Basic Clinical Skills Research Articles

A quasi-experimental study to compare the acquisition of basic clinical skills in novice medical students taught by George and Doto’s five-step method compared to those taught by the traditional approach (SODOTO)

Objectives: The aim of this study was to compare the acquisition of basic clinical skills by George and Doto’s five step method compared to the Traditional SODOTO approach, and to ascertain the perception of the students regarding these diverse methods. Materials and Methods: Fifty-four 2nd MBBS 1st semester students posted in the Department of Medicine at GMERS, Gotri, were enrolled for the study. After teaching the theory, both groups were taught per abdomen (P/A) examination and respiratory system (R/S) examination – one system by the five-step method and the other by the SODOTO approach. Skill acquisition was tested by pre-validated checklists. Finally, feedback was collected on the perception of students using a pre-validated questionnaire. The data were analysed using GraphPad. Results: There was an average 20% improvement (P < 0.001) in the group taught by the five-step method compared to the one taught by the traditional approach (P/A – 45.14/60 [5.64] vs. 57.86/60 [1.83] [Group B vs. Group A]) (R/S examination – 26.17/40 [6.65] vs. 34.79/40 [3.56] [Group A vs. Group B]). Conclusion: George and Doto’s five-step method has been found to be more effective than the traditional SODOTO approach.

Implementation of a food science and nutrition module in a dental undergraduate curriculum.

To outline the development and implementation of a food science and nutrition module for dental undergraduate students that provides basic knowledge and clinical skills for improving oral health outcomes and understanding their importance for overall health. Interdisciplinary discussions with professionals with expertise in food science and nutrition, including dentists, dietitians and nutritionists, were held to agree on core subject areas in line with the evidence base. The module was delivered online to 2nd-year dental students due to COVID-19 restrictions. Students completed an online evaluation on completing the module. Final examination consisted of one essay question. Subject areas and learning outcomes were derived from current and previous approaches to curriculum development. A total of 14 prerecorded lectures, including healthy eating guidelines, dietary assessment, specific oral effects of diet and food constituents were delivered and tutorials provided. The evaluation survey had a 90% (n=39/43) response rate. A majority indicated that the course was "interesting," "worth doing" (59%) and "provided a good evidence base to understand nutrition and oral health" (87%). Nearly all students (92%) agreed that the course was "sufficiently structured to allow understanding of the key topics" and that "a good understanding of nutrition is important for a dentist" (95%). A food science and nutrition module developed by a multidisciplinary team enabled dental students to gain an understanding of the role of diet in oral and overall health. The module facilitated the development of skills that enable students to utilise dietary assessment techniques and promote dietary interventions beneficial to oral health. The approach taken may act as a template for other institutions.

A Missed Diagnosis of Guillain-Barre Syndrome Masquerading As Stroke in an Acute Medical Unit: A Case Report

An elderly woman aged 66 presented to a general hospital with left-sided facial paresis, bilateral lower limb weakness, and back pain. After undergoing clinical assessments and investigations, she was diagnosed and treated as a case of acute stroke. Two weeks later, she was repatriated to our hospital for neuro-rehabilitation. Unconvinced, we revisited her clinical history and, after a thorough physical examination, made a clinical diagnosis of GuillainBarre Syndrome (GBS), i.e., confirmed by electrophysiological studies. She was treated with intravenous immunoglobulin and made a complete recovery 6 weeks later.
 This case highlights an infrequent presentation of GBS as a stroke-mimic. It re-emphasizes the need to maintain a high index of clinical suspicion for similar expressions, especially in busy acute medical units. Such cases are easily missed if basic clinical skills, such as good historytaking and thorough physical examination, are glossed over. Despite time constraints, these skills are indispensable in clinical practice.

Learning Outcomes of Immersive Technologies in Health Care Student Education: Systematic Review of the Literature.

BackgroundThere is a lack of evidence in the literature regarding the learning outcomes of immersive technologies as educational tools for teaching university-level health care students.ObjectiveThe aim of this review is to assess the learning outcomes of immersive technologies compared with traditional learning modalities with regard to knowledge and the participants’ learning experience in medical, midwifery, and nursing preclinical university education.MethodsA systematic review was conducted according to the Cochrane Collaboration guidelines. Randomized controlled trials comparing traditional learning methods with virtual, augmented, or mixed reality for the education of medicine, nursing, or midwifery students were evaluated. The identified studies were screened by 2 authors independently. Disagreements were discussed with a third reviewer. The quality of evidence was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The review protocol was registered with PROSPERO (International Prospective Register of Systematic Reviews) in April 2020.ResultsOf 15,627 studies, 29 (0.19%) randomized controlled trials (N=2722 students) were included and evaluated using the MERSQI tool. Knowledge gain was found to be equal when immersive technologies were compared with traditional learning modalities; however, the learning experience increased with immersive technologies. The mean MERSQI score was 12.64 (SD 1.6), the median was 12.50, and the mode was 13.50. Immersive technology was predominantly used to teach clinical skills (15/29, 52%), and virtual reality (22/29, 76%) was the most commonly used form of immersive technology. Knowledge was the primary outcome in 97% (28/29) of studies. Approximately 66% (19/29) of studies used validated instruments and scales to assess secondary learning outcomes, including satisfaction, self-efficacy, engagement, and perceptions of the learning experience. Of the 29 studies, 19 (66%) included medical students (1706/2722, 62.67%), 8 (28%) included nursing students (727/2722, 26.71%), and 2 (7%) included both medical and nursing students (289/2722, 10.62%). There were no studies involving midwifery students. The studies were based on the following disciplines: anatomy, basic clinical skills and history-taking skills, neurology, respiratory medicine, acute medicine, dermatology, communication skills, internal medicine, and emergency medicine.ConclusionsVirtual, augmented, and mixed reality play an important role in the education of preclinical medical and nursing university students. When compared with traditional educational modalities, the learning gain is equal with immersive technologies. Learning outcomes such as student satisfaction, self-efficacy, and engagement all increase with the use of immersive technology, suggesting that it is an optimal tool for education.

Making the grade: licensing examination performance by medical school accreditation status

BackgroundAccreditation systems strive to ensure the quality of undergraduate (basic) medical education and encourage ongoing improvements. Despite increasing global emphasis on quality assurance activities, there is limited research linking accreditation of medical education to improved student and graduate outcomes. The purpose of this study is to compare the United States Medical Licensing Examination® (USMLE®) performance of students and graduates who attended international medical schools accredited by an agency recognized by the World Federation of Medical Education (WFME) to individuals who attended schools that did not meet this criterion.MethodsDuring the 2018-2020 study period, 39,650 individuals seeking Educational Commission for Foreign Medical Graduates® (ECFMG®) certification took one or more USMLE examinations. We cross-tabulated USMLE performance (first-attempt pass/fail result) and medical school accreditation status.ResultsIndividuals seeking ECFMG certification who attended international medical schools accredited by an agency recognized by WFME had higher or comparable USMLE first-attempt pass rates compared to individuals who attended medical schools that did not meet this criterion.ConclusionsImplementing and maintaining meaningful accreditation systems requires substantial resources. These results provide important positive evidence that external evaluation of educational programs is associated, on average, with better educational outcomes, including in the domains of basic science, clinical knowledge, and clinical skills performance.

BPSS Award

BPSS Award

EFFECT OF EDUCATIONAL PROGRAM ON NURSES’ PERFORMANCE FOR CHILDREN WITH IDIOPATHIC THROMBOCYTOPENIC PURPURA

Introduction: Idiopathic Thrombocytopenic Purpura is an autoimmune blood disorder associated with decrease platelets level less than normal, which may result in bleeding occurrence. The actual cause is unknown. It may be progressive if untreated, but may remit spontaneously for several years. The aim of this study was to evaluate the effect of health educational program on nurses’ performance for children with Idiopathic-Thrombocytopenic-Purpura. Methods: The study was Quasi- experimental research design used for 50 nurses working at Pediatric Hematology Unit of Tanta University Hospital and Pediatric Hematology Unit of Al- Mabra Tanta Hospital. Two Tools were used to collect required data: structured interview schedule to collect biosocial data of nurses and observational check list regarding nursing practice. Results: The present study-represented that, three quarter of nurses had poor-knowledge and all of them had unsatisfactory level of practice before the-educational-program-implementation. While immediately and after one month from the implementation of the program the total-scores-of-nurses' knowledge and practice improved. Conclusion: There was a-significant improvement in nursing knowledge and practice in relation to nursing care for children with Idiopathic-Thrombocytopenic-Purpura. Recommendations: In-service-training program should be conducted periodically for nurses' teaching the basic knowledge and clinical skills.

AUTISM SPECTRUM DISORDER EVALUATION IN TODDLERS AND PRESCHOOLERS

In this course, audiences will learn about the following: early childhood normal development, focusing on social development; the multidisciplinary team evaluation model of autism spectrum disorder (ASD) assessment in toddlers and preschoolers; the basic structure of the Autism Diagnostic Observation Schedule-2 (ADOS-2) along with a basic sense of how ADOS-2 is administered; and how ASD symptoms are manifesting in the toddler and preschool periods and how ASD is differentiated from other mental health disorders in the toddler and preschool periods. The course will consist of handout, lecture, and live demonstration of ADOS-2 and role-playing, video clips about ASD symptomatology, and case discussion. In this course, we will provide audiences with in-depth educational experiences on ASD evaluation in toddlers and preschoolers. We will provide didactics, video clips, live demonstration, and role-playing, and educational handouts. We will review normal development (speech language, motor, cognition, play, social-emotional) because understanding normal development is a prerequirement to understand ASD symptoms in very young children. We will review how the ADOS-2 is structured, and audiences will have the chance to experience how some ADOS-2 activities are administered and coded. We will also review how to interpret ADOS-2 coding and scoring to assist diagnostic clarification. In the mental health evaluation, we will review how to conduct a mental health interview and mental status examination in order to evaluate ASD symptoms and differentiate ASD vs other mental/developmental disorders. As a last agenda item, we will review cases with ASD and cases with other mental/developmental disorders that may resemble ASD. In the case review, we will discuss the history, ADOS-2, other testing, and mental status examination. By the end of the course, audiences are expected to have obtained a good sense of a multidisciplinary team approach for ASD evaluation in toddlers and preschoolers, and to gain basic clinical skills to evaluate ASD symptoms and develop differential diagnoses.

Rethinking genetic counseling clinical skills training in the time of COVID-19.

The COVID‐19 pandemic has had a significant impact on clinical training programs, including genetic counseling graduate programs. The University of Arizona Genetic Counseling Graduate Program responded to limited clinical training opportunities by designing a virtual Clinical Skills Workshop for incoming genetic counseling students. During the workshop, students were introduced to psychosocial and clinical genetics skills through virtual lectures, role‐play, and practice sessions, as well as assignments. Program evaluation of the Clinical Skills Workshop demonstrated better preparation of key clinical skills prior to starting clinical rotations and highlighted areas for improvement in future iterations. Although this workshop was developed in response to clinical restrictions due to COVID‐19, this approach to providing incoming students with basic clinical skills has been a valuable addition to the UAGCGP curriculum.

Finding a Balance: Being a Registered Nurse on a Postgraduate Midwifery Programme

The 18-month pre-registration midwifery conversion course for registered nurses is a unique and intense transition. A foundation in nursing provides benefits such as confidence in basic clinical skills and familiarity with healthcare settings. However, the previously enjoyed independence and autonomy of being a registered healthcare professional is stripped away, despite the expectations of practice supervisors and lecturers often being high. In this article, Vairi Furtado and Sadé Dancille Oluwaleimu discuss their experiences of successfully completing the shortened midwifery programme and the challenges they faced when they became trainees once again.

A pilot study to evaluate the effect of classroom-based high-fidelity simulation on midwifery students’ self-efficacy in clinical lactation and perceived translation of skills to the care of the breastfeeding mother-infant dyad

Background: Midwives are expected to provide timely and skilled support to breastfeeding mothers, yet it is not clear whether and how midwifery students receive training in clinical lactation. The primary objective of this pilot study was to evaluate the impact of a classroom-based breastfeeding simulation on nurse-midwifery students’ self-efficacy in lactation skills. The secondary objective was to describe students’ exposure to breastfeeding patients in the classroom and in clinical settings.Methods: A pilot study using a prospective cohort study design and convenience sampling was completed between September 2017 and April 2018. Two simulation-based workshops were developed for the classroom setting in alignment with breastfeeding-focused competencies for midwives and lactation professionals. The workshops were integrated into the nurse-midwifery curriculum at a US-based program. Two Self-Efficacy Surveys (defined, 7-point Likert Scale) were developed and used to measure baseline and continuing self-efficacy in breastfeeding skills among students. Two Practice Patterns instruments, adapted from the American Academy of Pediatrics breastfeeding curriculum, were used to define the setting, quantity, and types of nurse-midwifery students’ breastfeeding-related exposures. Students participated in a one-hour focus group upon completion of the study.Results: In this pilot study, nurse-midwifery student participants (N = 9) reported a 14% increase (P < .0001) in their perceived self-efficacy in basic and advanced clinical lactation skills after completing both workshops. The nurse-midwifery students reported dozens of encounters with diverse breastfeeding patients over a six-month period during which they performed a wide variety of clinical lactation skills. The focus group revealed most students (n = 5/9) would like more time to practice clinical lactation skills in a simulated environment and some indicated a desire to have more exposure to challenging versus common (n = 2/9) of breastfeeding concerns.Conclusions: In this work, we demonstrate the first high-fidelity lactation simulation in a classroom setting in a healthcare professional training program. Midwifery educators and researchers can adapt the framework and instruments presented in this pilot study to determine the effect of educational interventions on students’ translation of skills to breastfeeding mother-infant dyads. Likewise, this is the first study to define the number and type of breastfeeding-related clinical exposures among nurse-midwifery students.

Infrastructure and management quality of private dental practices in Khartoum, Sudan. The dental practitioners' perspective.

Background: The oral health status of the Sudanese population shows a high prevalence of untreated carious lesions, periodontal disease, and lifestyle-related risk factors. With the deteriorated and limited public dental services, the private dental sector became the main dental care provider in Khartoum. Evaluation of the private dental sector and discovering the challenges that facing the dentists are necessary to correct the defects and assure an optimal service quality. Methods: A cross-sectional questionnaire-based study was performed on a sample of 190 practicing dentists in Khartoum. The questionnaire was developed to gathers information about the dentist’s general information that reflects their professional experience in private clinics and toward some common issues related to private clinics. Their perspective toward their clinic’s readiness and their basic clinical dental skills were assessed using a satisfaction rating questions. Data were analyzed using SPSS 22.0 and Microsoft Office Excel 2010 software. Results: From a total of 136 clinics, 190 dentists participated and approached to fill the questionnaire (71.1% females and 28.9% males). The overall average of the clinics' settings assessment is as follows; 3.7% ‘poor’, 18.6% ‘fair’, 50.3% ‘good’, and 27.3% ‘excellent’ while clinics materials and equipment average scores were 6.3% ‘poor’, 19.8% ‘fair’, 48.1% ‘good’, and 25.7% ‘excellent’. The average results of dentists’ skills evaluation of all disciplines were; ‘excellent’ (20.4%), ‘good’ (35.2%), ‘fair’ (13.5%), ‘poor’ (4.1%), and ‘unfamiliar’ (26.8%). The most common reasons that render dentists to quit a good dental clinic were low payment compared with the clinic’s income and transportation difficulties. Participating dentists considered that insufficient training and poor materials and instrument quality as the main factors of suboptimum treatment results. 57% of the participants agreed that dental insurance improved the quality of dental service. Conclusions: As a whole, the clinic settings and equipment which are evaluated as ‘good’ and ‘excellent’ are more than those evaluated as ‘poor’ and ‘fair’. The participants reported more proportion of ‘excellent’ to ‘good’ results in providing simple and common procedures. Many dentists were ‘unfamiliar’ with advanced or expensive procedures. From the practitioner's perspective; insufficient training and poor materials and instrument quality are the main reasons for suboptimal treatment results. Low payment compared with the clinic’s income and transportation difficulties were the major factors that affect the dentists' job continuation in particular private practice. 43.2% of the participants did not agree that dental insurance improved the quality of dental service. Keywords: Private Practices, Dental services, Quality of materials and instruments, Treatment Quality, Dental insurance, Sudan.

An exploratory study into the teaching of clinical examination skills in advanced practice.

Clinical examination skills are vital for the accurate assessment and diagnosis of patients. These skills also allow clinicians to differentiate between pathology requiring investigation or treatment and normal anatomy or physiology. This allows clinicians to avoid unnecessary tests and to be able to reassure a patient that their symptoms do not require treatment. However, an incomplete or faulty clinical examination can lead to missed diagnoses and patient harm. Although comprehensive clinical examination skills training is provided in the undergraduate curriculum of medical schools in the UK, little is known in relation to the teaching provided for nurses and allied health professions working in advanced practice roles. This survey sought to explore this phenomenon and uncover clinicians' experiences with regard to being taught a selection of specific clinical examination skills in theory and in practice, those skills being the core system examinations (respiratory, cardiovascular and peripheral vascular, abdominal, central and peripheral nervous systems) and a number of focused examinations (digital rectal and examination, thyroid, breast and genital examination for males and females). The findings demonstrate a concerning variability of educational experiences and a lack of educational coverage of some of the basic clinical examination skills in both theoretical and practical terms. These findings provide an insight into areas of future higher education curricula development as well as workplace mentoring and learning.

Bedside decision making-How can we make the cognitive short cuts more efficient?

Bedside clinical decision making by expert physicians invloves various cognitive process described under heuristics. Identification of biases and their correction can make these cognitive short cuts more efficient. It is one of the cost effective way of improving basic clinical skills. A thorough understanding and application of evidence based medicine can further strengthen the clinical management capability of the junior doctor at the bedside.

ENHANCING STUDENTS’ MOTIVATION: THE EFFECT OF A STRUCTURED ORAL EXAMINATION IN BASIC CLINICAL SKILLS TRAINING

Background: Basic Clinical Skills (BCS) is one of the learning methods in medical education that acts as an intermediary bridge to apply procedural knowledge and clinical competency for medical students. Medical educators have successfully used many ways to assess students’ abilities, both oral and written. Oral examinations have vast advantages compared to other assessment methods. However, no standardization of questions to be tested becomes an essential issue in the assessment process. A structured oral examination may increase students’ motivation to prepare themselves better to study the material before following BCS training. This study aimed to determine the effect of a structured oral examination on students’ motivation and identify students’ motivation. Methods: This quasi-experimental research used a pretest-posttest design to assess the effect of applying the structured oral examination on students’ motivation. The subject of this study was the third-year medical students that amounted to 109 students. Sample selection was made by total sampling. In this study, the authors used SMQ-II questionnaires to measure the students’ motivation. Results: This research showed significant differences between student motivation on pretest and posttest (p-value of 0,000) after the students were given the structured oral examination at the beginning of basic clinical skills training. It means the structured oral examination affected students’ motivation. Conclusion: The structured oral examination administered for students before entering BCS learning processes had a significant impact on the students’ motivation. The preparation and the regulation of the structured oral examination on the BCS learning processes should be reinforced to motivate the students and make them more skillful

Comparison of \u2018Mental training\u2019 and physical practice in the mediation of a structured facial examination: a quasi randomized, blinded and controlled study

BackgroundThe correct performance of a structured facial examination presents a fundamental clinical skill to detect facial pathologies. However, many students are not adequately prepared in this basic clinical skill. Many argue that the traditional ‘See One, Do One’ approach is not sufficient to fully master a clinical skill. ‘Mental Training’ has successfully been used to train psychomotor and technical skills in sports and other surgical fields, but its use in Oral and Maxillofacial Surgery is not described. We conducted a quasi-experimental to determine if ‘Mental Training’ was effective in teaching a structured facial examination.MethodsSixty-seven students were randomly assigned to a ‘Mental Training’ and ‘See One, Do One’ group. Both groups received standardized video instruction on how to perform a structured facial examination. The ‘See One, Do One’ group then received 60 min of guided physical practice while the ‘Mental Training’ group actively developed a detailed, stepwise sequence of the performance of a structured facial examination and visualized this sequence subvocally before practicing the skill. Student performance was measured shortly after (T1) and five to 10 weeks (T2) after the training by two blinded examiners (E1 and E2) using a validated checklist.ResultsGroups did not differ in gender, age or in experience. The ‘Mental Training’ group averaged significantly more points in T1 (pE1 = 0.00012; pE2 = 0.004; dE1 = 0.86; dE2 = 0.66) and T2 (pE1 = 0.04; pE2 = 0.008, dE1 = 0.37; dE2 = 0.64) than the ‘See One, Do One’ group. The intragroup comparison showed a significant (pE1 = 0.0002; pE2 = 0.06, dE1 = 1.07; dE2 = 0.50) increase in clinical examination skills in the ‘See One, Do One’ group, while the ‘Mental Training’ group maintained an already high level of clinical examination skills between T1 and T2.Discussion‘Mental Training’ is an efficient tool to teach and maintain basic clinical skills. In this study ‘Mental Training’ was shown to be superior to the commonly used ‘See One, Do One’ approach in learning how to perform a structured facial examination and should therefore be considered more often to teach physical examination skills.

Aspects of the development of clinical communication in medical practice

The dynamically developing healthcare system poses new challenges for medical professionals related to the requirements of improving the quality of medical services, ensuring timely and adequate medical care. The specifics of the profession and the working environment in a medical institution strongly depend on modern social changes. Highquality medical care is the basis for the success of the treatment and diagnostic process, any manipulation and surgical intervention. The overall success of an otherwise brilliant medical procedure depends on a long, frequent recovery period. The final result in the field of health care is largely determined from accurately performed medical measures and their understanding. Communication with the patient and especially with their loved ones is the responsibility of medical personnel, which is of great importance for the mental health of the patient. Often, after the treatment, the patient leaves the hospital, not fully completing the treatment and continuing to need medical care, medical care. Until the middle of the last century, clinical competence in the world consisted mainly of three areas: medical and technical knowledge, physical examination, and medical problem-solving. Communication is not one of them. This is a basic and necessary clinical skill at all levels of medical education and medical professions. Worldwide, clinical lcommunication training is becoming a cultural phenomenon in Canada, which is one of the leaders, as well as in Australia, the United Kingdom, Israel, the Netherlands, the Scandinavian countries, South Africa, Spain, the United States, and other places.

Preparing dental students for independent practice: a scoping review of methods and trends in undergraduate clinical skills teaching in the UK and Ireland

Introduction The governing bodies for dentistry in the UK and Ireland require dentists, at graduation, to possess the knowledge, skills and attributes which enable them to practise safely, without supervision. The means by which dental schools achieve this may differ and may undergo modification in response to changes in the expectations of governing bodies and challenges within the teaching environment. It is therefore important to identify which of these approaches works well and to disseminate good practice described in the literature.Objectives To use a scoping review to identify from the published literature the methods used to teach clinical dental skills, including innovations, motivations for changes, and factors affecting the delivery and quality of teaching.Method Scoping review methodology was used to select and analyse 57 articles published between 2008 and 2018.Results Innovations in didactic teaching were facilitated by advances in IT and development of virtual learning environments, which promoted independent, self-directed learning. Pre-clinical practical teaching took place in clinical techniques laboratories utilising mannequin heads, with a minority of dental schools using virtual reality simulators in addition. Clinical experience was gained mainly in multi-disciplinary clinics and offsite outreach teaching centres. Insufficient numbers of suitable patients, increasing student numbers and a fall in teaching staff contributed to a reported reduction in clinical experience of certain treatments.Conclusions Contemporary clinical dental skills teaching produces new graduates who possess excellent theoretical knowledge, are prepared and confident in basic clinical skills, but are lacking in experience of complex treatments which may result in a reduced preparedness for independent practice.Zusatzmaterial online: Zu diesem Beitrag sind unter 10.1038/s41415-020-2505-7 für autorisierte Leser zusätzliche Dateien abrufbar.

Catholic Dogma vs. Social Science Dogmatism

This article explores how social science literature views dogmatism and how the documents of the Catholic Church and her teachings are seldom regarded in the conceptualization of the human person, specifically focusing on the helping professions. This article examines dogmatism from a Catholic anthropological perspective and with a full appreciation for the Catholic intellectual tradition. It will be shown how through basic clinical skills, one can believe the teachings of the Church's Magisterium and still be an effective and ethical counselor. A distinction between beliefs and actions will be made, showing how relativism is not the only acceptable belief system for helping professionals.

Effect of an Educational Program on Nurses' Performance Regarding Nursing Intervention for Infants Undergoing Inguinal Hernia Repair

Background Inguinal Hernia (IH) occurs when the contents of the abdomen usually fat or part of thesmall intestine bulge through a weak area in the groin region. Inguinal hernia is the most commonsurgical problem in infancy period. Nursing care is an integral part of managing infants undergoing IHrepair. The study aimed to evaluate the effect of an educational program on nurses' performanceregarding nursing intervention for infants undergoing inguinal hernia repair. Design: A quasiexperimental design was used to conduct this study. Setting: The study was conducted at pediatricsurgery units of Benha Specialized Pediatric Hospital. Sampling: A Convenient purposive sample wascomprised of 30 nurses and a convenient sample of 283 infants who were undergoing inguinal herniarepair at the previously mentioned study setting. Tools of Data Collection: Two tools were used: tool(I): a structured interviewing questionnaire sheet included three parts, tool (II): nurses’ observationalchecklists included pre and postoperative nursing intervention. The results of this study revealedthat, the majority of the studied nurses had good level of knowledge, and competent level of practicepost program intervention with highly statistical significant improvement as compared to preprogramintervention. Moreover, there were positive correlation between the studied nurses’ total knowledgeand practice scores regarding pre and postoperative nursing care for infants undergoing inguinal herniarepair pre and immediately post program intervention and follow up intervention. The studyconcluded that, educational program was effective in improving nurses' performance regardingnursing intervention for infants undergoing inguinal hernia repair. The study recommended: Inservice training programs should be conducted periodically for teaching the nurses the basic knowledgeand clinical skills for infants undergoing IH and other surgeries