Background nursing Background: An attractive and supportive work environment is critical to innovation. Work environment have numerous properties that may influence both physical and mental wellbeing. Aim of the study: This study aimed tot assess the relationship between work environment and innovative behavior among staff nurses. Design: a descriptive correlational study design was utilized. Subjects: the study was conducted on 203 subjects of staff nurses. Setting: the study was carried out at Beni-sueif university hospital. Tools: two tools were used to collect data: Self-administered work environment questionnaire and innovative behavior inventory. Results: the study revealed that, there were statistical significant relations between work environment and staff nurses' demographic characteristics regarding age and experience years. There were statistical significant relations between innovative behavior and staff nurses' demographic characteristics regarding age and qualifications. Staff nurses have a high level of agreement upon work environment along with high level of agreement upon innovative behavior. Organizational structure dimension of work environment was the highest dimension, while incentives and rewards dimension of work environment was the lowest. Conclusion:There was a statistically significant correlation between work environment and innovative behavior. Recommendations: staff nurses need to: contribute and reinforce leading practices procedures done for innovation development .Integrate informatics and technology into nursing practices. Further research can be conducted to identify strategies that helping nursing staff to develop innovative behavior.

Background: There is now a rapid shift in the education process from teacher centered learning to student centered learning to achieve the intended learning outcome. The aim of the study was to evaluate the impact of applying problem-based learning strategy versus traditional learning strategy (control group) on improving the nursing students' achievement. Subjects and Method: Design: A quasi-experimental design was used. Subjects and setting: All the 112 students at 4 th levels, who studied the course of nursing administration at Faculty of Nursing, Beni-Suef University and were assigned to problem-based learning and control group. Data collection methods: 3 structured questionnaires were used; Socio-demographic characteristics, critical thinking skills test, clinical learning environment structured questionnaire. Course outcomes measurement report was used to assess the students' academic achievement Results: the mean score of critical thinking and clinical area satisfaction among problem-based learning group are significantly higher than the control group (p= 0.0001 and 0.001) respectively. The mean percentage of achieving the course learning out comes (skills and values) at problem-based learning group are significantly higher than the control group (p <0.05). Conclusion: The study results concluded that the problem-based learning approach had significant impact on improving the critical thinking skills, clinical area satisfaction, and academic achievements among the studied nursing students. It is recommended to integrate problem-based with traditional learning to improve students' academic achievements.

Background: Professional identity develops as a result of the internalization of professional knowledge, skills, attitudes, values and standards of ethics. A nurse-intern with strong professional identity works in harmony with the professional values and this harmony may bring about positive changes in the working environment and thus may increase professional satisfaction. Aim of the study: This study aimed to assess the effect of educational program about professional identity development on nurse-interns' professional values and satisfaction. Study design: A quasiexperimental design was utilized. Setting: The study was carried out at Beni-suef University hospital. Subjects: Convenience sample of (154) nurse-interns out of (250) nurse-interns who enrolled in the internship year 2020-2021 at Beni-Suef University Hospital. Tools of data collection: Four tools were used to collect data: I. professional identity knowledge questionnaire, II. Professional identity skills questionnaire, III. Professional values questionnaire and IV. Nurseinterns' satisfaction questionnaire. Results: More than one third of nurse-interns (37.7%) had adequate level of knowledge at preprogram phase while it increased to more than two thirds (83.1%&79.9%) at post program and follow up study phases respectively. approximately three quarters (77.3 % & 78.6%) of nurse-interns had high level of professional identity skills at post program and follow up phases respectively as compared to preprogram phase (25.3%). more than three quarters (79.9%& 81.8%) of nurse-interns had good professional values at post program and follow up phases respectively as compared to preprogram (31.8%) phase. more than two thirds (74%& 76.6%) of nurse-interns had high satisfaction level at post program and follow up phases respectively as compared to preprogram phase (29.9%). Conclusion: There was a highly statistical improvement of nurse-interns' knowledge and skills about professional identity between pre and post program phases and between preprogram and follow up phase. Recommendations: Conducting education programs for refreshing and increasing knowledge and skills about nursing professional identity as well as emphasizing professional values of nurses at educational level. Considering a wider variety of variables that affect professional identity development like media and older generations behavior.