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Background: Game-Based Learning (GBL) is an innovative pedagogical approach that utilizes digital applications to enhance health sciences higher education. Therefore, analyzing faculty and students' perspectives on GBL can help educational administrators, educators, and researchers tailor GBL to students' needs. Purpose: This study aimed to explore faculty (teachers) and students’ perspectives towards GBL in health sciences higher education. Further to identify barriers affecting the use of GBL as well as recommendations for its use from their perspectives. Methods: A descriptive-qualitative approach was conducted at a Saudi university. A total of 42 semi-structured interviews were completed with a purposive sampling of 22 faculty members and 20 students until data saturation. The data were analyzed using a thematic content analysis approach. Results: Faculty members and students reflected on their personal experiences using GBL, and the data presented seven themes and 30 categories emerged from the content analysis: common digital apps, purpose and uses, effect or benefits of GBL, personal experience with GBL, challenges and barriers affecting the use of digital games, and recommendations for educators on using GBL apps. Conclusion: The experiences of both students and faculty demonstrated that GBL can enhance classroom learning and complement traditional teaching approaches in health sciences higher education. GBL's safe, immersive environment lets students practice many generic skills, boosting interest, motivation, and peer-mediated learning. Faculty and students shared their GBL experiences, responsibilities, and enthusiasm. Health sciences higher education institutions should consider ways to increase flexibility in providing resources and training to educators who want to build and use the GBL approach in their classroom.

Context: Nursing interns are expected to practice safe medication administration. Pharmacology courses in their undergraduate education prepare them for safe medication administration. Most interns are challenged by the practical implementation of theoretical concepts in pharmacology. Aims: The purpose of this study was to describe the experiences of nursing interns with the application of medication knowledge and skills in clinical practice settings. Settings and Design: A qualitative descriptive design was used in health science university in Saudi Arabia. Subjects and Methods: face-to-face in-depth interviews with nursing interns recruited through purposeful sampling in a health science university in Saudi Arabia. Data were collected from December 2019 to January 2020 following Institutional Review Board approval. Statistical Analysis Used: Graneheim inductive approach was used for the content analysis of the data. Standard principles of trustworthiness were applied. Results: Two major themes emerged as “perceived readiness” and “bracing attributes.” There were two subthemes within each theme, which were populated by 13–23 statements. Conclusions: Nursing interns described certain challenges with the application of knowledge and skills in medication administration. Self-perceived lack of knowledge underlined description of most experiences. Learning acquired with case studies, classroom interactions, clinical exposure, and simulation, in undergraduate education was acknowledged in the context of retention of knowledge.

Background: Team-based learning (TBL) is a flipped class teaching technique based on principles of collaborative learning. It improves academic test performance in students. Increased satisfaction with learning tasks and enhancement in critical thinking skills is also observed with TBL in nursing education. Aim: The aim of this study was to compare the effects of “conventional TBL” (CTBL) and “TBL combined with high fidelity simulation” on student's attitude and test performance. Methods: The study was conducted in College of Nursing, Jeddah, following Institutional Review Board approval. The study had a two-group posttest only experimental design. Undergraduate nursing students enrolled in the pediatric nursing course were randomly allocated to two groups. Students in Group 1 and Group 2 were taught selected course topics with “CTBL” and “TBL combined with high fidelity simulation” respectively. They filled a questionnaire (comprising of 5-point Likert scale) measuring their attitude toward TBL after completion of the course. They also undertook a test comprising of the same items and the test scores between the two groups were compared. Results: A significant difference (P < 0.001) in test scores the two groups of students was assessed. The difference in mean score of responses between Group 1 and Group 2 was also significant. Conclusion: Test scores of students who covered learning content with TBL combined with high fidelity simulation had better test scores in cognitive test items. A more positive attitude toward TBL was noted in students completing learning tasks with high fidelity simulation in the application phase.

Background: The term ‘predatory journals’ initially appeared in PubMed in 2012 and was coined by Professor Jeffrey Beall in a note published in the Nature Journal. It is used to denote fake journals with questionable peer review, fast track publishing processes against monetary payment and a predatory approach to target researchers through spam email. Purpose: This study aimed to explore the experiences of nursing faculty concerning publication in predatory journals. Methods: A simple qualitative design was used. The setting included a college of nursing in Jeddah Saudi Arabia. A purposive sampling technique, with eight faculty members, were included in the study. In-depth interviews were conducted, audio-recorded and analyzed using a simple content analysis approach. Results: Three themes emerged with nine subthemes namely: i) research professional obligations; publishing pressure, research competitiveness, professional enhancement and promotion; ii) fast publications; escaping peer review, paying for quick service; iii) after-effects; emotional turmoil; characteristics of predatory journals. Conclusion: This study showed that publishing in a predatory journal has serious consequences, both professional and personal. The findings also highlighted that anyone in the academic setting could fall prey to these journals. Lastly, despite the increasing knowledge of predatory publishing, there is still a lack of awareness about this dark side of publications. Hence, educational awareness of predatory journals is needed. It is also recommended that research, including other disciplines, be completed.