Background: Critical care nurses have a vital role in identifying and treating the physiologic
stressors experienced by critically ill patients that disrupt homeostasis such as the patients with
Congestive Heart Failure (CHF). Aim of the study: to assess nurses' knowledge and practice
concerning fluid and electrolytes balance among patients with congestive heart failure and
investigating the relation between their knowledge and practice. Subjects and Methods:
Research design: Cross-sectional analytic design. Setting: The study was carried out at Zagazig
Main University Hospital .Subjects:160 nurses and 160 CHF patients .Tools of data collection:
a self-administered questionnaire sheet and an observation checklist. Results: nurses'
knowledge about CHF and related fluid/electrolytes balance was high, with an overall good
percentage having total satisfactory knowledge. The practice was deficient regarding assessment
of peripheral circulation, skin and mucous membranes, signs of altered tissue perfusion,
ineffective breathing pattern, and alteration in fluid balance. Nurses' knowledge was positively
influenced by their age, and female gender. The practice was negatively influenced by the
knowledge score and the number of medications taken by the patient, and the knowledge and
practice scores are negatively correlated. Conclusion: Hence, nurse's age and gender as well as
the attendance of training courses are the factors influencing their knowledge, while the factors
affecting practice are their knowledge and the number of medications given to patients. In
conclusion, nurses' knowledge about CHF and related fluid/ electrolytes balance is variable, with
an overall good percentage of total satisfactory knowledge. The practice is generally higher. The
knowledge and practice scores are negatively correlated and the training courses have a negative
influence on nurses' knowledge. Recommendations: The nurses working with patients with CHF
improve their knowledge, particularly the younger ones. The content and process of training
courses need to be revised, with more focus on applied knowledge.