Back ground: Bullying is commonplace among students with disabilities. Children with special needs expose to peer victimization twice to three times frequently more than the general population, and the rate of bullying increases for those with observable disabilities. Adolescent girls with visual impairment become frequently the targets of bullying. Aim to evaluate the effect of audio-drama nursing intervention on bullying among adolescent girls with visual impairment. Design: A quasi experimental design (pre/post-test) was utilized. Setting: Al Nour School for visual impairment children, Shebin El-kom, Menoufia, Egypt. Sample: A purposive sample of forty visually impaired adolescent girls. Instruments: Four tools were used for data collection; I: Structured interviewing questionnaire which consisted of two parts; first part to assess socio-demographic data; second part to assess previous exposure to bullying. II: Adolescent girl's knowledge about bullying III: Adolescent bullying scale: IV: Rosenberg's global self-esteem scale. Results: the findings of current study showed that 70% of adolescent girls had good knowledge on post intervention compared to 70% of them had poor knowledge on pre intervention. Mean of total score of adolescent girls' problems with bullying was decreased on post intervention (16.47 ± 4.90) compared to (27.40 ± 4.33) on pre intervention. Also, mean total score of methods of dealing with bullying was improved on post intervention (8.025 ±1.48) compared to pre intervention (4.600 ±2.39). In addition, 77.5% of the studied students had high self-esteem on post intervention compared to 20.0% on pre intervention.Conclusion: The audio-drama nursing interventions were successful in improving the visually impaired adolescent girls' knowledge and dealing effectively regarding bullying. They also have significant effect on self-esteem.Recommendation: Raising awareness of visually impaired adolescent girls regarding bullying in various settings by further educational programs particularly for school girls with visual impairments.

Background: Electronic mind maps are one of the innovative learning approaches that help to improve students , achievement and self-efficacy. Aim: Examine the effect of using electronic mind maps as a teaching strategy on academic vitality, self-efficacy, and achievement among nursing students. Design: A quasi-experimental design with (pretest-posttests, case, and control groups) was utilized to conduct the study. Setting: The current study was conducted at the Faculty of Nursing, Menoufia University, Egypt. Subjects: A convenience sample of 400 new entry students was divided equally into study group and control group. Tools: included (1) Academic vitality questionnaire, (2) Academic Self-Efficacy Scale, (3) Academic achievement questionnaire, and (4) Student Satisfaction Scale. Results: The study revealed that mean scores of academic vitality of electronic mind mapping and conventional groups were 82.85±15.12 & 57.85±18.16 respectively in the post-test. Also, it reported that the mean scores of academic self-efficacy of the electronic mind mapping and conventional groups were175.39±30.97 and 129.76 ±32.21 respectively in the post-test. In addition, the mean scores of academic achievement for the electronic mind mapping and conventional groups are 17.48± 2.76 & 13.98 ± 2.75 respectively in the posttest. In addition, it showed that 86% of the students in the electronic mind-mapping group were satisfied, while only 55% in the conventional group were satisfied. Conclusion: Electronic mind maps are an effective and powerful tool that enhances nursing students , academic vitality, self-efficacy, and achievement Recommendations: Electronic mind maps should be implemented as an acceptable teaching strategy for all courses of nursing students' education.

Drug abuse is a worldwide serious health problem. Peer education is an effective method in preventing risky behaviors and educating teens about drug abuse. Aim of the current study was to evaluate the effectiveness of peer education intervention to promote drug abuse prevention among secondary schools students. Methods: a quasi-experimental research design was used. A multi-stage random sample selection of six secondary schools affiliated to the Ministry of Education and Technical Education was utilized. A convenience sample of 1200 students was selected from the 1st, 2nd and 3rd grades of the selected schools at Shebin El kom, Menoufia Governorate, Egypt. Instruments: (1) Sociodemographic data questionnaire; (2) Basic knowledge of students about drug abuse questionnaire; (3) Attitudes of the students toward drug abuse prevention assessment questionnaire and; (4) Self-efficacy of students about drug abuse prevention questionnaire. Results: the mean age of the studied students in both study and control groups were (16.14 ± 1.08 &15.96 ± 1.01) respectively. There were statistically significant differences between study and control group in the total mean score of knowledge about drug abuse post intervention (12.39 ±1.72 & 6.88 ± 1.35; P value .000) compared to pre-intervention (6.95 ± 2.14 & 6.72 ± 2.19; P 0 .535). There was a statistically significant difference between study and control group regarding students' attitudes toward drug abuse post intervention (160.98 ± 11.72 & 75.55 ± 13.35; P 0.000) compared to pre-intervention (77.53 ± 12.14 & 75.89 ± 11.19; P 0.735). Finally, there was a statistically significant difference between study and control group regarding students' self efficacy about drug abuse prevention post intervention (11.84 ± 1.92 & 8.18 ± 1.55; P 0.000) compared to pre-intervention (8.89 ± 3.14 & 7.99 ± 1.92; P 0.598). Conclusions: the findings of the current study suggest that peer education intervention has a positive effect and significantly enhances knowledge, self-efficacy and attitudes of secondary school students toward drug abuse. Recommendation: Peer education intervention as a school-based prevention programs is an appropriate model to be implemented for drug abuse prevention among school students.

Background: Hepatitis C virus infection is a community and pediatric problems, needs for supporting their mothers to decrease their strains and powering their children quality of life. Aim: To examine effect of family empowerment nursing intervention on caregivers' strains and health-related quality of life of children with hepatitis C. Design: A quasi-experimental research design. Setting: The study was carried out at outpatient clinics in National Liver Institute at Shebin El-Kom, Menoufia University, Egypt. Sample: Purposive sample composed of 160 caregivers and their children with hepatitis C were recruited. Tools of the study: 1. Structured interviewing questionnaire. 2. Modified Index of Caregivers' Strain 3. Pediatric Quality of Life Inventory Version 4. Results: The main findings of current study showed that at pre family empowerment intervention, most (90%) of family caregivers had suffering from high level of strains while only 10% had low level of strains compared to post family empowerment intervention, there was statistically significant decreased in high level of caregivers' strain. Additionally, there was statistical significance improvement in the quality of life of children having hepatitis C; at post family empowerment intervention compared to pre intervention. Conclusion: Family empowerment intervention was effective in reducing family caregivers' feeling of strain and enhances health related quality of life in children with hepatitis C. Recommendations: The need for establishing health education units in every outpatient clinics to provide therapeutic education to children and their family caregivers.

Background, Post extubation dysphagia is a frequently experience problem in critically sick children with recent intubation. Oral care and swallowing intervention are one of the treatment modalities that can help to enhance swallowing function and reduce swallowing problems after extubation. Aim was to evaluate the effect of oral care and swallowing interventions on post extubation dysphagia among children at pediatric intensive care units. Design, A quasiexperimental design was applied. Setting: the study was performed at the Pediatric intensive care units at Menoufia University hospitals. Sample, A purposeful sampling of 60 hospitalized pediatrics patients. Instruments four instruments were used. I; Social Characteristics Structured Questionnaire, II; Oral Assessment Guide for Children. III; Bazaz dysphagia scale. IV; Functional Oral Intake Scale. Results: There was a statistically significant improvement in the total mean score of oral status in the study group after 7 th and 14 th days of intervention than on pre intervention. Also, there was significant improvement in the study group in relation to severity of dysphagia after 14 th days of intervention than on pre intervention. Moreover, oral intake level was improved in the study group after 14 th days of intervention compared to control group. Conclusion; nursing interventions that involves swallowing and oral care reduces postextubation dysphagia, improves clinical swallowing function, and increases the probability of faster oral intake. Recommendations; swallowing education and oral care intervention should be started as early as possible for children who intubated greater than 48 hours