Background: Nurses who provide health care to people with Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS) must be equipped with sufficient knowledge of Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome. The study aimed to evaluate the effect of educational intervention on nurses' knowledge, practice and attitudes regarding Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome. Methods: quasi-experimental design used and performed on convenient sample included 122 nurses working with Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome patients at Zagazig outpatient clinics of Fever and Chest Hospital. Three tools were used. Tool (I): self-administered structured questionnaire consisting of two parts about demographic characteristics of nurses and Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome knowledge, Tool (II): Observational Nurse’s Practice Checklist and Toll III regarding. Results, total satisfactory knowledge increased from 15.60% in pre-sessions to 84.40% in post sessions after one month and was reduced to 69.70% after three months. Also, nurses' satisfactory practice increased from 10.33±4.1 in pre-sessions to 14.45±3.1 in post sessions and was reduced to 13.26±2.9 after three months. Additionally, their positive attitude increased from 26.20% in pre-sessions to 72.10% in post sessions and reduced to 68.90% after three months. Conclusion: increasing nurses' knowledge, positive attitudes and good practices towards patients living with Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome. Recommendations: develop educational interventions for nurses’ focus on preventive methods, symptoms and modes of Human Immunodeficiency Virus transmission.

Background: Student nurses need to building up self-confidence in learning in order to cope with the complex clinical situations. Individuals with self-confidence be certain of themselves to have the capability to manage a situation or provide nursing care in accurate, relevant and efficient method. Equipping student nurses to provide patients care in getting more complicated healthcare setting is a challenge face nursing instructor, self-confidence is one of the important determinants of successful learning.

Objectives: The aim of the present study is to identify the relationship between Self-confidence in learning and clinical educators’ characteristics by nursing students.

Method: Correlation research design was utilized in the present study. A convenience sample of 179 nursing students was included in the study. The Nursing Clinical Teacher Effectiveness Inventory and Self-Confidence in learning scale were used to collect the data.

Results: The results of the study showed that the majority of study participants had high level of self confidence in learning. Also, the participants reported that their clinical educators had high level of teaching abilities, nursing competences, and personal traits. Moreover, significant positive relationship was existed between self-confidence in learning and clinical educators’ characteristics.

Conclusion: Self-confidence in learning is an essential goal in nursing education. Assessing clinical competence and investigating factors influencing it might be helpful in increasing Self-confidence of nursing students.