Corona-virus pandemic disease 2019 which called “COVID-19” considered an emerging respiratory disease and highly infectious that is caused by corona-virus and was detected in December 2019 in Wuhan, China. Corona-virus has affected educational systems worldwide and leading to the total closures of schools, universities, and colleges, in the middle of March 2020. The study aimed to evaluate the impact of a structured teaching program regarding COVID -19 on knowledge, attitudes, and practices among secondary school students. A pre/post quasi-experimental design was adopted. 260 students were selected from two secondary schools at Sohag City using a multi-stage sample. A self-administered questionnaire and health education Arabic handout was prepared by the researches. There was a statistically significant difference between secondary student's knowledge attitudes, and practices pre and post- structured teaching program implementation. A structured teaching program is effective in improving knowledge, attitudes, and practices among secondary school students regarding COVID -19.

Background: Coronavirus pandemic disease 2019 is considered an emerging disease that is highly infectious, caused by coronavirus in December 2019 in Wuhan city, China. Corona virus affected educational process all over the world and led to the schools closures, universities, and colleges, within the middle of March 2020. Aim: Evaluate the effect of educational intervention on secondary school students' knowledge, practical knowledge and attitudes regarding the COVID-19. Methods: quasi-experimental design was adopted. Purposive sample of 260 students were selected at secondary school students in Sohag City from 20 April to 2 May 2020. The tools utilized in this study consisted of a self-administered questionnaire that contained four parts to assess secondary school students' demographics, knowledge regarding COVID-19, the attitudes toward COVID-19 and reported practice regarding COVID-19 and health education Arabic booklet. The questionnaire was designed using Google forms regarding the COVID-19, and the link of the survey was presented to the respondents via Facebook and WhatsApp groups. Results: A significant difference was found between secondary students' knowledge attitudes, and practices pre and post intervention. Most of students had a poor pretest knowledge and attitude level, which improved after intervention. More than half of them had poor pretest practice levels which improved after educational intervention implementation. Conclusion: It concluded that secondary students' knowledge, attitude, and reported practice improved after exposure to the educational intervention. Educational intervention providing was significantly effective in increasing knowledge level, attitude, and practice among secondary school students regarding COVID-19. Recommendations: Encourage cooperation between educational institutions, medical care providers, and health personnel to educate secondary school students regarding COVID-19.

Background and objective: Nurses in primary health care are a considerable group of professionals working in the health sector and an adequate quality of working life will empower them to provide favorable quality care to their clients. Further, a better quality of working life can keep the employees focused and support them to strive effectively towards the organization’s vision. The aim of the study was to explore the relationship between nurses' empowerment and quality of work life at primary health care centers in Assiut City.Methods: This study was conducted in a descriptive correlated manner; the population consisted of the Assiut city primary health care centers nursing staff (n = 85). Self-administered questionnaire consisted of three parts: 1st part-Personal characteristics data questionnaire, 2nd part-Work Empowerment Promoting Factors Scale, and 3rd part: Quality of Nurses' Work Life questionnaire.Results: There were significant negative correlations between quality of work life and empowerment factors among studied nurses.Conclusions and recommendations: Workshops on the quality of work life skills for nurses and nurse managers should be done periodically, nurse managers in MCH centers should provide nurses by sufficient information, guide and resources, Nurses in primary health centers have to remain allowed to participate in decision making process to empower them, as like properly as growing theirs effect on autonomy, and First line nurse managers should periodically have nursing group meeting to verbalized, vitalize and support peer and social interaction.

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Background: Coronavirus pandemic disease 2019 is considered an emerging respiratory disease that is highly infectious and is caused by coronavirus and was detected in December 2019 in Wuhan, China. Coronavirus has affected educational systems worldwide and led to the total closures of schools, universities, and colleges, in the middle of March 2020. The study aimed to evaluate the impact of educational intervention on secondary school students’ knowledge, practical knowledge and attitudes regarding to COVID-19. Methods: A pre/post quasi-experimental design was adopted. A total of 260 students were selected at secondary school students in Sohag City in the study from 20 April to 2 May 2020. The tools utilized in this study consists of: A self-administered questionnaire which contains four parts to assess secondary school students' demographic, knowledge regarding COVID -19, the attitude toward COVID -19 and practice regarding COVID -19 and health education Arabic booklet was prepared by the researchers. The COVID-19 related questionnaire was designed using Google forms regarding the COVID-19, the link of the survey was sent to the respondents via Facebook and Whatsapp groups. Results: A statistically significant difference between secondary students' knowledge attitudes, and practices before and after educational intervention. 202 (77.7%) had a poor pretest attitude level followed by fair (20.0%) and good 6 (2.3%). In the posttest, all 260 students had a good attitude level which improved after educational intervention implementation. (57.7%) had poor pretest practice levels followed by fair (38.3%) and good 10 (4.0%). Recommendations: It is important to encourage cooperation between educational institutions, medical care providers, and health personnel to educate secondary school students about COVID-19.

Background: COVID-19 was experienced by children led to anxiety and sleep problems and affected their sleep quality. Progressive muscle relaxation implementation can help to promote quality of sleep and decrease anxiety. Aim: To determine the effect of mothers' implementing progressive muscle relaxation techniques on anxiety and sleep quality among children with COVID-19. Subjects and method: Design: A quasi-experimental research design was utilized in this study. Setting: The study was conducted at pediatric chest diseases outpatient clinic at Sohag University Hospital, El-zehor, El-Mabra, and Alhamyate Hospitals in Port Said City, and a Home visit was done for follow-up. Subjects: A convenient sample of 50 children diagnosed with COVID-19 and their mothers were randomly divided into two groups, from a total population of 376 children and their mothers within six months. Tools: Three tools were used: Tool (I): A structured interview schedule Tool (II) Spielberger State Anxiety Scale for Children, Tool (III) Pittsburgh Sleep Quality Index Scale. Results: the children's age was between 5-< 10 years. There were significant differences and improvements related to anxiety level and quality of sleep mean scores between the two groups post-implementation of the relaxation technique. Conclusion: Progressive muscle relaxation technique implementation was an effective and safe non-medical intervention used for improving anxiety level and quality of sleep among children diagnosed with COVID-19. Recommendations: Providing Training program for mothers and their children regards progressive muscle relaxation technique to reduce anxiety and improve sleep quality among children with COVID-19.

Background: All post-menopausal women go through estrogen deficient years, which can manifest in both physical and emotional ways. Aim: The aim of study is to assess the problems of postmenopausal women and detect the coping strategies used Subjects and methods: This is a descriptive study A total of 100 post-menopausal women were randomly recruited from postmenopausal women attending outpatient clinic of Sohag Public Hospital and AwladElyas Health Unit in Assieut . A well designed questionnaire was prepared and test of reliability showed its validity. The participants were asked to fill in a questionnaire of 5domains; domain 1included socio-demographic data, domains 2and 3included prevalence of physical menopausal symptoms and coping strategies adopted and finally domains 4and 5included sexual and psychological menopausal symptoms and the adopted coping strategies to relieve these symptoms Results: Majority of women experienced Bones pain, headache and hot flushes came on top of menopausal symptoms .On the other hand, sexual and urinary symptoms were the least likely to be reported .Coping strategies were relatively successful for relieving headache , fatigue and night sweating Conclusion: The high prevalence rates of menopausal symptoms and the relative incapability of coping with them Recommendations Enhance women's awareness about menopause problems and coping with them through educational program .

Background: School refusal is considered a serious problem that may cause many stressors to the child and that also interferes with the child's social and educational achievement. Anxiety may not just associate with "school refusal", but also including unexcused absences or truancy. The study aimed to investigate the association between school refusal behaviors and anxiety level among school-age children. Design: using a descriptive correlational research design was adopted for this study. Sample:-included 630 school-age children who selected randomly from five primary and preparatory schools at Sohag city in March 2019. Tools: A student demographic data and Child Anxiety-Related Emotional Disorders to assess a child's anxiety and The School Refusal Assessment Scale-Revised (SRAS-R). Results: 13.42 ± 2.71 was the mean age of school-age children. Regarding the severity of school refusal was moderate among more than one third of schoolage children. There was a statistically significant association between School-age children's anxiety and their school refusal behaviors p < 0.05. Conclusion: school refusal behavior was significantly associated with anxiety level among school-age children. A high percentage of school-age children reported that primary reason for school refusal was the desire to stay with one or both parents at home Recommendations: School-age children should be provided with health information about behavioral strategies in the management of school refusal.