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This study aims to assess the knowledge and attitudes of 420 nurses toward caring for older people in primary health-care centers in the southern region of Jordan.

Data collected through an electronic survey was analyzed using the Statistical Package for the Social Sciences (SPSS) version 23.0.

The findings revealed that 91.0% of nurses had limited knowledge, with only 7.1% demonstrating average knowledge and 1.9% showing good knowledge about older people care. Furthermore, 85.2% of participants held neutral attitudes toward aged care, while 12.4% had positive attitudes and 2.4% exhibited negative attitudes. A significant correlation was observed between knowledge and attitude scores (p-value = 0.000). Gender and marital status were found to influence attitudes, with significant statistical relationships (p-values: gender = 0.000, marital status = 0.004). These results emphasize the importance of improving nursing education in geriatric care and promoting positive attitudes toward caring for older people patients.

The study highlights the need for ongoing professional development to enhance patient outcomes and the quality of care for the older people population. Further longitudinal research and comparative analyses are recommended to deepen the understanding of knowledge and attitudes across various health-care settings.

The study revealed a significant correlation between nursing practitioners’ knowledge and attitudes toward geriatric care, with gender and marital status significantly influencing attitudes, while age did not. This underscores the need for further research.

This paper aims to validate and adapt the Arabic version of Holden Communication Scale (HCS) for assessing communication skills among old people with dementia in care home.

A study involving 210 elderly residents from Jordanian care homes was conducted, where they completed the Arabic version of the HCS. Internal consistency and factor analysis techniques were precisely used to assess the scale's reliability. Additionally, cognitive function evaluation used the Arabic iteration of the Saint Louis University Mental Status (SLUMS) questionnaire, while communication skills were comprehensively appraised using the HCS.

The Arabic HCS has strong content validity, with a one-component structure accounting for 60% of the variation and a three-factor structure accounting for 77.2% of the variance. The original three-subgroup structure of the scale was recreated, and internal consistency varied from 0.85 to 0.87, indicating good reliability.

This study aimed to assess the reliability and validity of the Arabic version of the HCS among old people with dementia residing in care homes. The authors conducted examination of its psychometric properties within this unique population.

The chapter illustrates why blended learning should be the minimum threshold that teachers of higher education should meet to address the students' dynamic needs, demands, and preferences. It shows how COVID-19 disrupted the status quo of the global education system, warranting schools to transition to online education fully. The chapter starts by addressing the pre-COVID-19 learning strategies. Schools mainly adhered to traditional face-to-face teaching in classrooms. Nevertheless, the COVID-19-related restrictions (lockdowns) coerced them into introducing e-learning, which was a new experience for most teachers and students. This situation made educators realize they can successfully incorporate virtual learning into their pedagogy, allowing them to implement a blended system. Moreover, the section identifies the main blended learning models that teachers can use depending on their choices, students' preferences, and institutions' resources and capabilities. These frameworks are face-to-face driver, rotation, flex, online lab, and self-blend methods. They have different approaches as well as merits and limitations. The chapter contributes to active and transformative learning by introducing more attractive, relevant, and flexible teaching methods. Owing to the flexibility of the models, the number of students enrolling in diverse programs in the post-COVID-19 era has increased. The chapter highlights various strategies that educators can apply to ensure that learners achieve optimal outcomes from blended learning. Moreover, the segment highlights the prerequisites and compatibility of blended learning for economics classes. Before unveiling blended learning, professors should ensure that students can access digital devices and the internet and understand the operating software. Thus, educators should at least consider using this model in the post-COVID-19 era.

To assess patient safety culture in a teaching hospital in Jordan, identify the demographic and professional characteristics that impact safety culture, and benchmark patient safety culture with similar studies in the region.

A cross-sectional design was applied. Responses were analyzed using SPSS software. Descriptive and inferential statistics were used to analyze the data.

In total, 430 (80.5%) participants were nurses and physicians; 300 (56.20%) were females; 270 (50.6%) were in the age group 25–34 years of age. Participants provided the highest positive ratings for “teamwork within units” (60.7%). On the contrary, participants recorded a low positive reaction to the proposition that the response to error was punitive in nature. Of the participants, about 53% did not report any events in the past year.

The average positive response of PSC composites varied from 28.2 to 60.7%. Therefore, patient safety culture in this Jordanian hospital was revealed fragile. This research informs and enables managers and policymakers to plan for future interventions to improve patient safety culture in healthcare institutions.