Learning outcomes is always an extensive research area in higher education. The research is to assess the learning outcomes of university graduates. To accomplish the aim, descriptive research and survey design was used for data collection. It was the case study of the University of Sargodha. A self-developed questionnaire was validated by expert opinion, and reliability was established at .92. For analyzing the data, descriptive and inferential statistics were applied to test the mean difference of participative programs. It was found that there is no significant difference in the learning of students on the basis of the program in which they are enrolled. The study recommends an extensive study of learning outcomes in higher education.

Keeping in view the significance of learning environment of the academic institutions, this study was designed to explore the perceptions of students regarding the learning environment in the departments of teacher education of general universities in Punjab, Pakistan. The population of the study was comprised of students enrolled in 8 th Semester of bachelor programs. Cluster sampling technique was applied to select the sample N=218. A standardized tool Dundee Ready Education Environment Measure (DREEM) was administered to explore the perceptions of students. The questionnaire comprised of 50 items. It was found that students have clear insight in view of academic selfperception and effective learning environment in teacher education institutes. The study recommends future research with mixed method designs and involving different academic disciplines and stakeholders addressing the learning environment that will contribute in creating awareness about learning environment in academic institutes.

Traumatic brain injury (TBI) is one of the top causes of disability and deaths in the world. However, Pakistan has 81 TBI cases for per 100,000 residents, with a 15% death rate. In order to lower excessive intracranial pressure in brain injury patients, external ventricular drains (EVDs) are frequently used to remove cerebrospinal fluid (CSF). Nursing practices with reference to the care of patients with EVD are greatly improved by EVD care guidelines. Therefore, it is crucial to implement EVD care guidelines in order to enhance their current procedures for EVD care. Objective: The aim of the study was to assess the effect of nursing guidelines on practices of nurses caring for traumatic brain injury patients with external ventricular drain in a public hospital of Lahore, Pakistan. Methods: A quasi experimental study was conducted. Sample size contained 50 registered nurses. Purposive sampling technique was used to collect the data. A four-week education intervention was delivered to the participant nurses. Through the use of validated questionnaires, information on nurses' practices was gathered twice, before and after the intervention. Results: The study found that nurses' practices had significantly improved (p< 0.001) following the education. The practices had been competent as post- intervention practices are improved to 32 (64%) from pre- intervention practices 12(24%). Conclusions: Guidelines for the care of External Ventricular Drains (EVDs) have a statistically significant impact on nurses' education in EVD care. Guidelines for EVD care considerably improve the nursing practices and reduced EVD consequences in patients with traumatic brain injuries.

This study investigates into the academic achievement (AA) of university students as determined by their Communication Skills (CS). The effect was measured on the basis of gender, locality, semester and program of study. The researchers developed their research instrument by adapting from two questionnaires. On was the research instrument used at the College of Physiotherapists of Ontario (n.d.); and the other was the “QuestionnaireVerbal Communication” (Pierrete Desrosiers, n.d.). Taking Sargodha district as the population, conveniently sampled 160 students from the University of Sargodha were surveyed through the questionnaire. The study was quantitative in nature. The findings of the study concluded that n students’ CS yielded any effect on their AA. Also, the students at all levels (semesters) and in all programs were reported to have equivalent level of CS. However, it was interesting to note that the level of both CS was prominently higher as perceived by the students.

The study aimed to find out the relationship of personality characteristics with organizational commitment among secondary school teachers. The study was descriptive in nature, and survey approach was used. The study was delimited to Punjab province. All the secondary school teachers teaching secondary classes were the population. The sample comprised of 330 SSTs selected via random sampling technique. Two self-developed reliable questionnaires were appreciated and validated before data administration. The analysis was performed using descriptive and inferential statistics through SPSS version 21. The findings of the study indicated that there is a positive and significant relationship was found between personality characteristics and organizational commitment among secondary school teachers. It was also concluded that personality characteristics effects on organizational commitment. The study recommends that training and refresher courses may be arranged for secondary school teachers for flourishing personality characteristics.