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Abstract : The critical care unit is consider one of the most important area in the hospitals, since it receives patients with severe and complicated conditions. In these units, attentive and consistent supply of caring behaviors is essential. Continuous monitoring and caring, good communication with patients and their families, supporting and encouraging patients' engagement in treatment decision-making are all vital roles for critical care unit nurses to perform (Zare, et. al., 2020). To evaluation the impact of communication educational sessions on the intensive care nurses knowledge. A quantitative quasi-experimental design study to achieve the study objectives which directed to evaluate the impact of Communication Educational Program on the Intensive Care Unit Nurses Knowledge started from 9 January to 20 June 2022. The research conduct at the intensive care units at Al- Hilla Teaching Hospital and Imam Al- Sadeq teaching hospital. Purposive non- probability sample methods select which consisted of (63) nurses divided as (30) nurses for interventional group, and (33) nurses for control group specific questionnaire prepared to collect the data. Most of participants 16(48.5%) and 19(63.3%) in both group (control and interventional) were between age group(24-26) years, 18(54.5%), 19(63.3%) were male, most of them bachelor holder 22(66.7%) and 18(60.0%), when most of the demographical characteristics matched among the study group it mean the equivalence of the group. the pretest of both study group recorded unsatisfied level of knowledge related to basic communication principles with the unconscious patients as (1.49 ± 0.206), (1.49 ± 0.175). During the post test the control group shows the same poor level clearly, while the nurses who attend the educational program session recorded significant improvement in their two posttest as(1.79± 0.158) and (1.71± 0.176). Most of the control group member have (2-5) years of experience in the critical care unit, where in the interventional group members were within one year. Most of the participant in the both group recorded unsatisfied level of knowledge in pretest regarding to all communication domains. While significant differences found among interventional group members through the first and second post- test, the content of the education program act as a positive factor to improve the knowledge.