Background. Workplace turnover is destructive to nursing and patient outcomes as it leads to losing competent and qualified nurses. However, developments of coping strategies demand a clear understanding of workplace variables that either motivate nurses to remain employed or lead them to leave their current jobs. Objective. This study was designed toassess factors influencing job satisfaction and intention to turnover among nurses in Sidama zone public health facilities, in Southern Ethiopia. Method. Cross-sectional study design was carried out on 278 nurses using both qualitative and quantitative data collection methods from May 12 to June 05, 2010. Result. A total of 242 nurses were interviewed giving a response rate of 87%. Nearly two-third (68.6%) of the participants were female, and the mean age was 28 (±6.27) years for both sexes. All job satisfaction subscale except benefit and salary subscale were significant predictors of overall job satisfaction. Satisfactions with work environment and group cohesion (AOR: 0.25 [95% CI: 0.12, 0.51]), single cohesion (AOR: 2.56 [95% CI: 1.27, 5.13]), and working in hospital (AOR: 2.19 [95% CI: 1.12, 4.30]) were the final significant predictors of anticipated turnover of Sidama zone nurses. Conclusions. More than any factors managers should consider the modification of working environment and group cohesions rather than trying to modify nurses to retain and maintain more experienced nurses for the organizations.

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Objective To summarize and produce aggregated evidence on the effect of simulation-based teaching on skill performance in the nursing profession. Simulation is an active learning strategy involving the use of various resources to assimilate the real situation. It enables learners to improve their skills and knowledge in a coordinated environment. Methods Systematic literature search of original research articles was carried out through Google Scholar, Medline, and Cochrane Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. Studies conducted on simulation-based teaching and skill performance among nursing students or clinical nursing staff from 2010 to 2019, and published in the English language, were included in this study. Methodological quality was assessed by Joanna Briggs Institute, and the risk of bias was also assessed by Cochrane risk of bias and the risk of bias assessment tool for non-randomized studies (ROBINS-I) checklists. Results Initially, 638 titles were obtained from 3 sources, and 24 original studies with 2209 study participants were taken for the final analysis. Of the total studies, 14 (58.3%) used single group prep post design, 7 (29.1%) used high fidelity simulator (HFS), and 7 (29.1%) used a virtual simulator (VS). Twenty (83.3%) studies reported improved skill performance following simulation-based teaching. Simulation-based teaching improves skill performance among types of groups (single or double), study regions, high fidelity (HF), low fidelity (LF), and standard patient (SP) users. But the effect over virtual and medium fidelity simulators was not statistically significant. Overall, simulation-based teaching improves the skill performance score among the experimental group (d = 1.01, 95% confidence interval [CI] [0.69–1.33], Z = 6.18, P < 0.01, 93.9%). Significant heterogeneity and publication bias were observed during the pooled analysis. Conclusions Simulation did improve skill performance among the intervention groups, but the conclusion is uncertain due to the significant heterogeneity. The large extent of difference among original research has necessitated the development of well-defined assessment methods for skills and standardized simulation set-up for proper assessment of their effects.

Background: Under-nutrition is a fundamental factor which resulted in delayed cognitive development and underachievement of academic performance later in children's life at school. The extent of undernutrition in Ethiopia has been established well but there are insufficient evidences about its relationship with the educational achievement of school-age children. Objective : To assess the correlation of nutritional status with academic performance among public primary school children Method: -An institution-based cross-sectional study was conducted over 399 primary school children in Debre-Tabor Town, Amhara Regional State North-Central Ethiopia, 2018 after selecting them with simple random sampling. The nutritional status was assessed using the anthropometric measurement of WHO 2007 reference as Height for Age Z-score (HAZ), Weight for Age Z-score (WAZ) and Body Mass Index for Age Z-score (BAZ). Academic performance was assessed by calculating two semesters of overall subjects' average score. Descriptive statistics, Pearson's correlation test, and linear regression were used for statistical analysis. Data were analyzed using SPSS version 24 and nutritional status was analyzed using WHO AnthroPlus version 1.0.4 (5-19 years). Result: -Almost half of study participants were male 209(52%), 291(73%) comes from married family, and 177(44%) were comes from family having more than five members. The mean age of the study participants were 11.85. The prevalence of stunting, wasting, underweight and overweight was 22%, 32.4%, 24.3%, and 1.3% respectively. The prevalence of any form of malnutrition was 56.14% and the mean academic performance for study participants was 71.65(±12.63 SD). There was a statistically significant positive relationship between academic achievement and HAZ. Age of child and absenteeism were associated negatively while attending preschool, the type of head of the house, and having breakfast habits associated positively with the educational achievement of the study participants. Conclusion:-The prevalence of under-nutrition among study participants was high. Considering the correlation of absenteeism, skipping breakfast, having preschool education and HAZ, nutritional interventions should be considered at prenatal, infancy and preschool period to sustain positive impact and reducing negative factors. Key Terms: Nutritional status, Academic performance, primary school, child1.pediatrics 2016, 2016. 41.Lee Y, Abdul w, Manan W: Mutritional status, academic performance and parental feeding practices of primary school children in a rural district in