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Introduction: Simulation training has become an integral component of nursing education, offering students opportunities to develop and refine their clinical skills in a controlled and safe environment. Objective: This study aimed to evaluate the clinical skill competence and professional behaviors of undergraduate nursing students following simulation training. Design: A descriptive cross-sectional design was employed for this study. Setting: The study was conducted in the simulation center at the University of Tabuk using the Clinical Competency Questionnaire (CCQ), with data collected between January 1, 2023 and February 28, 2023. Participants were enrolled using a convenience sampling method, including nursing students in the 3rd and 4th years who trained in the simulation center and agreed to participate. Results: The study results indicate that a majority of students demonstrated strong theoretical knowledge and practical competence in performing sterile techniques and administering oral medications with minimal or no supervision, with percentages of 74.7% and 73.3%, respectively. A significant proportion of students reported uncertainty or lack of skill in performing shift reports using SBAR (38.4%) and assessing gastrostomy tube placement (32.9%). Students exhibited satisfactory knowledge and competence in maintaining appropriate appearance, attire, and conduct (71.2%), understanding, and supporting group goals (71.2%), and comprehending patients' rights (69.9%). Conclusion: The findings suggest that nursing students attain a relatively high level of clinical competence and self-confidence after simulation training. This study recommends incorporating simulation training in nursing education, which enhances professional behaviors like appearance, group goals, and patient rights, but requires improvement in constructive criticism, problem prevention, and cultural competence. [ABSTRACT FROM AUTHOR]

Background: The global coronavirus disease pandemic of 2019 (COVID-19) has caused health care provider to experience extraordinary psychological stress. Objective: This study assessed the psychological well-being of nurses during the COVID-19 outbreak and factors associated with it. Methods: An online survey was sent to all nurses working at the Ministry of Health Hospitals and living in Tabuk city, Saudi Arabia. A total of 219 nurses were completed the survey. The Depression, Anxiety and Stress Scale -- 21 items (DASS-21) assessed the psychological well-being of respondents in the previous week. Results: One -quarter of nurses (24.7%) reported extremely severe symptoms of anxiety, more than one third (37%) reported extremely sever symptoms of stress, less than one quarter (14.1%) reported extremely sever symptoms of depression. Higher anxiety scores were significantly associated with direct contact with confirmed COVID 19 cases (p= 0.08), general health status (p= 0.001) and marital status (p= 0.042). Higher DASS-21 Stress scores were significantly associated with working more than eight hours per shift (p=0.024), marital status(P=0.036) and general health status (p <0.001). Higher DASS-21 Depression scores was significantly associated general health status (p <0.001). Conclusions & implication for practice: The COVID-19 outbreak has had a significant effect on the psychological well-being of Saudis nurses, particularly nurses who were married, had contact with COVID 19 cases, had working more than eight hours per shift, and had poor general health status. Protecting the psychological health of nursing staff is essential, nursing leaders are in charge of providing social support for nurses so that they will be able to cope with their anxiety, stress, and depression. [ABSTRACT FROM AUTHOR]

Background: Alzheimer disease is a condition that causes abnormal changes in the brain, disturbing memory, and other mental abilities. Currently, over 50 million people worldwide live with Alzheimer disease, which is the most common form of dementia and the fifth leading cause of death. Objective: The purpose of the current study is to assess the effect of an educational program on knowledge and practices of Alzheimer patient’s caregivers. Design: A quasi-experimental one-group pretest-posttest with three months follow-up design was used. Setting: the study was conducted in three elderly nursing homes in Amman, Jordan. Sample: a purposive sample of 50 caregivers from the selected elderly nursing homes were included. Results: Alzheimer patient’s care givers showed a significant gain in knowledge and improved practice after program implementation with highly statistically significant differences between pre, post, and three months at p-value <0.01. Conclusions: Findings demonstrated that Alzheimer caregivers’ education program can effectively provide knowledge and improve practice among caregivers. Recommendation: Conduct future studies to determine the best method of education and training for Alzheimer patient’s caregivers. [ABSTRACT FROM AUTHOR]