The need to improve clinical judgment competencies during training has been necessitated by the demand for the preparation of new nurse graduates to face an arena characterized by nurse shortage and acutely ill yet more informed clients. In Kenya, the nursing process has been the primary tool to help student nurses develop clinical judgment skills. However, local studies show glaring clinical judgment gaps among new nurse graduates that threaten safe patient care. There is, therefore, a need to examine how a combination of more evidence-based tools can enhance clinical judgment development to improve training outcomes. A quasi-experiment was used to conduct the study. This involved a case study based on pre-test and post-test used to evaluate clinical judgment development in both groups. Furthermore, the groups were used to evaluate the effect of combining two clinical teaching tools on clinical judgment competency scores. The study involved 82 undergraduate nursing students. The respondents had a mean age of 21.50±1.34 years for the Intervention group and 21.59±1.43 years for the control group. 34.15% of the respondents were male, while 65.85% were female. The outcomes of the pre-test and post-test scores across the year of study depict a significant improvement with below expectation <49% reducing from 39.02% to 28.99% among second-year student and 28.05% to 7.25% among the third-year students. Scores of relationships between improvement of CJ Skills Scores across Gender, Cluster, and Cohort proved to be insignificant with cohort only significant (P<0.035). There was a significant difference in the scores for Control Post-Test-Control Pre-test and (M=2.947, SD=15.174) and Intervention post-test-Intervention Pre-test (M=14.100, SD=14.398) conditions; t (38) =-6.116, p = 0.0001.” The findings showed a significant effect in combining clinical teaching tools on clinical judgment competency scores compared to the nursing process alone (p= 0.0000). The study findings imply the need to review clinical nurse training to incorporate more evidence-based strategies. However, the study recommends similar research to be carried out in multiple clinical sites to enhance the evidence's strength and the generalizability of the results and outcomes.

Introduction: Many studies to assess the efficacy of Internet-based learning in clinical nurses have been undertaken. The study aimed to compare the resultant learning outcomes following applying blended mode in teaching-learning alongside conventional instructional approaches. The research hypothesized a non-significant difference in academic performance outcomes before and after implementing blended teaching-learning intervention among nursing students in Kenya's selected universities. Methodology: This study applied mixed design methods to obtain detailed information from the study participants of interest to the researcher. Four out of nineteen (4/19) universities in Kenya that offered Bachelor of Science in Nursing were sampled using convenience nonprobability sampling. The sample population included an experimental group and a control group. Only general nursing lecturers and nursing students participated. Data was collected by the use of observation, self-reported questionnaires. Descriptive and inferential data were processed and analyzed in order to generate simplified information. Results: A total population of (n= 486) comprised of 175 (36.0%) male and 311 (64%) female participants who consented for the study. The students had a mean age of 22 years. 302(62.1%) students were motivated to adopt and use the blended mode of learning during the intervention phase while participants strongly agreed during the preintervention phase, 405/486 (83.33%) agreed, 27/486 (5.56%) were neutral, while 39/486 (8.03%) disagreed. There were 353 observations in the Intervention group and 133 observations in the Control group. The result of the two-tailed Mann-Whitney U test was significant based on an alpha value of 0.05, U = 19280.5, z = -3.04, p = .002. The mean rank for the Intervention group was 65.03and the mean rank for the group Control group was 61.62. This suggests that the distribution of academic performance for the group Intervention group was significantly different from the distribution of academic performance for the Control group category. Recommendations: Although this is observed, there is a need to emphasize sensitization to reduce student's anxiety further and increase to a higher level the engagement and utilization. Further researchers should consider co-operating other relevant variables that were not featured in the current study to reduce the current Knowledge gap in the adoption and implementation of blended learning-teaching in Universities. Conclusion: There is a significant correlation between the utilization of blended teaching and learning mode and nursing students' academic performance among universities offering Bachelor of Science in Nursing in Kenya.

The ease with which cancer is stopped by CellSonic surprises oncologists and delights patients. Cancer is an electrical fault. The behaviour of the cells is corrected by changing the voltage to that of healthy cells, a process called electroporation. There is no surgery and no drugs. This is biophysics, not biochemistry. There are no side effects and the replication of mutating cancer cells is stopped immediately. Then starts the healing of the damage caused by cancer and the usual problems in patients unfortunate to have been treated with chemotherapy and radiation. The cancer in the lungs has special difficulties because the tissues converted from malign to benign have to be removed. Lung surgery is seldom an option. CellSonic sells to specialist clinics where the patients pay for treatments. These clinics are too busy to tell CellSonic about their successes; they just keep ordering more shock heads, the consumable parts of the machine. Their patients tell others that CellSonic is better than anything else but CellSonic seldom gets detailed medical information. Fortunately, a radiologist’s report was sent to me about a patient and forms the basis of this article.