Hemodialysis isa life savingmethod that can offer significant benefits forend stage renal diseases management,butit can havesomeserious complication ifthe patients didn't understandofits causes. The nurse plays a critical role in reducing complications of this method .This study aimedto assess nurse's performance regardinghemodialysis patients,designnursing teachingprotocol for nurses working with hemodialysis patient,and evaluate the effect of implementing the designed teachingprotocol on nurse's performanceand patient outcomes. Research design:Aquasi-experimental research design was utilized in this study. Sample:Convenient sample of (35)nurses and (60)Adult patients who are receiving hemodialysis aged from (18 to 65)years from both sexes.Setting: Thisstudy was conducted in the kidney dialysis unit at Assiut University Hospital. Tools: three tools utilize for data collection were a) Pre/Post test questionnaire sheet for the nurses) b) Observation checklist sheet. c) Patient assessment sheet. Results: Good improvement in the mean knowledge & practice scores were found after the implementing of designedteachingprotocol.In conclusion:Improving nurses' performances canaffectin minimize the incidence of hemodialysis complications. Recommendation:Provide written policy about the standardized nursing care that should be delivered to every patient in the unit.

Hemodialysis isa life savingmethod that can offer significant benefits forend stage renal diseases management,butit can havesomeserious complication ifthe patients didn't understandofits causes. The nurse plays a critical role in reducing complications of this method .This study aimedto assess nurse's performance regardinghemodialysis patients,designnursing teachingprotocol for nurses working with hemodialysis patient,and evaluate the effect of implementing the designed teachingprotocol on nurse's performanceand patient outcomes. Research design:Aquasi-experimental research design was utilized in this study. Sample:Convenient sample of (35)nurses and (60)Adult patients who are receiving hemodialysis aged from (18 to 65)years from both sexes.Setting: Thisstudy was conducted in the kidney dialysis unit at Assiut University Hospital. Tools: three tools utilize for data collection were a) Pre/Post test questionnaire sheet for the nurses) b) Observation checklist sheet. c) Patient assessment sheet. Results: Good improvement in the mean knowledge & practice scores were found after the implementing of designedteachingprotocol.In conclusion:Improving nurses' performances canaffectin minimize the incidence of hemodialysis complications. Recommendation:Provide written policy about the standardized nursing care that should be delivered to every patient in the unit.

Hemodialysis isa life savingmethod that can offer significant benefits forend stage renal diseases management,butit can havesomeserious complication ifthe patients didn't understandofits causes. The nurse plays a critical role in reducing complications of this method .This study aimedto assess nurse's performance regardinghemodialysis patients,designnursing teachingprotocol for nurses working with hemodialysis patient,and evaluate the effect of implementing the designed teachingprotocol on nurse's performanceand patient outcomes. Research design:Aquasi-experimental research design was utilized in this study. Sample:Convenient sample of (35)nurses and (60)Adult patients who are receiving hemodialysis aged from (18 to 65)years from both sexes.Setting: Thisstudy was conducted in the kidney dialysis unit at Assiut University Hospital. Tools: three tools utilize for data collection were a) Pre/Post test questionnaire sheet for the nurses) b) Observation checklist sheet. c) Patient assessment sheet. Results: Good improvement in the mean knowledge & practice scores were found after the implementing of designedteachingprotocol.In conclusion:Improving nurses' performances canaffectin minimize the incidence of hemodialysis complications. Recommendation:Provide written policy about the standardized nursing care that should be delivered to every patient in the unit.

Background and objective: Patellofemoral joint osteoarthritis (PFJOA) is an under recognized category of arthritis, evident in almost 70% of adults with knee pain. Objective was to evaluate the effect of patellofemoral joint targeted education, and exercise guidelines on outcomes of patients with patellofemoral osteoarthritis. Methods: A quasi experimental (pre/post) design was used. Setting: The study was conducted in the physiotherapy department of a large University Hospital in Egypt. Sample: A randomized 30 adult patients with symptomatic and diagnosed PFJOA. Researchers and Physiotherapists delivered the PFJ-targeted education, and exercise program in 3 sessions over 9 month period. Results: The PFJ-targeted education, and exercise guidelines resulted in a highly statistically significant difference in the Knee Injury and Osteoarthritis Outcome Score (KOOS) pre/posttest in the whole five domains of the questionnaire; Pain (nine items); Symptoms (seven items); ADL Function (17 items); Sport and Recreation Function (five items); and Quality of Life (four items) p .001**. Conclusions: PFJ-targeted education, and exercise guidelines were more effective in reducing pain, improving physical function, and activities of daily living. Recommendation: Replication of the study using a larger probability sample from different geographical areas to help for generalization of the results.

Background and objective: Patellofemoral joint osteoarthritis (PFJOA) is an under recognized category of arthritis, evident in almost 70% of adults with knee pain. Objective was to evaluate the effect of patellofemoral joint targeted education, and exercise guidelines on outcomes of patients with patellofemoral osteoarthritis. Methods: A quasi experimental (pre/post) design was used. Setting: The study was conducted in the physiotherapy department of a large University Hospital in Egypt. Sample: A randomized 30 adult patients with symptomatic and diagnosed PFJOA. Researchers and Physiotherapists delivered the PFJ-targeted education, and exercise program in 3 sessions over 9 month period. Results: The PFJ-targeted education, and exercise guidelines resulted in a highly statistically significant difference in the Knee Injury and Osteoarthritis Outcome Score (KOOS) pre/posttest in the whole five domains of the questionnaire; Pain (nine items); Symptoms (seven items); ADL Function (17 items); Sport and Recreation Function (five items); and Quality of Life (four items) p .001**. Conclusions: PFJ-targeted education, and exercise guidelines were more effective in reducing pain, improving physical function, and activities of daily living. Recommendation: Replication of the study using a larger probability sample from different geographical areas to help for generalization of the results.

Background and objective: Patellofemoral joint osteoarthritis (PFJOA) is an under recognized category of arthritis, evident in almost 70% of adults with knee pain. Objective was to evaluate the effect of patellofemoral joint targeted education, and exercise guidelines on outcomes of patients with patellofemoral osteoarthritis. Methods: A quasi experimental (pre/post) design was used. Setting: The study was conducted in the physiotherapy department of a large University Hospital in Egypt. Sample: A randomized 30 adult patients with symptomatic and diagnosed PFJOA. Researchers and Physiotherapists delivered the PFJ-targeted education, and exercise program in 3 sessions over 9 month period. Results: The PFJ-targeted education, and exercise guidelines resulted in a highly statistically significant difference in the Knee Injury and Osteoarthritis Outcome Score (KOOS) pre/posttest in the whole five domains of the questionnaire; Pain (nine items); Symptoms (seven items); ADL Function (17 items); Sport and Recreation Function (five items); and Quality of Life (four items) p .001**. Conclusions: PFJ-targeted education, and exercise guidelines were more effective in reducing pain, improving physical function, and activities of daily living. Recommendation: Replication of the study using a larger probability sample from different geographical areas to help for generalization of the results.

Background and objective: Patellofemoral joint osteoarthritis (PFJOA) is an under recognized category of arthritis, evident in almost 70% of adults with knee pain. Objective was to evaluate the effect of patellofemoral joint targeted education, and exercise guidelines on outcomes of patients with patellofemoral osteoarthritis. Methods: A quasi experimental (pre/post) design was used. Setting: The study was conducted in the physiotherapy department of a large University Hospital in Egypt. Sample: A randomized 30 adult patients with symptomatic and diagnosed PFJOA. Researchers and Physiotherapists delivered the PFJ-targeted education, and exercise program in 3 sessions over 9 month period. Results: The PFJ-targeted education, and exercise guidelines resulted in a highly statistically significant difference in the Knee Injury and Osteoarthritis Outcome Score (KOOS) pre/posttest in the whole five domains of the questionnaire; Pain (nine items); Symptoms (seven items); ADL Function (17 items); Sport and Recreation Function (five items); and Quality of Life (four items) p .001**. Conclusions: PFJ-targeted education, and exercise guidelines were more effective in reducing pain, improving physical function, and activities of daily living. Recommendation: Replication of the study using a larger probability sample from different geographical areas to help for generalization of the results.

Students in learning environment learn how to apply knowledge, skills, communication and professionalization. So the objective of clinical learning is to improve students' professional critical thinking and decision-making skills and increase their self-confidence. Aim: the study aims to determine the Relationship between clinical learning environment and students’ critical thinking skills. Research design: a correlational descriptive design used to conduct this study. Setting: the study conducted in faculty of nursing South Valley University. Subject: random sample from 2nd, 3rd, and 4th years’ students to carry out the study total sample 384 students. Tools: three tools were used, 1st: personal data and a question, does the clinical learning environment enhances your critical thinking skills? 2 nd: Clinical Learning Environment Inventory and 3 rd: California Critical Thinking Skills Test. Results: the present study findings that there was satisfactory students’ result 75% of clinical learning environment the mean and standard deviation 101.14±11.82. Satisfactory 91.7% critical thinking skills the mean and standard deviation was 202.71±23.36. Students’ self-confidence was 100.0% unsatisfactory. Conclusion: There was satisfactory clinical learning environment in relation to satisfactory critical thinking skills and that in agreement with students’ perception. Recommendations: faculty staff members at all departments should improve clinical learning environment to enhance critical thinking skills. Improve students’ self-confidence through: close supervision, good communication and training programs.

Background: Of the life-threatening conditions for critically ill patients are to have intra-abdominal hypertension (IAH) and abdominal compartment syndrome (ACS). Teaching of nurses is the first line of defense that benefits patients and prevent access to complications. Aim: This paper was aimed to evaluate the effect of teaching program about ACS on (1) nurses’ knowledge and skills and (2) development of ACS among critically ill patients. Design and methods: A quasi experimental research design was used. Convenience sampling of 32 nurses working in General and Trauma ICUs and two groups of patients (pre-teaching patients =20) and (post teaching patients=25) were included in the study. All nurses were evaluated pre and post teach program for their knowledge and skills. Along with, all patients were evaluated for development of acute compartment syndrome for two consecutive months. The study took approximately eight months. Results: nurses’ knowledge and skills about ACS improved significantly after implementing teaching program (p= 0.001). Development of ACS was identified in 20% of preteaching patients versus none of post teaching patients. Mean score of IAP was significantly higher among preteaching than post teaching patients on fifth day (p=0.003**). Conclusion: teaching is important to clarify, remind, and master nurses' knowledge and skills. Highlighting the importance of monitoring IAP of most vulnerable patients help to early detection of IAH and prevent access to ACS.

Background: Of the life-threatening conditions for critically ill patients are to have intra-abdominal hypertension (IAH) and abdominal compartment syndrome (ACS). Teaching of nurses is the first line of defense that benefits patients and prevent access to complications. Aim: This paper was aimed to evaluate the effect of teaching program about ACS on (1) nurses’ knowledge and skills and (2) development of ACS among critically ill patients. Design and methods: A quasi experimental research design was used. Convenience sampling of 32 nurses working in General and Trauma ICUs and two groups of patients (pre-teaching patients =20) and (post teaching patients=25) were included in the study. All nurses were evaluated pre and post teach program for their knowledge and skills. Along with, all patients were evaluated for development of acute compartment syndrome for two consecutive months. The study took approximately eight months. Results: nurses’ knowledge and skills about ACS improved significantly after implementing teaching program (p= 0.001). Development of ACS was identified in 20% of preteaching patients versus none of post teaching patients. Mean score of IAP was significantly higher among preteaching than post teaching patients on fifth day (p=0.003**). Conclusion: teaching is important to clarify, remind, and master nurses' knowledge and skills. Highlighting the importance of monitoring IAP of most vulnerable patients help to early detection of IAH and prevent access to ACS.