Working during an epidemic can be physically, emotionally, and morally demanding for nurses. In addition to caring for patients, nurses are also responsible for looking after themselves and their families. The current study aimed to explore nurses' ethics in the care of patients during the coronavirus disease 2019 (COVID-19) pandemic. A descriptive qualitative approach was adopted in order to gain an in-depth understanding of nurses' experiences of caring for patients with coronavirus. A purposive sample of 10 nurses working with patients with COVID-19 was recruited. Interviews were held with the nurses, and content analysis of the interviews was conducted. Each interview was transcribed, and the text was coded into manageable categories on the word, word sense, phrase, sentence, and theme levels before analysis. Three major themes related to the nurses' ethical commitments during the COVID-19 crisis emerged during the data analysis. These themes are as follows: the obligation of nurses to provide care for patients regardless of their medical diagnosis; the ethical dilemma faced by nurses of whether to care for patients or protect themselves from the virus; and finally, the responsibility of nurses to care for themselves.

There is lack of studies that describe the experience of studying a health promotion course using an interactive approach and students' perceptions about this method of teaching. The purpose of this study is to describe students' experiences and perceptions about health promotion course using an interactive learning approach. A descriptive qualitative design was used among 16 undergraduate university students at a governmental university. Four main themes emerged from the data analysis including: (1) fruitfulness and satisfying experience of interactive learning, (2) interactive learning versus traditional learning, (3) barriers to interactive learning, and (4) suggestions to enhance interactive learning. Students reflected positive attitudes toward interactive learning. Interactive learning helped students to be engaged in learning process physically and cognitively. Students mentioned several advantages of learning health promotion course using interactive learning, including, enhancing understanding, sharing ideas and opinions, promoting self-esteem and self-confidence, keeping their minds active and attentive, and improving interpersonal communication. Updated and contemporary learning strategies and methods should be introduced for enhancing interactive learning courses.

Background Type 2 diabetes mellitus (T2DM) is a chronic progressive disease that significantly impacts morbidity and mortality worldwide. Glycemic control is central in diabetes management, yet complex and challenging to achieve; it can be affected by various factors. Diabetes self-care behaviors are vital strategies for effective T2DM management. Purpose To evaluate the levels of glycemic control and diabetes self-care behaviors, and the significance of each behavior on glycemic control among patients with T2DM in Jordan. Patients and Methods This cross-sectional study was conducted in medical and endocrinology outpatient clinics of three hospitals in northern Jordan. A convenience sample of 520 patients with T2DM participated in the study. Diabetes self-care behaviors, including diet, exercise, blood glucose testing, taking medication, and foot care behaviors, were measured using the Arabic version of the Summary of Diabetes Self-Care Activities (SDSCA-Arabic) questionnaire. Psychological distress was measured using the Arabic version of the 4-items Patient Health Questionnaire (PHQ-4). Glycated hemoglobin (HbA1c) levels were used to assess glycemic control. Results Out of 520 participants, 92.7% (n= 482) had poor glycemic control (HbA1c ≥7%), with a mean of 9.29% (SD=2.06) for HbA1c. The SDSCA overall mean score was 3.25 days (SD=0.88), indicating an unsatisfactory level, with 79.2% of participants having performed self-care activities 4-days/week. Greater adherence to diabetes self-care behaviors was associated with better glycemic control. Exercise was the most important predictor of HbA1c (p<0.001), followed by general diet (p<0.001), specific diet (p<0.001), and blood sugar testing (p<0.001). Moreover, the Body Mass Index (p<0.001), treatment type (p<0.001), and income (p=0.03) were significant predictors. Conclusion The proportions of poor glycemic control and unsatisfactory self-care behaviors were high among T2DM patients. To enhance patients’ self-care behaviors and lifestyles changes, the patients need tailored diabetes self-care management educational and supportive programs, conducted by qualified diabetes educators using culturally sensitive strategies.

BackgroundYouths in Jordan lack knowledge related to reproductive health (RH). Interactive teaching methods showed positive results in enhancing health awareness and adopting healthy practices among students.ObjectivesThe objective of this study was to examine the usefulness of interactive teaching in promoting health awareness of RH among nonmedical university students in Jordan.MethodsWe employed a quasi-experimental one group pretest and posttest design for a purposive sample of 210 students (18–24 years). Knowledge and attitudes regarding RH issues were assessed using a questionnaire developed by the researchers.ResultsA significant improvement in students’ knowledge and attitudes toward RH was evident. Female students had higher scores on knowledge than male students in the pretest; this difference was smaller in the posttest. Also, female students had significantly more positive attitudes toward RH in pretest than males, although this difference vanished in the posttest. Study results indicated that students benefit from study intervention regardless their gender.ConclusionIntegrating RH into university’s curriculum coupled with interactive learning approach is a powerful way to promote RH awareness among youths.

Aim To investigate the knowledge and practice of physical restraints (PR) among Jordanian intensive care unit (ICU) nurses. Design A descriptive, observational design was used. Methods A convenience sampling was used to recruit participants. We examined the knowledge of PR in 301 nurses (knowledge check) and the real‐time practice of PR in 81 nurses (direct observation) in ICU. A knowledge questionnaire was used to collect data on knowledge about PR use, and data on their practice of PR were observed and documented using an observation checklist. Results The mean scores of nurses' knowledge and practices were 61.5 ( SD = 12.1) and 57.4 ( SD = 9.7), respectively. More than half of nurses had poor knowledge of PR use and incorrect practice of implementing PR (51.5% and 60.5%, respectively). Results indicated a positive correlation between nurses' knowledge and their use of PR.