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Back ground: Management program about infection control is important to help head nurses gain knowledge to perform their roles, and for nurses to comply with standard infection control measures. Objective: Evaluate efficacy of implementing management program about infection control practices for nursing staff. Setting: All departments in Tanta University Emergency Hospital. Subjects: All head nurses (N= 31) and nurses (N =175) working in all departments of emergency hospital. Tools: (1) Infection Control Knowledge Questionnaire sheet, (2) Head Nurses' Performance Role on Infection Control Assessment Scale and, (3) Observational checklist, related to Infection Control practices. Results: Head nurses 58.1% and nurses 80.0% had poor level of total knowledge about infection control pre-program , while majority (90.3%-86%) were at high level post program. Head nurses 61.3% had poor level of total specific knowledge pre-program, changed to be 90.3% and 87.1% had good level of knowledge post program. Pre-program majority (90.3%) of head nurses had mild level of performance of educational , consultation, research and support team in surveillance roles decreased to (3.2%) post program. Nurses range (15.4%-22.9%) showed compliance level to infection control practices pre-program, improved to range (75.4%-84.0%) post program with highly statistically significant differences (p= < 0.001). Conclusion: At Tanta University Emergency Hospital nursing staff basic knowledge, head nurses specific knowledge and role performance and nurses' compliance were low and statistically improved after implementation of needed management program. Recommendation: conduct regular training programs for nursing staff and encourage culture of compliance to infection control practices.

Objective: Senior nursing students have to be active participants in their learning process; this can be done through peer evaluation, hence they need to be trained to provide and accept constructive feedback to help their professional growth. So, this study aimed to assess the effect of peer evaluation training on senior nursing students' performance in nursing administration course. Methods: The subject included all (152) available senior nursing students enrolled in nursing administration course at faculty of Nursing-Tanta University. Peer evaluation knowledge test (25 questions), nursing students' peer evaluation attitude scale (31 items) and nursing student's peer evaluation checklist (65 items) were used to collect the study data. Results: Experimental nursing students group's total knowledge and performance about peer evaluation were significantly improved post than pre training sessions and than comparison nursing students group. Majority of experimental nursing students group agreed that peer evaluation was beneficial. Significant positive relation at P ≤ .05 was found between the experimental and comparison nursing students groups' total level of knowledge, their attitude and peer evaluation performance post-sessions. Conclusions: Senior nursing students' knowledge, performance and attitude about peer evaluation were improved after implementation of the training sessions. So, peer-evaluation method is recommended to be integrating into formal learning activities and establishing trustful reassuring learning environment.

Background: Technical nursing students' courses contents not give opportunity to apply nursing theory and skills of effective communication with patient in practice area lead to nursing students required improving their communication competencies through using role-play strategy. They need information for developing the idea by the sender, transmission of message and decoding, and providing feedback. Role play is a teaching method could be used for experiential learning and that provides an imaginary context in which issues and behaviors may be explored by students. Objective: Aim of the study was to determine efficacy of teaching program about efficient patient communication using role-play strategy on technical nursing student's practice. Setting: Study was conducted at Tanta Health Technical Institute General Nursing Division and students' training areas at El Minshawi Hospital affiliated to Ministry of Health at El-Gharbiya Governorate. Subject: The study subjects included all (n=65) second academic year technical nursing students at 2017-2018. Tool: Three tools was used, the effective patient communication and role-play teaching strategy knowledge test, technical nursing students' actual performance of patient communication process observational checklist, and technical nursing students' perception about roleplay teaching strategy. Result: Preprogram 86.2% of technical nursing students were at poor level of total knowledge changed to be 1.5% post program. Pre-program 89.2% of them had unsatisfactory level of total performance changed to be 93.8% at good total performance level post program and the rest were at satisfactory level. Technical nursing students 93.8% showed high level of overall perception about role-play teaching strategy. Highly significant correlation detected between knowledge and practice of technical nursing students pre and post program. Conclusion: Absent of applying theoretical part of nursing administration course results in lacking of effective patient communication among technical nursing students. Proper implementation of teaching program about efficient patient communication using role-play strategy improved technical nursing student's communication knowledge and practical skills significantly than pre educational program. Technical nursing students' perception about using roleplay teaching strategy patient communication program showed high level. Recommendation: Attention to educate course of effective patient communication at first and second year of technical nursing student's curriculum. Attention to supervise technical nursing students training on patient communication skill at clinical practice areas. Internship training programs should include active, practice-oriented strategies about patient communication for nursing interns.