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Risk management is a process that identifies, analyses and treats potential hazards in a hospital. This study in Egypt aimed to enhance nurses' knowledge and awareness about risk management. Baseline knowledge and awareness of 33 nurse managers and 65 staff nurses showed that 35.7% of nurses had adequate knowledge and 50.0% were aware of the current risk management processes at the hospital. A nursing risk management system was designed and a jury group of 30 nursing leaders and 30 physicians validated the system. Implementation of the system through training sessions to raise awareness led to statistically significant improvements in nurses' knowledge, which persisted at follow-up.

Background: Problem-based learning (PBL) has been implemented throughout the world as an innovative learning method in nursing education and some Egyptian universities have adopted PBL as a learning method to enhance intern-nurses application of knowledge, promotes self-learning, and develops managerial skills. The study aimed to enhance managerial skills for intern-nurses by using problem-based learning strategy. Study Design: A quasi-experimental design was utilized. The study sample: A convenient sample of 124 intern-nurses divided into two groups; Traditional based learning (TBL) group (70 intern-nurses) and PBL group (54 intern-nurses). Study Setting: The study was conducted in the intern-nurses' clinical training areas at Benha University Hospital. Tools: Five tools were used for data collection; (1) Intern-nurses' opinionnaire sheet, (2) Managerial skills knowledge questionnaire, (3) Managerial skills' practice questionnaire, (4) Attitude toward PBL questionnaire and (5) Evaluation questionnaire. Results: The majority of intern-nurses (92.6% & 72.2%) preferred PBL at immediate post and follow up phases respectively than TBL as a strategy of learning. Also, the majority of intern-nurses (96.3% & 87.1%) had satisfactory level of managerial skills knowledge at PBL and TBL group respectively during immediate post program phase. The majority of intern-nurses (87.0%) had positive attitude toward PBL at follow up phase compared to pre-program. Conclusion: There was highly statistically significant difference improvement found in the immediate post program between both groups with higher total mean scores in PBL group than TBL group during immediate post program. Also, there was highly statistically significant positive correlation between total managerial skills' knowledge and total managerial skills' practice at both groups. Recommendations: The study recommended that PBL strategy should be adopted by Faculty of Nursing Benha University for better skills and learning outcome, to allow students' interactions and encourage higher thinking level.

Background: High Alert Medications (HAMs) management is a vital part of nurses" responsibilities in their everyday practice. So, it is important to provide basic education and continued program for nurses to improve their competences about HAMs. The study aimed to evaluate effect of an educational program for nurses about HAMs on their competence. Design: Quasi experimental design was utilized to conduct this study. Setting: The study was conducted at Emergency Department at Benha University Hospital. Subjects: Consisted of all nurses (34) who are working at the above-mentioned setting. Three tools were used for data collection: HAMs knowledge questionnaire, Observational checklist for nurses" performance and Nurse's competence scale. Results: The majority (91.2%, 85.3%) of the studied nurse had satisfactory knowledge regarding HAMs at immediate post and follow up, respectively, most of them (85.3%, 79.4%) had high performance regarding HAMs at immediate post and follow up, respectively while the majority (88.2%, 85.3%) had high competence level regarding HAMs at immediate post and follow up, respectively. Conclusion: the current study concluded that the educational program was successful and lead to improvement in nurses" knowledge, performance, and competence regarding HAMs at immediate post program and follow up program (after 3 months). Also, there was highly statistically significant correlation between nurses' knowledge, performance and competence related to HAMs at pre, immediate post and follow up phases of program. Recommendations: Establishing job orientation for newly graduates' nurses regarding HAMs. Also, conducting training programs and workshops periodically for nurses to enhance their competence regarding HAMs.

Background: Critical thinking skills are imperative, nowadays, since nurses are challenged to face complex situations, taking reasonable decisions and assessing alternative solutions critically. Aim: This study aimed to assess the effect of a self-learning package about critical thinking on intern-nurses' knowledge, disposition, and skills. Methodology: A Quasi-experimental design was conducted at Beni-Suef University Hospital. Sample of the study was conducted on 114 of intern-nurses divided into two groups; the study group (57) and the control group (57). Four tools were used to collect data: The first tool: Critical Thinking Knowledge Questionnaire, the second tool: California Critical Thinking Disposition Inventory, the third tool: Critical Thinking Skill Questionnaire and the fourth tool: Self-Learning Package Attitude Questionnaire. Results: There were improvements in the levels of dispositions and skills regarding critical thinking among studied intern-nurses in both study and control groups throughout immediate post and follow up phases from the preprogram phase. There were statistically significant positive correlations between levels of critical thinking knowledge, disposition and skills of the studied internnurses. Conclusion: The training program was effective. There were general improvements in the levels of critical thinking knowledge, dispositions, skills and attitude toward self-learning package. Recommendations: Nursing staff and nursing management need to work together to provide a conductive atmosphere for critical thinking and innovation. Adopting self-learning packages in the orientation program of intern-nurses by nursing faculties and conducting longitudinal research designs that will enable future researchers to track nurses' critical thinking development over the course of their entire undergraduate careers