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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.

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.

The shortage of nurses in Saudi Arabia like many other countries in the world is a problem. Additionally, there are a unique socio-cultural factor that causes the problem including but not limited to the negative perceptions and attitudes towards nurses. Unfortunately, the apprentices are subjected to a system that is inadequately represented by long working hours, negative images, and work pressures. In addition, several factors are attributed to the problems the students face during the initial year of clinical education. This study will analyze and evaluate the different factors that influence the clinical education of the bachelor nursing apprentices, particularly in the first year of experience. Aims and Objectives: The purpose of this study is to explore the factors affecting the clinical practice of nursing interns at tertiary hospital Jeddah. Methodology and Methods: The research was employed as a qualitative approach. Bachelor nursing students who are currently undertaking their internship program in a tertiary hospital Jeddah) were recruited as participant in this study. Findings: Data analyses regarding the factors affecting the clinical practice of nursing interns are summarized both positively and negatively. The major theme that emerged that reflects the positive experiences of intern students was “a time for reflection ”. Further to this the major theme that emerged relating to the challenges experienced by student interns was “ cold environment’. Conclusions: The findings of this research contribute to our understanding of factors affecting the clinical practice of nursing interns. Students identified their clinical learning as cold learning environment because they were treated unfairly, ignored by their instructors and were being embarrassed and feeling restricted. Moreover, students have also identified positive experiences for them during their internship program. The internship program is a great chance for the student for a reflection.