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Purpose Nurses are at the front line in facing the COVID-19 outbreak and are at increased risk of becoming infected and might be the source of transmission in health-care facilities and the community. The purpose of this study is to assess the knowledge and attitude toward COVID1-19 among nurses in acute care settings in Jordan. This is expected to help with the global initiative to combat the COVID-19 epidemic. Design/methodology/approach A cross-sectional design was used to survey nurses' knowledge and attitude of COVID-19 among Jordanian nurses working in acute care settings. Findings The grand mean of knowledge items response was 8.94, implying that respondents possessed a high level of knowledge. The overall attitude score was positive for the participants, with a mean score of 5.93. Moreover, the results showed a significant relationship between knowledge and attitude scores. Originality/value The findings suggest that nurses in Jordan showed a high level of knowledge and a positive attitude toward COVID-19 during the outbreak's rapid rise period. This study showed specific aspects of knowledge and attitudes that should be focused on in future awareness and educational programs to promote all preventive and safety measures of COVID-19.

BackgroundResearch shows a significant growth in clinical leadership from a nursing perspective; however, clinical leadership is still misunderstood in all clinical environments. Until now, clinical leaders were rarely seen in hospitals’ top management and leadership roles.PurposeThis study surveyed the attributes and skills of clinical nursing leadership and the actions that effective clinical nursing leaders can do.MethodsIn 2020, a cross-sectional design was used in the current study using an online survey, with a non-random purposive sample of 296 registered nurses from teaching, public and private hospitals and areas of work in Jordan, yielding a 66% response rate. Data were analysed using descriptive analysis of frequency and central tendency measures, and comparisons were performed using independent t-tests.ResultsThe sample consists mostly of junior nurses. The ‘most common’ attributes associated with clinical nursing leadership were effective communication, clinical competence, approachability, role model and support. The ‘least common’ attribute associated with clinical nursing leadership was ‘controlling’. The top-rated skills of clinical leaders were having a strong moral character, knowing right and wrong and acting appropriately. Leading change and service improvement were clinical leaders’ top-rated actions. An independent t-test on key variables revealed substantial differences between male and female nurses regarding the actions and skills of effective clinical nursing leadership.ConclusionsThe current study looked at clinical leadership in Jordan’s healthcare system, focusing on the role of gender in clinical nursing leadership. The findings advocate for clinical leadership by nurses as an essential element of value-based practice, and they influence innovation and change. As clinical leaders in various hospitals and healthcare settings, more empirical work is needed to build on clinical nursing in general and the attributes, skills and actions of clinical nursing leadership of nursing leaders and nurses.

Background: Nursing educators need to determine educational strategies that will enable nursing students to reach effective and timely clinical judgments. Aim: This study documents how a combination of the constructivist approaches of concept-based learning and concept mapping impacts nursing students' clinical judgment skills. Methods: The study utilized a pretest post-test design to collect data from a convenient sample of all students who commenced adult health nursing courses at a private university in Jordan (N = 40). An observation of the performance aspects of clinical judgment of engagement, background, process, and representation utilizing a four-point Students Performance Aspects of Clinical Judgment Scale (SPACJS) was performed. Results: Except for the engagement aspect, all other aspects of clinical judgment showed significant improvements by the end of the courses. Moreover, overall clinical judgment ability significantly improved as the courses concluded. Conclusion: When the SPACJS and the constructivist approaches are respectively institutionalized as a clinical evaluation tool and as teaching strategies, students will receive specific feedback that will subsequently improve their engagement, background, process, and representation of future clinical judgment encounters. This feedback is relevant to specific concepts and cognitive maps will help students synthesize mental criteria against which future clinical encounters are reflected. As a result, students contextual clinical judgment maturity will be enhanced.