Background: Attention deficit hyperactivity disorder (ADHD) is the most common neurobehavioral disorder of childhood and can profoundly affect the academic achievement, well-being, and social interactions of children. Teachers play an important role in the diagnosis of ADHD because of their daily contact with students in a range of pertinent situations. Aim of the study: Evaluate the effect of educational program on knowledge, attitude and classroom management technique among elementary school teachers in Hail City towards attention deficit hyperactivity disorder. A quasi-experimental design was used to conduct the current study in four Saudi elementary school in Hail City (2 females & 2 males elementary school) during the period from March 2018 to May 2018. Subjects: A sample of convenience of 95 teachers working in the previously elementary school. Tools: One tool were utilized for data collection, Self-administrated Questionnaire: The tool was divided into four parts, I) personal characteristics of studied sample, II) the knowledge of Attention Deficit Disorders Scale (KADDS), III) Teachers’ beliefs about and attitudes toward ADHD, and IV) Perception of classroom management techniques. Results: Findings showed that mean score regarding ADHD knowledge, attitude, and classroom management technique were significantly higher after than before program with highly significant association between knowledge, attitude, and classroom management technique. Conclusion: ADHD educational program was effective in improving teachers’ knowledge, attitude, and classroom management technique. Recommendation: The results indicated the need to increase awareness about ADHD and importance of adopting classroom management technique in order to deal with ADHD children through health education programs to teachers were needed.

Systemic Lupus Erythematosus (SLE) disease and disease-related consequences as well as treatment-related adverse events have a significant negative effect on life expectancy and quality of life of SLE clients. The study aimed to evaluate the effect of health education based intervention on self-care among systemic lupus erythematosus clients. Design: A quasi experimental design was used. Setting: The study was conducted in Rheumatology Outpatients' clinic of Benha Teaching Hospital. Sample: A Convenient sample of systemic lupus erythematosus clients was recruited. There were 60 clients. Tools: I-structured interviewing questionnaire to determine demographic characteristics of SLE clients, disease characteristics. II-Systemic Lupus Erythematosus Assessment Tool to assess client's knowledge about SLE and clients' practices about self-care. III-Lupus Patient Reported Outcomes (lupus PRO). Results: Showed that, the mean age of studied clients was 28.76±5.98, 90% were female, 40% had the disease from 1 to <5 years. 36.7% of them had a family history of SLE, 45% of studied clients had average total knowledge and 0% had good total knowledge scores regarding SLE disease, only18.3% had satisfactory total self-care reported practices score and 16.7% had moderate total Lupus PRO score pre intervention, while post intervention; good total knowledge scores increased to 95 % and average total knowledge decreased to 5%, satisfactory total self-care reported practices increased to 83.3% and moderate total Lupus PRO score increased to 65%. Conclusion: This study concluded that there were a significant improvement in studied clients' knowledge, self-care practices and Lupus PRO regarding SLE disease. Recommendations: Establishing patient education programs to improve SLE clients care by written instructions must be available in all rheumatology clinics. Replicate this study for large number of clients and in different settings.

Background: Digital drug abuse has recently been approached as an urging topic endangering Middle Eastern teenager through different media channels. This approach raised a lot of discussion and speculations among health practitioners, especially toxicologists, psychiatrists and community health practitioners. This study aimed to evaluate the effect of digital drugs educational program on nursing students' knowledge and attitude at Benha University. A Quasi-experimental design was used to conduct this study, at Faculty of Nursing Benha University during the period from October 2017 to December 2017 then from March 2018 to May 2018. Subjects: A purposive sample of 313 students selected according to study formula based on the total number of students during the academic year 2017-2018. Tools: Two tools were utilized for data collection. The Tool I-A Self-administrated Questionnaire was developed. Tool II-A Likert scale to assess nursing student"s attitude regarding digital drugs. Results: There were statistically significant differences between the mean students" knowledge scores and attitude of pre-program and post-program(P<0.001). Also, a highly statistically significant positive association was found among the studied students" knowledge and attitude pre and post-program. Conclusion: The result showed the effectiveness of an educational program on improving students" knowledge and attitude regarding the digital drug. Recommendation: There was an urgent need for educational programs for all nursing undergraduate as well as teenagers to prepare them to oversee their awareness around the digital drug.

Tool: An interviewing questionnaire for the assessment of students' knowledge about the mobile phone, uses of mobile phone in academic and nonacademic activities and students' practices as stated by them regarding mobile phone healthy use Results: The study noted that there were statistically significant differences between students' knowledge about meaning of cell phone, function of cell phone, type of cell phone radiation, the distance between the cell phone and the eye, changes of cell phone on the body, effects of radiation from cell phone, effects of electromagnetic waves, effects of sleeping near to a cell phone and effects of long term use throughout the program as well, between their practices regarding receiving calls, during communication, carrying a cell phone and using multimedia throughout the program. However, there was statistically insignificant difference between impacts of cell phone on social aspects on the studied subjects throughout the program. Conclusion:The results concluded that, there was significant improvement in the students' knowledge regarding healthy mobile phone use, healthy practices of mobile phone as they sated at the post test compared with pretest, while there was an insignificant improvement related to effects of mobile phone on the Faculty of Nursing students. Recommendations: More studies in this field are urgently needed with large probability sample from different geographical areas to allow greater representation and generalization of the results, to develop health education programs for students about effects of mobile phone