul city. A semi-structured questionnaire was used to collect the data. Results: The results of the study showed the educational program on nurses' knowledge regarding eclampsia is effective, highly significant differences in the knowledge of nurses after implementation of the educational program compared to their knowledge before the educational program in study group. According to the findings, 53.3 % of nurses had poor knowledge of prior implementation of the educational program. However, after implementation, 70.0 % of them had excellent knowledge. Conclusions: The educational program has a positive effect on nurse's knowledge of eclampsia treatment, according to the study's conclusion. Recommendation: Recommendation, Continuous educational program to improve nurses' knowledge regarding care of preeclampsia and eclampsia.