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Background: COVID -19 pandemic affected the global population, and infection is a high risk among nurses in surgical units. Because is particularly prevalent in healthcare settings, nurses' educational institutions must take steps to safeguard themselves and others during the outbreak by preventing COVID -19 and caring for infected COVID -19 patients. This study aimed to evaluate the effect of instructional guidelines regarding covid-19 on nurses' knowledge and practices in the surgical unit. Design: A quasi-experimental design was used. Setting: The study was carried out at Surgical Unit at Fayoum University Hospital. Sample: The study included a convenient sample of all surgical nurses (30 nurses). Three tools for data collection were used: (1) Demographic structured interview sheet, (2) surgical nurses’ knowledge regarding Covid-19 assessment questionnaire, and (3) surgical nurses’ practices regarding preventive measures of COVID -19 observation check lists. Results: Less than two-thirds of the studied nurses received training courses regarding COVID-19 before. The majority of the studied nurses reported that their main source of information about knowledge regarding COVID-19 was doctors. Nurses' knowledge of COVID -19 improved after one month of implementing instructional guidelines (P=0.001), with a highly statistically significant difference between pre/post one month of instructional guidelines (P=0.001). A statistically significant correlation was found between the scores of the studied nurses' COVID-19 knowledge and practice. Conclusion: The study concluded that instructional guidelines implementation for nurses in the surgical unit had a positive effect on improving nurses' knowledge and practice regarding COVID-19 with significant differences one month after instructional guidelines implementation. Recommendation: In- service training program for nurses in the surgical unit to improve their knowledge and practices on the management of covid-19.

الملخص: أهداف البحث: يواجه طلاب التمريض العديد من الضغوطات خلال دراستهم وتدريبهم. تهدف هذه الدراسة إلى تقييم درجة الإجهاد واستراتيجيات التأقلم المستخدمة من قبل طلاب التمريض بجامعة الباحة، بالمملكة العربية السعودية. طرق البحث: أجريت هذه الدراسة الوصفية الاستعراضية بأسلوب أخذ عينة عشوائية بسيطة من ١٢٥ من طلاب التمريض أثناء الممارسة السريرية. تم جمع البيانات باستخدام استبانة ذاتية، تتكون من المتغيرات الديموغرافية، ومقياس الضغط الملحوظ ومقياس مخزون سلوكيات التأقلم. النتائج: مما مجموعه ١٢٥، كان هناك ٤٨٪ ذكور و٥٢٪ إناث من طلاب التمريض. كانت أعمارهم ٢١ ±١.٥٦عاما معظمهم من غير المتزوجين ١١٠(٨٨٪). كان تقريبا ٦٥(٥٢٪) منهم راضين جدا بينما كان ٤١ (٣٢.٨٪) منهم راضين عن ممارستهم السريرية. وكانت الضغوطات الرئيسة هي الضجيج ٢٠ (١٦٪)، وتغيير المكان ٩ (٧.٢٪)، والتفاعل الاجتماعي ٧ (٥.٦٪) والمرض الشخصي ٧ (٥.٦٪). تضمنت العوامل المجهدة المثيرة للتوتر رعاية المرضى ١.٥٦±٠.٤٥، والواجبات وحجم العمل ١.٦± ٠.٤٣، ونقص المعرفة والمهارات المهنية ١.٢٤± ٠.٤٥، ومجال الممارسة ١.٤٧±٠.٤٩، والأقران والحياة اليومية ١.٨٩±٠.٦٧، والمعلمون وطاقم التمريض في المستشفى ١.٤٥±٠.٧٩. وكانت الاستراتيجيات المستخدمة من الطلاب لتقليل الضغط؛ نهج حل المشكلات ١.٨٤±٠.٦٧، وأبقى متفائلا ١،٥٦± ٠.٦٧، والتحويل ١.٣٤±١.٢والتجنب ١.٢٣±٠.٥٦. الاستنتاجات: يواجه طلاب التمريض في هذه الدراسة الجماعية إجهادا معتدلا نظرا لوجود ضغوطات مختلفة. كثيرا ما يستخدم طلاب التمريض نهج حل المشكلات والتجنب للتغلب على الضغوطات. ولكن، هناك حاجة إلى نظام أساسي للمساعدة في الحد من التوتر بين طلاب التمريض. Abstract: Objective: Nursing students are exposed to several stressors during their studies and training. The aim of this study is to assess the degree of stress experienced by nursing students at Albaha University, KSA and the coping strategies they subsequently employ. Methods: A descriptive cross-sectional study was conducted by a simple random sampling technique on 125 nursing students during their clinical practice. The data were collected by a self-administered questionnaire consisting of demographic variables, the Perceived Stress Scale, and the Coping Behavior Inventory. Results: Of the 125 participants, 48% were male and 52% were female. The mean age was 21 ± 1.56 years, and they were mostly single 110 (88%). Approximately 65 (52%) were very satisfied and 41 (32.8%) were satisfied with their clinical practice. The main stressors were noise (20; 16%), moving location (nine; 7.2%), social interaction (seven; 5.6%), and personal illness (seven; 5.6%). The perceived stress provoking factors included taking care of patients (1.56 ± 0.45), assignments and workload (1.60 ± 043), lack of professional knowledge and skills (1.24 ± 0.45), field of practice (1.47 ± 0.49), peers and daily life (1.89 ± 0.67), and teachers and nursing staff at hospitals (1.45 ± 079). The strategies used by students to minimise stress included taking a problem-solving approach (1.84 ± 067), staying optimistic (1.56 ± 076), transference (1.34 ± 1.20), and avoidance (1.23 ± 056). Conclusion: The nursing students in the study cohort were exposed to moderate stress due to different stressors. In response, they frequently used a problem-solving approach and avoidance. However, a standard protocol by institutions is required to help reduce stress among nursing students. الكلمات المفتاحية: استراتيجيات التأقلم, الممارسة, طلاب التمريض, التوتر, Keywords: Coping strategies, Nursing students, Practice, Stress