Background: Stroke is a major public health problem worldwide and in Egypt. It is a life-threatening disease that requires early recognition, management and collaboration of all members of the health care team. Critical care nurses play an important role in all phases of care for stroke patients. Aim: study the impact of a designed acute stroke nursing management protocol on critical care nurses’ knowledge and practices. Hypothesis: The mean post-test total knowledge and practices scores of critical care nurses who are exposed to the designed nursing management protocol of care will be higher than their mean pre-test scores. Sample: A convenience sample of (30) nurses. Design: A quasi-experimental, single group interrupted time series design was utilized. Tools: tool (1): Nurses Knowledge Assessment Questionnaire (2): Pre /post observational checklists. Critical care nurses were assessed three times: before implementing the protocol of care, immediately after implementing the protocol of care, and two months after. Results: the current study revealed that most of the studied sample (80%) were female in the middle age groups (X= 30.16, SD =7.71), and the total mean knowledge scores in the second and third assessment times (X= 70.47, SD =6.27, X= 66.67, SD= 8.1) respectively, improved as compared to the first assessment time (X= 24.23, SD= 11.24) with a significant statistical difference between the three assessment times (F= 246.344, P ≤ 0.05). The total mean practices scores in the second assessment and third assessment times (X= 45.90, SD= 5.02, X= 39.87, SD= 4.54) respectively, was higher than the total mean practices scores in the first assessment (X= 22.10, SD= 7.42) with a significant statistical differences between the three assessments (F= 131.913, P ≤ 0.05) . A significant statistical differences between the three assessments was found regarding utilization of NIHSS and GCS (F= 420.310, 123.189, P ≤ 0.05). Conclusion: effectiveness of implementing the protocol of care where nurses’ knowledge and practices improved significantly as compared before implementing the protocol of care. So, the study recommends continuous training and education for nurses to improve their knowledge and practices with availability of Arabic references.

Background: The respiratory symptoms of COVID-19 often persist in most patients with moderate to severe infection after recovery. Respiratory exercises help post COVID-19 in pulmonary recovery/rehabilitation. Aim: investigate the effect of incentive spirometer on post-COVID-19 patient's respiratory outcomes. Hypothesis: patients who had successfully used the incentive spirometer will have better respiratory outcomes 6 weeks after the isolation period. Design:Quasi experimental research design (pre and post-test-time serial). Subjects: 30 adult male and female patients with COVID-19 in a convalescent stage. Sample: Apurposive sample. Setting: one of the COVID 19 follow-up outpatient clinics. Results: the mean age of the studied sample was 47 ±2.984. Half of the studied sample had no chronic diseases and 16.7%had a history of hypertension. The majority of the studied sample 90.7% had dyspnea in the first assessment as compared to 40% in the fourth assessment. The current study represents a highly significant statistical difference between the four assessments regarding the numerical Dyspnea Scale and Modified Medical Research Council

Background: safe medication administration is one of the basic important nursing skills that necessitate selecting effective educational methods. The flipped teaching strategy is one of the active learning approaches that encourage students' problem-solving skills needed for safe medication administration. Objective: examine the effectiveness of flipped classroom approach on safe medication administration learning skills among nursing students. Methods: A quasiexperimental design was applied with pre-and post-test assessments in the study and control groups. Sample: A convenience sample of 183 student nurses at one of the Nursing schools affiliated with a private university in Cairo. The tools: three tools were used in data collection; an interview questionnaire; Pre & post-test; and an observational checklist for safe medication administration. Results:The mean age of the control and study group was 19.70 ± 0.73, 19.55 ± 0.60 with no significant statistical difference as the two groups were homogenous. The current study results revealed that the total means of post-knowledge and practices score (20.04±2.0 -29±1.3) of students who learned safe medication administration by flipped learning approach were higher than students who learned by the standard learning method (16.82±2.6, 27.7±1.3) with highly significant statistical differences between the two groups (P=0.0001). Conclusion: flipped learning approach had a positive effect on increasing students' knowledge and practice mean scores than the standard teaching approach. Recommendation: replicating flipped classroom study in other practical nursing courses and involve the flipped learning strategy as a teaching method in the nursing curricula

Background: Renal stone disease is a significant public health burden around the world. Increasing nurses' awareness about the variables risk that influence disease progression in patients with urinary tract stones is an important aspect of controlling and improving the quality of life among those group of patients. Aim: The study aimed to evaluate the effect of online education on nurses' performance caring for patients with kidney stones. Design: A quasi-experimental research design was used (pre/post-test). Setting: The research was carried out in the Urology and Nephrology Unit at South-Vally University Hospital. Sample: A convenient sampling included all 50 registered nurses were worked in the previously mentioned setting. Tools: Two tools were used for data collection: Tool (I) Nurses' interview questionnaire included Part (1) demographic characteristics of the studied nurses, Part (2) Nurses' knowledge assessment questionnaire, and Tool (II) Assessment of nurses' reported practices regarding caring of patients with kidney stones. Results:The study revealed that nurses' Mean ± SD of age were (25.3 ± 2.8) and 60% of them were female. A statistically significant difference and improvement was found between nurses' knowledge and reported practices caring for patients with Kidney Stones post-online education than before. Also, a statistically significant correlation was observed between nurses' knowledge and reported practices post-online education. Conclusion: The study results concluded that online education had positive effects on improving nurses' performance caring for patients with kidney stones. Recommendations: Providing online education for nurses' performance caring for patients with kidney stones is recommended to improve their knowledge and reported practices.

No abstract