• Objective: to explore Jordanian nurses' attitudes toward pressure ulcer prevention and to identify their perceived barriers to care in pressure ulcer prevention. • Method: A cross-sectional multi-centre study was undertaken in four hospitals in Jordan. the registered nurses and nurse assistants working at these sites were requested to complete a self-administered questionnaire. • Results: In total, 428 completed questionnaires were returned. the participant nurses hold positive attitudes regarding pressure ulcers prevention (mean=3.91). the only factor that seems to have an effect on the positive attitude was the experience of the participants (χ ² [2, n=227]=6.38; [=0.041). the positive attitude was enhanced with increased number of years of experience. Several barriers to good practice were reported by the participants, including: lack of staff (86.2%), time (83.6%), and patient conditions (68.6%). • Conclusion: Findings of this study suggest that positive attitudes are not enough to change practice. Several barriers need to be resolved first if effective prevention is to be provided. this should form a reference dataset that needs to be addressed in the tissue viability field in Jordan, which is still in its infancy. • Declaration of interest: there were no external sources of funding for this study. the authors have no conflicts of interest to declare with regard to the article or its content.

Background: Lecturing has been traditionally used as the core teaching strategy in university education in all disciplines. However, new research in education suggests that other formats such as game teaching could be more effective. Aim: To compare students' performance, satisfaction and retention of knowledge between a Jeopardy!-style game format and a didactic lecture format in teaching the subject of models for organising patient care to fourth-year nursing students. Methods: A parallel-group randomised controlled trial was conducted. Participants were fourth-year nursing students who registered in the second semester of 2012–2013 and enrolled in the Nursing Management and Ethics in Nursing Course in the Community Health Department. Results: 66 students completed the study (34 in the quiz game group and 32 in the lecture group). Pre-test results showed no significant difference between the two groups in their achievement scores. However, in the immediate achievement post-test and the retention test the students in the quiz group scored significantly better than those in the lecture group. A satisfaction questionnaire showed that the game format was well liked and accepted by students as a more satisfying teaching method. Conclusion: This study is the first of its kind in Jordan to explore the effectiveness of this particular game format versus the lecture format. Results suggest that the game format was well liked and accepted by students as a more satisfying teaching method. Additionally, it appeared to be a better method of education as it promoted greater information retention.