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: Recurrent abortion is both physically and psychologically a traumatic experience. Some women also experience anxiety, anger, posttraumatic stress, and guilt about future childbearing. Supportive psychotherapy aims to minimize deterioration and maximize competence within the limitations imposed by the illness. The purpose of the study was to study the effect of psychological intervention on post-traumatic stress symptoms and pregnancy outcomes among pregnant women with previous recurrent abortion.Methods: Research design: a quasi-experimental research design (with pre-post measurements) was used in this study. Subjects: A purposive sample of 40 pregnant women was recruited. Tools: Two tools were used for data collection: interviewing questionnaire and posttraumatic stress disorder checklist.Results: There was a statistically significant difference between pre and post intervention results regarding stress symptoms severity after the intervention. Psychological intervention was associated with positive pregnancy outcomes.Conclusions and recommendations: The first research hypothesis was accepted as it was found that the psychological intervention decreased post traumatic stress symptoms among studied women. The second hypothesis was also accepted as the psychological intervention was associated with positive pregnancy outcomes. Manage women with recurrent abortion within the purview of holistic nursing practice which address the bio-psychosocial responses of abortion.

Background: Obesity and overweight are among the fastest growing health issues for children and adolescents, creating health problems later in life and producing an economic burden on the health systems. Unhealthy dietary habits and lifestyle among adolescents is considered as a risk factor for nutrition-related diseases in adulthood. Educational intervention for change in the behavioral for school adolescents can help to develop a better understanding and consumption of the proper food. Aim: To examine the effectiveness of school-based dietary intervention on healthy eating habits and physical activity among adolescences in a rural area. Design: A quasi experimental (pre/post-test) design was used. Setting: The study was conducted at Tala City and Zenara Village at Menoufia Governorate, Egypt. Sample: A convenience sample of 347 secondary school adolescent students was selected. The selected schools were located in the rural areas of Menoufia Governorate, Egypt.

Background: Obsessive-compulsive disorder (OCD) is a widespread mental illness that affects millions of people worldwide. It's onset and peak are during the late teens, making university students a priority target. Nursing students are at greater risk for developing OCD while COVID-19 is expected to more exaggerate symptoms, mainly with extra hygiene and cleanliness practices. Aim: Evaluate the effect of mindfulness skills on self-efficacy and suicidal ideation among first-year nursing students with obsessive-compulsive symptoms during the COVID-19 pandemic. Methods: A quasi-experimental design (one group pre/post-test was used to achieve the aim of the study. The study was conducted at Faculty of Nursing at Menoufia University, which is affiliated to the Ministry of Higher Education in Egypt. A purposive sample of 78 nursing students with obsessive-compulsive symptoms was included. Four tools were used: 1) The Arabic Obsessive-Compulsive Scale, 2) Suicidal Ideation Scale, 3) Self-Efficacy scale, 4)Mindfulness scale, in addition to demographic characteristics. Results: Post-implementation of mindfulness skills, there was a highly statistically significant improvement in self-efficacy and mindfulness skills among studied students (P < 0.001). While there was a highly statistically significant reduction in obsessivecompulsive symptoms and suicidal ideation post-implementation of the mindfulness skills compared to preimplementation (P = 0.000). Conclusion: The mindfulness skills had a positive effect on improving self-efficacy and decreasing suicidal ideation and obsessive-compulsive symptoms among first-year nursing students during the COVID-19 pandemic. Further studies were needed at all nursing faculties for early identification of students with obsessive-compulsive symptoms and to assist them to overcome their difficulties using mindfulness skills.

Given the serious threats posed by the COVID-19 virus, preventive measures and coping strategies are critical in lowering infection rates, managing disease transmission, and improving people's psychological well-being. This study aimed to evaluate the effect of telehealth nursing intervention on psychological status and coping strategies among parents during the second wave of COVID-19. A quasi-experimental (one group pre-/posttest) design was used. A purposive sample of 209 parents in Menoufia governorate, Egypt, was collected using Google Form. Tools: (1) Structured questionnaire for parents (a) Demographic data (b) Parents' knowledge regarding COVID-19. (2) Parents' preventive practices of the COVID-19 questionnaire. (3) Parents” coping strategies with COVID-19 pandemic questionnaire. (4) Depression, Anxiety, and Stress Scale (Arabic DASS-21). Approximately 82.8% of the participants had normal to mild depression after the telehealth nursing intervention compared with 62.6% before the telehealth nursing intervention. Approximately 55.4% of them had moderate to extremely severe level of anxiety before the telehealth nursing intervention compared with (21.6%) after the telehealth nursing intervention. Approximately 85.2% reported a normal level of stress after the telehealth nursing intervention compared with (62.7%) before the telehealth nursing. Telehealth nursing intervention was effective for improving parents' knowledge, preventive practice, and coping strategies during the second wave of COVID-19.