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الملخص: أهداف البحث: إن الهدف من هذه الدراسة هو استكشاف أنواع الإساءة اللفظية، وتكرارها لدى طلبة التمريض المتدربين وتحديد مدى تفشي الاكتئاب والضغط النفسي والقلق بينهم. طرق البحث: أجريت دراسة مقطعية في مستشفى تعليمي في أحد المناطق الحضرية في المملكة العربية السعودية لجمع البيانات من طلاب التمريض المتدربين باستخدام استبانة الإساءة اللفظية واستبانة الاكتئاب والقلق والضغط النفسي. النتائج: أكمل ٥٤ متدربا الاستبانات، وتعرض ٥٥٪ منهم لنوع واحد من الإساءة اللفظية مرة واحدة على الأقل في العام، و٥٪ تعرضوا لعدة مرات في الأسبوع. التجاهل كان الشكل الأكثر شيوعا من أشكال الإساءة اللفظية بنسبة ٥٠.٨٪، وكان رد الفعل العاطفي الأكثر شيوعا هو الشعور بالقهر بما نسبته ٥١.١٪. بالنسبة لرد الفعل السلوكي، كان ''التوقف عن التحدث إلى الشخص المعتدي'' هو رد الفعل الأكثر تكرارا، والذي يقوم به المتدربون بنسبة ٥٧.٩٪. معظم المتدربين) ٥٩.٣ ٪ (لم يظهروا أي من علامات الاكتئاب، و١٨.٥٪ منهم عانوا من اكتئاب شديد إلى حاد. معظم المتدربين (٧٠.٤٪) لم يعانوا من أي علامات تدل على القلق، ونحو ١١٪ منهم كان لديهم قلق شديد إلى حاد. لم يكن لدى الغالبية (٧٠.٤٪) أي علامات للضغط النفسي، فقط ٥.٦٪ منهم عانوا من التوتر الشديد. الاستنتاجات: الإساءة اللفظية هي مصدر قلق كبير في أماكن التدريب السريري. تحديد مستواها وأشكالها وردود الأفعال أمرا مهما، لا سيما بين ممرضي المستقبل. Abstract: Objective: This study aimed to investigate the forms and frequency of verbal abuse (VA) among nursing student interns and determine the prevalence of psychological disorders (i.e. depression, stress, and anxiety) within this group. Materials and methods: A cross-sectional study was conducted in an urban teaching hospital in KSA. Nursing student interns responded to the Verbal Abuse Questionnaire and Depression Anxiety Stress Scales. Results: A total of 54 interns completed the questionnaires; 55% of them had been exposed to one type of VA at least once a year, and 5% of them had experienced VA several times a week. ‘Ignoring’ was the most frequently experienced form of VA (50.8%), and feeling overwhelmed was the most commonly experienced emotional reaction (51.1%) to VA. ‘Stop talking to the abusive person’ was the most frequently reported behavioural reaction to VA (57.9%). Most of them (59.3%) did not report a sign of depression, but 18.5% of them had severe to extremely severe depression. Most interns (70.4%) did not report a sign of anxiety, but approximately 11.1% of them had severe to extremely severe anxiety. A majority (70.4%) of the interns did not report a sign of stress, and only 5.6% of them reported experiencing severe stress. Conclusion: VA is a major problem that is encountered in clinical settings, especially by future nurses. The present findings underscore the need to further examine the levels and forms of VA that are experienced by them and their reactions to such stress-inducing behaviours. الكلمات المفتاحية: الإساءة, المتدرب, الاضطراب النفسي, اللفظية, التمريض, Keywords: Abuse, Intern, Psychological disorder, Stress, Verbal abuse

Introduction Mental stigma is when patients of mental illness are labeled by their disorders, viewed negatively, and discriminated against due to their illness. This has a big impact on people's attitudes and behaviors toward the mentally ill. Moreover, mental stigma leads people to avoid patients with mental health issues, blame them for their conditions, and associate them with negative features like being dangerous, unpredictable, and hard to communicate with. The primary objective of this study is to assess the mental stigma among the population of the Al-Ahsa region in Saudi Arabia. Methods This is a cross-sectional study conducted in Al-Ahsa, Saudi Arabia, between June and August 2021. The target population of the study was people aged 18-65 years old whose place of residency during the time of the study was Al-Ahsa. The questionnaire used in this study contained a mental stigma scale called community attitudes toward mental illness (CAMI). Results A total of 758 participants were enrolled in the study. The mean of the stigma score was 99.24 ± 15.622, with a minimum of 53 and a maximum of 176. The means of the subscales were as follows: authoritarianism (26.18 ± 4.420), benevolence (23.26 ± 4.762), community mental health ideology (24.66 ± 5.896), and social restrictiveness (25.13 ± 4.6). There was a positive relationship between age and stigma score. Healthcare workers were found to have a lower level of stigma, as were those who spoke more languages. Also, being diagnosed with a mental illness and knowing someone who is diagnosed with a mental illness were associated with a lower level of stigma. Conclusion Most of the population (91.96%) had a low to medium-low level of stigma. The variables found to affect the level of stigma were age, career, number of spoken languages, being diagnosed with a mental illness, and knowing someone who is diagnosed with a mental illness. Mental stigma has a great impact on the person, as it can prevent the patient from seeking help, lead to isolation, and suicidal ideation. Future stigma-targeted campaigns are recommended.

Background:This paper explores the opportunities and challenges for integrating patient safety education in undergraduate nursing curriculum.Methods:Four dimensions of undergraduate nursing education are examined: National accreditation of nursing programs, building a competency-based nursing education, a model of nursing education and building faculty capacity in patient safety education and research.Results:Incorporating patient safety in a nursing curriculum can be “institutionalized” by making it a pre-requisite for granting program accreditation. At the operational level, transforming undergraduate nursing education to incorporate inquiry-based learning and moving toward competency-based patient safety education are two key requirements for engaging the students with patient safety science. Building faculty capacity who are experts in both patient safety teaching and research remains a key challenge that needs to be addressed to enable a shift in the patient safety “mindset” for future nursing workforce.Conclusion:Efforts to introduce patient safety in nursing education are both necessary and timely, and should accommodate students’ unique needs and cultural context.

INTRODUCTION: Nursing students suffer from high levels of stress related to academic assignments in addition to clinical skills training. As a psychosocial phenomenon, stress affects students’ academic achievement and wellbeing. Coping mechanisms help students deal with the challenges arising from stress.AIMS: To illustrate the level of stress and common stressors among nursing students; to describe the difference in stress level related to demographic data; and to identify coping mechanisms used by nursing students.METHODS: A descriptive cross-sectional study was carried out to determine the type of stress and coping strategies among nursing students. The level of stress was evaluated through Perceived Stress Scale (PSS) and type of coping strategies were assessed by use of Coping Behaviours Inventory (CBI).RESULTS: Students perceived moderate level of stress, most commonly attributed to assignments and workload, teachers and nursing staff, peers and daily life, and taking care of patients. The most frequently used coping mechanism was problem solving. The study found that age, GPA, education level and residence are good predictors of the use of transference as a coping behaviour.CONCLUSION: A moderate level of stress among students illustrates the need for stress management programs and the provision of suitable support.