Search

Objective: To identify facilitators and barriers to human papillomavirus (HPV) vaccination among college students. Methods: A cross-sectional survey with college students (N = 306) between the ages of 18 and 26 was conducted using a computer-delivered survey via iPad. A survey was designed to assess HPV/ HPV vaccine-related knowledge, beliefs, and vaccination practices. Results: Low completion rates for the HPV vaccination series (females: 28.9%; males: 11.5%) were observed among college students. The compliance was lower among students who were black American and did not speak English at home. In contrast, the compliance was higher among those who had received any recommendation for HPV vaccination, those with higher knowledge about HPV and HPV vaccine, and higher perceived benefits of vaccination. Conclusions: Increasing knowledge of HPV infection, including the benefits of HPV vaccination and health care providers recommending the HPV vaccine, may increase HPV vaccination among college students and reduce the incidence of the disease. [ABSTRACT FROM AUTHOR]

Rationale, Aims, Objectives: Around one‐third of medication errors resulting in death within 48 h involve insulin therapy. Despite a growing number of interventional strategies that have been published over the past decade, it remains unclear which of these interventions is effective in reducing insulin errors. Therefore, the study aimed to synthesize interventions to reduce the frequency of insulin errors in either home or health care settings. Methods: This integrative review was conducted based on Whittemore and Knafl's four steps, which includes problem identification, literature search, data analysis and presentation. Six databases including Cumulative Index of Nursing and Allied Health Literature (CINAHL), Medline, PubMed, Scopus, PsychInfo and Cochrane were searched from January 2010 through July 2021. The level of evidence quality was assessed according to the Johns Hopkins Nursing Evidence‐Based Practice grading scale. Results: Sixteen studies meeting inclusion criteria were reviewed. The results provide strong support for teaching patients how to use automated bolus calculators and educating patients to self‐administer insulin to prevent insulin errors in the home setting. Computerized protocols, education and double‐checking procedures were also found to be effective strategies for minimizing insulin errors in healthcare settings. Conclusion: While the strategies might be effective in reducing insulin administration errors in the home settings, computerized protocols, continuing education and the manual validation of insulin products appear to be the most effective strategies for reducing such insulin errors in healthcare settings. Understanding these findings may help clinicians and patients to decrease the number of insulin errors administration. [ABSTRACT FROM AUTHOR]

Introduction: Determining students' readiness for e-learning is critical to implementing more effective education and performance. Nursing education in Saudi Arabia continues to struggle with a shortage of technical tools to enable teaching and acquiring critical nursing skills. Aim: To assess the level of e-learning readiness and academic performance and their association in nursing students and to determine the factors associated with e-learning readiness and academic performance. Materials and Methods: A cross-sectional, multisite study was conducted on a convenience sample of nursing students (N = 139) attending nursing programs from multiple public and private universities in Saudi Arabia. A structured questionnaire was used for data collection from May 2020 to August 2020. Multivariate analyses were run using Statistical Package for Social Sciences (SPSS). Results: The mean age of the study participants was 27.3±6.34 years. The total average of e-learning readiness was 4.16 (SD=0.54). Bivariate analyses showed that age was associated with both e-learning readiness (r=0.175, p=0.03) and academic performance (r=0.341, p<0.001). Employment status, level of education, and previous experience with e-learning displayed significant association with e-learning readiness (p<0.05). In multivariate analyses, only previous experience with e-learning had positively influence on students e-learning readiness (b=0.188, p<0.05). Technology access subscale (b=0.206, p<0.05) and level of education (b=0.323, p<0.05) had both positive impacts on students' academic performance. Conclusion: The e-learning readiness score was high among the nursing students, especially if they were employed or had previous experience with it. Access to technology improved students' academic performance. The current e-learning mechanism may need some developments in order to meet students' different needs. [ABSTRACT FROM AUTHOR]

Aim: To assess the prevalence of minor and serious cyberloafing behaviours among nurses and examine the impact of the nursing stressors on nurses' cyberloafing behaviours. Background: Cyberloafing could have a negative influence on employees' job performance, but it also has been argued that it could serve as a coping mechanism to deal with stressful work environments. Design: A cross‐sectional descriptive, correlational design. Methods: Data were collected between September and December 2020 from a convenience sample of staff nurses (N = 291) providing care at a tertiary hospital in Saudi Arabia. Sample characteristics, nursing stressors and cyberloafing behaviours information were collected using self‐reported questionnaires. Descriptive, bivariate and multivariate analyses were performed. Findings Nurses in Saudi Arabia exhibited low levels of minor and serious cyberloafing behaviours. However, they engaged more frequently in minor cyberloafing behaviours more than serious cyberloafing behaviours. Stressors and Internet usage frequency influenced the frequency of minor and serious cyberloafing behaviours. Level of education and nationality impacted serious cyberloafing behaviours only. Conclusion: Nursing stressors were associated with cyberloafing behaviours. Other studies on cyberloafing and job stress yielded inconsistent results. Efforts should be taken to avoid the adverse effects of cyberloafing by establishing a clear policy on using the advanced technology for non‐work purposes. Summary statement: What is already known about this topic? Job characteristics and stress have been linked to increased cyberloafing behaviours among employees.Cyberloafing can serve as a coping mechanism to deal with stressful work environment.No studies have been conducted to describe the association between nursing stressors and cyberloafing behaviours. What this paper adds? Nurses in Saudi Arabia exhibited low levels of cyberloafing behaviours.The frequency of minor and serious cyberloafing behaviours among nurses is influenced by their stress and Internet usage frequency.Nurses' level of education and nationality impacted serious cyberloafing behaviours only. The implications of this paper Efforts should be taken to minimize the impact of nursing stressors by creating a healthy work environment and promoting nursing practice.Establishing a clear policy regarding using the Internet and advanced technology for non‐work purposes is essential to avoid the adverse effects of cyberloafing.Providing education for nurses on cyberloafing associated risks might reduce the amount of cyberloafing during working hours. [ABSTRACT FROM AUTHOR]

Aim and Objectives: To examine the influence of staff nurses' individual factors on knowledge, attitudes and implementation of evidence‐based practice in Saudi Arabia and to identify facilitators and barriers to evidence‐based practice implementation. Background: Evidence‐based practice has been considered as a key for healthcare quality measure. The literature, however, shows that nurses worldwide are not implementing evidence‐based practice as expected and recommended by governing agencies. In Saudi Arabia, evidence‐based practice implementation has not been addressed sufficiently. Design: A cross‐sectional, correlational design was used. We have complied with the guidelines of STROBE Checklist in presenting this research. A convenience sample of staff nurses (n = 227) was selected from four hospitals in Riyadh, Saudi Arabia. The survey questions included the Evidence‐based Practice Questionnaire and individual factors. Data were analysed using multiple linear regression models. Results: Attitudes towards evidence‐based practice had the highest mean followed by evidence‐based practice knowledge and implementation means. Evidence‐based practice training and research involvement were associated with knowledge in the bivariate and multivariate analyses. None of the individual factors were associated with attitudes. However, knowledge was associated with attitudes. Knowledge and attitudes influenced evidence‐based practice implementation positively. Unexpectedly, receiving evidence‐based practice training made it more difficult for nurses to participate in evidence‐based practice implementation process. We found that attitudes partially mediated the relationship between knowledge and evidence‐based practice implementation. Conclusion: Nurses in Saudi Arabia are willing to be involved in the evidence‐based practice process. However, nurses identified that they need to improve their knowledge and skills in order to be active participants in the process. Relevance to clinical practice: Organisations and nursing leadership may benefit from developing a comprehensive strategy to promote staff nurses' involvement in the evidence‐based practice process through providing continuing education and mentoring programmes about evidence‐based practice. [ABSTRACT FROM AUTHOR]

Background: Proper pain assessment is fundamental to effective pain management. Training nursing staff is critical for improving pain assessment competence and patient clinical outcomes. However, there is a dearth of research examining interventions that can enhance nurses' knowledge and attitudes toward pain management, especially in Saudi Arabia. Thus, this study aimed to evaluate the effectiveness of a structured education program on nurses' knowledge and attitudes towards pain management. Methods: A quasi-experimental design was used. The study sample included 124 registered nurses working in intensive care or inpatient units in Saudi Arabia. Data were collected between March and September 2021 using a knowledge and attitudes survey regarding pain, satisfaction with and self-confidence in learning, and the learning self-efficacy scale for clinical skills. Results: Nurses showed moderate levels of knowledge and attitudes regarding pain before (M = 20.3, SD = 4.80) pain management education, which were significantly higher after the intervention (M = 22.2, SD = 5.09, t = 2.87, p <.01). Before the intervention, nurses with a baccalaureate degree had more knowledge and better attitudes regarding pain management than diploma nurses (t = 3.06, p <.01). However, there was no significant difference between the two groups after the intervention (p >.05), indicating that the education was effective in enhancing nurses' knowledge and attitudes, regardless of nursing education level. Nurses in this study had high mean scores for self-confidence in learning (M = 35.6, SD = 4.68, range = 18–40), self-learning efficacy (M = 52.9, SD = 7.70, range = 25–60), and satisfaction with learning (M = 22.2, SD = 3.24, range: 10–25). Conclusion: Regular pain education programs can improve nurses' knowledge and attitudes. Increasing the breadth and depth of educational courses, alongside appropriate training, competency-based assessment, and pain education programs, is also recommended. Future research should consider the subjectivity and individualized nature of nursing by including patient satisfaction surveys to measure the improvement in nurses' knowledge and attitudes from the patient perspective. [ABSTRACT FROM AUTHOR]

Objectives: Despite the high prevalence of depression among older Korean Americans (KAs), there has been very little research on depression literacy among older KAs. This study identified specific areas of improvement in depression literacy to address mental health promotion among KAs. Twenty-two items on the depression literacy scale were grouped under five key themes: incidence and prognosis, differential symptoms, symptom recognition, non-pharmacological effectiveness, and pharmacological knowledge. This study aimed to assess the level of understanding depression literacy based on five domains and identify factors associated with depression literacy and its domains among older KAs. Methods: A cross-sectional study with 178 KAs aged 60 years and older was conducted in the Washington DC Metro area. Interviewer and self-administered questionnaires were used to collect data. Multiple linear regression analyses were conducted to identify factors associated with depression literacy and its domains. Statistical significance was set at p <.05 for analyses. Results: Knowledge pertaining to all 5 depression literacy domains was low, particularly on pharmacological treatment and differential symptoms were noticeably low. The majority of participants had misconceptions about antidepressants. 86% believed that antidepressants can have a rapid effect on symptoms, 82.6% believed people with depression should stop taking antidepressants as soon as they feel better, and 66.3% believed antidepressants were addictive. Conclusion: Misperception about depression and antidepressants may be associated with poor mental health outcomes among older KAs. Culturally-tailored education for older KAs with limited English proficiency could be beneficial in promoting depression literacy and reducing stigma or misconceptions regarding depression and treatments. [ABSTRACT FROM AUTHOR]

This study aimed to explore the level of perceived clinical competence among undergraduate nursing students. This was a cross-sectional, comparative, study. Data were collected using the Clinical Competence Questionnaire. Study participants included fourth year and internship nursing students attending 1 of 39 public and private nursing programs in Saudi Arabia. A total of 244 nursing students completed the clinical competence questionnaire. Students reported the ability to perform some clinical skills in clinical settings under supervision. Intern students had higher clinical competence than fourth year students (t = 2.792, p<.01). Year of education (β = .148, p<.05) and gender (bβ= .190, p<.01) were statistically significant to the prediction of perceived clinical competence level. The internship year facilitates the translation of theory into practice, which eventually may improve students' clinical competence skills. Improving perceived clinical competencies might improve actual clinical competencies. Lastly, more qualitative research studies are needed to investigate the decreased perceived clinical competencies among male students compared female students. [ABSTRACT FROM AUTHOR]

This study aimed to explore the level of perceived clinical competence among undergraduate nursing students. This was a cross-sectional, comparative, study. Data were collected using the Clinical Competence Questionnaire. Study participants included fourth year and internship nursing students attending 1 of 39 public and private nursing programs in Saudi Arabia. A total of 244 nursing students completed the clinical competence questionnaire. Students reported the ability to perform some clinical skills in clinical settings under supervision. Intern students had higher clinical competence than fourth year students (t = 2.792, p < .01). Year of education (β = .148, p < .05) and gender (β = .190, p < .01) were statistically significant to the prediction of perceived clinical competence level. The internship year facilitates the translation of theory into practice, which eventually may improve students' clinical competence skills. Improving perceived clinical competencies might improve actual clinical competencies. Lastly, more qualitative research studies are needed to investigate the decreased perceived clinical competencies among male students compared female students. [ABSTRACT FROM AUTHOR]

Introduction: Decision-making and job security have been linked to increased motivation and productivity in nursing. However, research on these variables in the Saudi context is limited. Aim: To examine the association between decision-making styles and job security among nurses working at public hospitals in Saudi Arabia. Materials and Methods: A cross-sectional, multicentre study was conducted on a convenience sample of 295 nurses working at four public hospitals in Saudi Arabia from March to June of 2021. Data were collected through an online self-administered survey. The Nurse decision-making instrument was used to measure decision-making style. Job security scale was utilised to measure job security among nurses. An independent sample t-test, Pearson's coefficient correlation, one-way Analysis of Variance (ANOVA), and multiple linear regression analyses were conducted using Statistical Package for the Social Sciences (SPSS). results: Nurses reported intuitive decision-making (Mean=87.85, SD=21.08) and a moderate level in job security (Mean=20.93, SD=7.48). A significant difference was found between average income level and job security (p-value<0.05). Decision-making style was also significantly and positively associated with job security (r=0.450, p<0.05). In a multivariate analysis, income level (β=0.182, p<0.05) and decision-making style (β=0.436, p<0.05) were predictors of job security. conclusion: Decision making style was found associated with job security. Improved patient care outcomes require excellent nurse decision-making. [ABSTRACT FROM AUTHOR]