Background: Workplace bullying is universal problem spotted in different countries and several professions. Meanwhile sustainable development goals have several indicators relate to forms of aggression that overlap with bullying. Aim: Workplace bullying and sustainable development goals among nurses working in different health care sectors Research design: Descriptive correlational research design was used. Setting: Conducted at different healthcare sectors in Assiut Governorate which included Main Assiut University Hospital, Assiut General Hospital, and Health insurance Hospital (Elmabara Hospital). Subjects: A total number of 419 nurses were involved in the study. Data collection: Two tools were used in the present study Tool (I): A structured self-administered questionnaire which included two parts. Part I related to personal characteristics sheet Part II includes workplace bullying questionnaire Tool (II): is sustainable development goals scale. Results: More than two thirds of study sample exposed to bullying, and about (44.1%) of nurses exposed to bullying by their colleague, and the highest percentage of nurses exposed to bullying works at the Main Assiut University Hospital. As regard sustainable development goal (SDG) the majority of nurses who exposed to bullying have positive attitude toward it. Conclusion: positive correlation between nurses' workplace bullying and SDGs. More than half of nurses who exposed to bullying have positive attitude toward SDG. Recommendations: Develop preventive strategies to minimize bully behavior as much as possible. Perform further researches that focus on manage situation where bullying occur. Conduct seminars to increase staff nurses' awareness of the sustainable development goals.

Background: Using time management techniques can have a big impact on how nurses feel stressed at work in a medical setting. Aim: The study sought to ascertain the relation between the time management skills and nurses' work stress levels. Setting: The current study conducted at El-Eman General Hospital in Assiut city Sample: 250 nurses. Research design: The study employed a descriptive research design. Tools: Two tools of data collection namely, Structured Self-Administered Time Management Assessment Questionnaire and Work Related Stress Questionnaire (WSQ). Results: The highest percentage of nurses have fair time management skills (70%), and two third of nurses have high work related stress levels (67.2%), Conclusion: There are statistically significance negative correlation between work related stress levels and time management skills p≤0.001. Recommendation: Provide training programs for nurses about time management strategies and implement stress resolution techniques.

Abstract Background: Rapid integration of Artificial Intelligence (AI) into healthcare is reshaping clinical practice, nurses must acquire updated knowledge and skills. Understanding nurses perceived challenges, and enabling factors is essential to ensure effective use of AI. Aim of the Study: Assess nurses’ knowledge, perceived challenges, and enabling factors related to the integration of AI in nursing at AlRajhy Hospital. Subjects and Methods: A descriptive correlational design was employed with a convenience sample of 280 nurses. Data were collected using a validated, self-administered questionnaire comprising three tools: the first assessed nurses personal and job characteristics data, and knowledge regarding AI in healthcare services; the second addressed perceived challenges; and the third focused on enabling factors supporting AI integration. Results: The findings revealed that 66.8% of nurses had a satisfactory level of AI knowledge. Ethical concerns ranked highest among perceived challenges 5.12 ± 0.88, while education and training emerged as the most significant enabling factor 23.88 ± 5.57. Significant associations were observed between knowledge levels and both perceived challenges (negative correlation) and enabling factors (positive correlation). Personal and job-characteristics such as age, education, and years of experience also had a notable impact on these relationships. Conclusion: Higher levels of knowledge were associated with fewer perceived challenges and greater recognition of enabling factors, emphasizing the importance of bridging the gap between challenges and enabler in AI integration within nursing. Recommendations: Structured AI training programs should be implemented, targeting new employed nurses or nurses with lower educational qualifications.

Background Understanding how nursing students learn is essential to optimize teaching and prepare them for complex clinical roles. Kolb’s experiential learning styles theory offers insights into student’s preferences, yet their influence on academic performance remains underexplored.  Aim of the study: Assess the relationship between Kolb’s experiential learning styles and academic performance among nursing students at Faculty of Nursing and Technical Institute of Nursing Assiut University. Subject and method: A quantitative cross-sectional comparative design was utilized, involving (310) nursing students selected through simple random sampling technique. Data collection tools included a personal characteristic, academic performance (last semester score), and Kolb learning style inventory, composed of four dimensions; concrete experience, reflective observation, abstract conceptualization, and active experimentation. Result more than half of 2^nd year Technical Nursing Institutes students achieve excellent score (56%) less than half of 4^th  year Faculty of Nursing students achieve the same score (47.7%) the most prevalent style among nursing students was assimilating style (59%) and the lowest one was accommodating style (19.7).Conclusions: among Faculty of Nursing students converging and accommodating had significant positive association with higher performance, meanwhile among Technical Nursing Institute students, lower performance  significant linked with diverging style. And there were statistical significant association between all dimensions of Kolb’s learning styles. Recommendation: integrate Kolb’s experiential learning styles into teaching curricula.