The main purpose of this study was, to assess the factors influencing practice of patient education among nurse Sir Ganga Ram hospital Lahore. The patient teaching is considered an important aspect of quality healthcare among nursing care. Patient education is necessary for the patients as it improves the patients' satisfaction and decrease the level of anxiety and short their stay in hospital. The significance of this study was minimizing the factors and enhances the nurse's attention toward educating the patient regarding disease which improve patient health and reduce the stay of patients in hospital. A cross section study design was used to explore factors influencing the practice of patient education among nurses Sir Ganga Ram hospital Lahore. Random sampling techniques were used in selecting 171 nurses at Sir Ganga Ram hospital. Questionnaire is Adapted from prior studies [1]. Questionnaire consist on three part, one part is the demographic and second part is knowledge and practice of patient education and 3rd part is factors influencing practice of patient education. The data was analyzed using SPSS version 16.the main finding of this study according to chi square knowledge and practice of patient of education and workload, work experience, culture barrier, lack of time, insufficient staff, are the key factors that influencing practice of patient education among nurses.

Background: ADHD is one of the most common childhood psychiatric disorders, not only in Egypt but also in the world. The aim was to assess the effectiveness of an educational intervention on improving the elementary teachers‟ knowledge, attitudes and sense of self efficacy toward ADHD children. Methods A quasi-experimental, quantitative, (pre/ post one group) research design was used with 100 elementary teachers recruited conveniently from two schools located at Shebin Elkom city ,affiliated to Ministry of Education, Menoufyia Governorate, Egypt. Data were collected by using 3 main tools which are The KADDS scale, The teacher attitude towards inclusion scale (TAIS) ,and Teacher Efficacy Beliefs Scale (TEBS) for instructing and managing students with behavioral difficulties The results revealed that, the majority( 95% &96%) of studied subjects were Bachelor degree of education .and their mean age was(40.99±9.73). There was a highly statistical significant difference between pre and post interventions of knowledge of Attention Deficit disorders (KADDS), teacher self-efficacy beliefs at p-value < 0.000. While, there was no significant difference between pre and post teachers‟ attitudes of including ADHD students in their regular classes. Conclusion: the current study demonstrated that educational interventions can increase elementary school teachers‟ ADHD knowledge and self-efficacy. Whereas improving attitudes was little with no significant difference between pre/post assessment, our findings suggest that a brief professional educational intervention can be utilized to greatly increase teachers‟ ADHD knowledge, providing a costeffective, practical solution to address this well-evidenced gap in teachers‟ training and knowledge about the disorder. Therefore, it is recommended that there is an urgent need to ensure that pre-service and in-service elementary school teachers have a sound knowledge of ADHD and maintain favorable attitudes toward teaching children with ADHD.