Search

Aim: This study aimed to understand the influence of clinical instructors' caring behavior on the psychological well-being of student nurses. Design: This study survey used the quantitative cross-sectional research design. Method: The sample comprised 405 Saudi nursing students studying at Shaqra University. The study used two instruments: the "Nursing Students' Perceptions of Instructor Caring" and the "Student Well-being Process Questionnaire." Convenience sampling was used to collect data from November 2021 to February 2022 Result: The students' perceived Instructor caring was high. The psychological well-being of students was high. There were significant variations in the students' perceived Instructor's caring in terms of year level. A very weak positive correlation existed between the student nurses' rank in their families and their perceived Instructor's caring. Furthermore, gender, year level, family structure, and the Instructor's caring subscales "supportive learning climate," "appreciation of life's meaning," and "control versus flexibility" were significant predictors of the student's psychological well-being. Conclusion: The study's results support studies that nursing students' psychological well-being is influenced by their gender, family structure, year level, and perceived Instructor's caring behavior [ABSTRACT FROM AUTHOR]

Background: Effective teaching strategies in nursing education are essential to ensure students' mastery of critical skills such as drug dosage calculations. These calculations are pivotal for patient safety and quality care, yet many nursing students struggle with achieving competence in this area. Traditional teaching methods may fail to address different learning styles, highlighting the need for innovative, evidence-based approaches such as the Think-Pair-Share (TPS) strategy. Objective: This study aimed to evaluate the effectiveness of the TPS strategy in enhancing drug dosage calculation skills among level-eight nursing students at Shaqra University, Saudi Arabia Methods: The study employed a one-group pretest-posttest experimental research design with 34 level-eight nursing students as respondents. Data were collected in June 2024. A pretest was administered following a traditional lecture, while a posttest was conducted after implementing the TPS strategy. The assessment tool, adapted from a validated module, included 22 items focused on drug dosage calculations. Data were analyzed using paired t-tests to evaluate the intervention's impact on students' performance. Results: Pretest results revealed a mean score of 11.21 (SD = 2.24), indicating a lack of competence among respondents. Following the TPS intervention, the mean score significantly increased to 21.18 (SD = 1.14), denoting high competence. Statistical analysis confirmed a significant difference between pretest and posttest scores (t = -23.13, p = 0.0001), highlighting the effectiveness of the TPS strategy in improving students' knowledge and skills. Conclusion: The study findings affirm that the TPS strategy is a transformative teaching method that significantly enhances drug dosage calculation skills in nursing education. By fostering collaboration, critical thinking, and active participation, TPS addresses different learning needs and prepares students for the demands of clinical practice. Further research with larger sample sizes is recommended to validate these findings and explore additional benefits of this approach. [ABSTRACT FROM AUTHOR]

Aim: The study described the perception and attitude of Saudi male nursing students towards death and dying. Methods: This qualitative study recruited Twelve male Saudi nursing students from Nursing Department at University, Riyadh, Saudi Arabia. Data collection was conducted using unstructured one-on-one online interviews from January to February 2021 using thematic approach to analyse the data. Results: The result of the study presented three themes. The first theme describes the Muslim Saudi male nursing student's religious beliefs and practices in terms of three concepts. The second theme is the emotional reaction of the participants. The third theme is bereavement healing rituals. Conclusion: The knowledge on how nursing students with an Islamic belief view the concept of death and dying provides valuable and critical information on developing educational intervention as well as course and training contents that needs to be included in developing the competencies of these students. [ABSTRACT FROM AUTHOR]

Background: Reportedly, there has been a long-standing nursing shortage in Saudi Arabia. This study explored the attitudes of undergraduate student nurses considering them to be a factor contributing to this shortage. This study also investigated the association among gender, hospital exposures, and campus enrollment concerning mental health education. Methods: Quantitative correlational analysis was used on 124 student nurses in mental health nursing. Using Point Binary, Spearman's rank and one-way ANOVA, significant determinants were correlated to the domains of mental health nursing. Results: Student nurses have a positive attitude toward mental health education. Gender is significantly related to Preparedness for Mental Health (PMH) (r = 0.193, p = 0.032) and Course Effectiveness (CE) (r = 0.202, p = 0.024). Hospital exposures are significantly correlated to PMH (r = 0.455, p = 0.000), Knowledge on Mental Health (KMH) (r = 0.423, p = 0.000), Negative Stereotypes (NS) (r = 0.514, p = 0.000), CE (r = 0.266, p = 0.003), Anxiety Surrounding Mental Illness (ASMI) (r = 0.586, p = 0.000), and Valuable Contributions (VC) (r = 0.488, p = 0.000). A correlation was noted in campus enrollment between NS (r = 0.267, p = 0.012) and ASMI (r = 0.337, p = 0.001). Conclusions: Developing a positive attitude increases the acceptance of mental health education. Gender, hospital exposure, and course introduction positively influence students' views in selecting mental health nursing as their specialization. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the predictors of self-assessed and actual knowledge of diabetes among undergraduate nursing students. Nursing education plays an important role in preparing future nurses and ensuring that they are knowledgeable and competent in diabetes care. A descriptive, cross-sectional study was conducted with a convenience sample of 330 undergraduate Saudi student nurses. We collected data from October to December 2019 using the Diabetes Self-report Tool (DSRT) and Diabetes Basic Knowledge Tool (DBKT). We performed a multiple regression analysis to identify the predictors of self-reported and actual knowledge of diabetes. The students' overall mean (SD) scores in the DSRT and DBKT were 48.31 (5.71), which is equivalent to 80.52% of the total score and 22.54 (8.57), respectively. The students' university, gender, year level and experience in providing direct care to diabetic patients were the significant predictors of self-reported knowledge, whereas their university, age and perceived diabetes knowledge were the significant predictors of actual diabetes knowledge. The findings underscore the necessity to improve student nurses' actual knowledge of diabetes and its management. Our findings provide a solid basis for planning and implementing educational interventions with diabetes-related information to ensure adequate diabetes knowledge among nursing students. [ABSTRACT FROM AUTHOR]