Management program on nursing staff leading role and compliance to follow safety measures is an important component help to protect nursing staff from work related risks. Goal of safety program is to keep staff nurses safe and lead them toward safety actions, so they can help them to gain knowledge, and skills to deliver safe and quality care. So, the aim of this study was to determine the effect of management program on nursing staff leading role and compliance to follow safety measures at intensive care units. Study was conducted at all ICUs of Tanta Emergency Hospital. The total number of study sample was (n=100) nursing staff working in ICUs at Tanta Emergency Hospital, including charge nurses (n=30) and bedside nurses (n=70). Twoo tools were used for the collection of data: (1) Nursing Staff Performance Scale and (2) Nursing Staff Knowledge Questionnaire. The results of this study revealed that minority (26.7%) of charge nurses showed satisfactory level of practice for leading role pre-program, improved to be majority (86.7%) post-program. Few (41.4%) bedside nurses had satisfactory level of total compliance to follow safety measures practice pre-program, improved to majority (88.6%) post-program. Nursing staff (48%) had poor level of total knowledge pre-program, but the majority (92%) showed good level of total knowledge post program. Conclusion: Nursing staff knowledge and practice on leading role and compliance to follow safety measures in ICUs at Tanta Emergency Hospital were low, change nurses leading role and bedside nurse's compliance practice improved after implementation of needed program. Therefore, the study recommended that conduct regular training programs, workshops and seminars for nursing staff to refresh their knowledge, skills and experiences related to leading role and safety measures.

Background: Critical thinking and learning are interrelated as nursing students must think to gain knowledge to be able to add to the depth and breadth of their knowledge, to become more aware of the cognitive processes and adapt personally and professionally to change' demand in nursing fields. Aim: This study aimed to assess barriers facing clinical nurse educators and nursing students' opinion related to teaching critical thinking. Subjects and Method: Research design: Descriptive cross sectional research design was used in the study. Setting: The study was conducted at Faculty of Nursing, Tanta University. The study subject: Consisted of 85 clinical nurse educators working in all departments and 464 nursing students from all academic years. Tools: Two tools were used to collect the data. Tool I: Barriers Facing Clinical Nurse Educators Related to Teaching Critical Thinking Questionnaire. Tool II: Nursing Students' Opinion about Barriers of Teaching Critical Thinking Questionnaire. Results: Majority of clinical nurse educators had low opinion level regarding total teaching critical thinking barriers. Also, nearly half of nursing students had low opinion level regarding total teaching critical thinking barriers. But, above two fifths of nursing students had moderate opinion level regarding total teaching critical thinking barriers. Conclusion: Majority of clinical nurse educators had low level clinical nurse educator, educational policy and educational curriculum related teaching critical thinking barriers. But more than two fifths of nursing students had moderate obstacles level regarding educational curriculum and faculty environment as teaching critical thinking barrier Recommendations: Providing a comfortable learning environment that facilitates for clinical nurse educators to implement critical thinking strategies such as large classes, proper furniture and provide needed equipment and supply classroom with enough internet and access.

Inter professional collaboration and team work between nurses is crucial for improving patient outcome and quality of care. This study aims to study the inter professional collaboration between nurses-physicians and its effects on nurses team activities at Tanta University Hospitals. Data were collected by using two tools. Tool 1: Jefferson scale) 2009) of Attitude toward Physician-Nurse Collaboration and modified by Ayman El sous(2017). It Includes has six subscales that measure (a) nurse-physician collaboration (8 items) (b) doctors authority (2 items) (c) shared education (3 items) (d) Nursing role in patient care (2 items) (e) disconnecting communication between nurses-physician (4 items).(f) Nurse-physician communication (4 items) responses ranged from 1-5 score. Tool 2: measures team activities scale was used to assess nurses team activities interactions, modified by the researcher based on Thompson) (2007), these included 15 items. Responses was measured in five liker scale ranging from (5) all of the time to none of the time (1). Results and conclusion revealed that the total scores indicted that nurses have more positive attitudes towards nurse-physician inter professional collaboration than physicians. Also, the result reveals that 67% of nurses have high attitude level toward nurses team activities attitudes. Recommendations: Based on the results of the present study recommended that Initiating and developing mutually respectful inter-professional relationships between nurses and physicians. Also, encourage continuing inservice-training program and workshop these with a focus on teamwork and communication.

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