Background Because of the COVID-19 pandemic, education and learning processes have been shifted to a completely virtual, online format. Students' satisfaction has been linked to better learning outcomes. Purpose The purpose was to determine factors associated with students' satisfaction with e-learning among Saudi nursing students. Methods A cross-sectional, correlational descriptive study was conducted among 139 nursing students from different nursing programs in Saudi Arabia using a self-reported online survey. Results Previous experience with and readiness for e-learning influenced students' overall satisfaction with e-learning and satisfaction with assessment. Only readiness for e-learning was associated with satisfaction with teaching and generic skills and learning experiences. Conclusions This study may enhance faculty members' understandings of factors influencing students' satisfaction with e-learning. Therefore, the urgent national distance education plan may need further development to meet students' needs.

Falls represent a significant threat to patient safety in clinical settings and can lead to severe complications and death. The World Health Organization (WHO) estimates that around 646,000 fatal falls occur every year, making falls the second leading cause of death worldwide, has also estimated that 37.3 million falls are severe enough to require medical care (WHO, 2018).Falls have been identified as a priority issue among hospitalized patients and can result in a prolonged hospital stay as well as increased healthcare costs (Alderby et al., 2017) and so a considerable body of literature exists on fall risk factors and prevention.Researchers have found that inpatient fall rates range from 25% to 45% (Lohse et al., 2012), and that 25% of inpatient fall injuries can be prevented (Tzeng & Yin, 2013). However, preventing inpatient falls in acute care settings remains a major challenge for healthcare providers. Researchers have suggested that in order to tailor appropriate interventions and reduce the burden of falls, preventable risk factors for falls should be comprehensively studied (Almegbel et al., 2018;

Introduction: Behavioral interventions assist patients in maintaining optimal self-management of their health, especially in those at risk of certain conditions. Little is known about the effects of self-management interventions on patient activation in adults with hypertension. Therefore, this systematic review and meta-analysis aimed to evaluate how self-management strategies affect changes in activation levels in adults with hypertension. Methods: We searched online databases: PubMed, CINAHL, and Cochrane Central Register of Controlled Trials for studies published between January 2004 and May 2021. We included randomized controlled trials that assessed the effects of self-management interventions on patient activation in adults with hypertension and reported patient activation using the patient activation measure (PAM). Results: 4 Four studies (N = 1415 participants) met the inclusion criteria. In adults with hypertension, self-management interventions improved patient activation with moderate strength of evidence. A community-based self-management program, motivational interviewing strategies, and home-based patient-activated care were associated with better PAM scores than usual care. Conclusion: Our findings reinforce the need for healthcare providers to incorporate these interventions into primary care to support the adoption of recommended hypertension self-management behaviors. Future studies must focus on tailoring support to the patient’s level of activation in hypertension self-management.

Aims To assess nursing students' attitudes, professional roles, perceived knowledge and preparedness in managing intimate partner violence. Design A cross‐sectional descriptive study design was used. Methods The sample consisted of 191 nursing students from 14 universities in Saudi Arabia. Data were collected from November to December 2021 using the Inventory of Beliefs about Intimate Partner Violence, Nursing Roles and Values, Educational Preparedness and Self‐Efficacy scales. Results The students' attitudes, professional roles, perceived knowledge and preparedness were moderate. When nursing students perceived themselves as knowledgeable, they rejected intimate partner violence, were in favour of their roles in managing intimate partner violence and were confident in their abilities to deal with this issue in practice. Only a quarter of the participants had received education on intimate partner violence although more than half of them were in their fourth year. Female participants had experienced domestic violence/intimate partner violence at a greater rate than male participants. Nursing students who had been exposed to education on intimate partner violence rejected intimate partner violence, but those who experienced domestic violence/intimate partner violence had more tolerant attitudes. Conclusion This study helps identify potential barriers to preparing nursing students for providing care for victims of intimate partner violence. There is a lack of adequate intimate partner violence educational content in nursing curricula. Establishing effective intimate partner violence education that integrates clinical training in nursing schools is crucial for enhancing students' attitudes and confidence in managing intimate partner violence. Impact Intimate partner violence (IPV) against women is a major global health problem leading to serious long‐term physical and mental health consequences. Nurses have professional roles to fulfil in preventing and managing IPV. Little is known about the attitudes and preparedness of nursing students to manage IPV, especially in the Middle East. Nursing students neither tolerated nor justified IPV and possessed moderate views about the role of nurses in managing it. The students believed that they had adequate knowledge, but their preparedness to manage IPV was lower than their perceived knowledge. A positive and significant relationship was found between IPV education and students' attitudes, although IPV education was not adequately established in undergraduate nursing programs in Saudi Arabia. The prevalence of domestic violence/IPV experiences among the participants was considerable and was higher among female participants. Personally experiencing violence had a significant negative influence on the students' attitudes toward IPV. Nursing curricula should include IPV education that offers training opportunities where the students are able to apply theory in practice. Nursing schools must provide support and consultation for students who are victims or survivors of ...

The COVID-19 pandemic has caused a sudden shift to distance learning. For many nursing students, distance learning is a new experience and an essential requirement if they hope to complete their programs. Two challenges that nursing students could face during e-learning are the lack of social presence and low satisfaction. This study aimed to assess students’ sense of community and satisfaction during e-learning and determine their impacts on academic achievement. This cross-sectional descriptive study used convenience sampling to collect data via a student satisfaction survey and a classroom community scale. There was a positive and significant correlation between the sense of community, total satisfaction with e-learning (p < .001), and academic achievement (p < .001). Academic achievement was positively and strongly correlated with satisfaction with teaching (p < .001), assessment (p < .001), generic skills and learning experiences (p < .001), and total satisfaction with e-learning (p < .001). Students who worked collaboratively with their classmates and were more engaged in their learning were more satisfied with e-learning and had higher academic achievement (p < .01). Female participants reported a strong sense of community and satisfaction with e-learning and greater academic achievement than males. Junior students perceived higher satisfaction scores and greater academic achievement (p < .01) than senior students. The findings of this study suggest that failing to meet student expectations can lead to low levels of student involvement. Students’ engagement and satisfaction are good indicators of the quality and effectiveness of online programs.

The COVID-19 has disrupted the education system in many countries (Pal et al., 2021). One major strategy to support the continuity of education while keeping students safe was to initiate the electronic learning (e-learning). E-learning has been used across several countries for social distancing and increases general satisfaction with education during COVID-19 (Alqahtani et al., 2021).Although many organizations have used this method for decades, it became necessary when countries such as Saudi Arabia imposed a mandatory curfew (Yezli & Khan, 2020). To improve education services, the ministry of education in Saudi Arabia promoted a sudden transition to online learning platforms. Such a step provides important experiences to move towards anchoring this modality in education in the future.E-learning has an active role in delivering useful information to all segments of society. This strategy also provides access to information in remote areas that lack adequate educational resources and contributes to saving users' time and increasing productivity (Apuke & Iyendo, 2018; Institute of Medicine, 2011). In Saudi Arabia, improvements are needed to create an effective virtual environment for e-learning. Therefore, a national plan was developed with a focus on improving the education environment, enhancing teaching methods and stimulating creativity and innovation (Saudi Arabia Vision 2030. The rapid increase in digital environments can support students' satisfaction levels in their different specialities. In nursing,

Evidence-based practice (EBP) is crucial in keeping nurses aware of the current knowledge and improving clinical decision-making. The integration of nurses’ EBP competencies and organizational support has been suggested to create an effective arena in implementing EBP. The purpose of the study was to examine organizational factors influencing nurses’ EBP knowledge, attitudes, and implementation and identify staff nurses’ perceptions of EBP nursing leadership and hospital supports in Saudi Arabia. Data were collected from a convenience sample of staff nurses (N = 227) working in four hospitals using a cross-sectional, correlational descriptive design. Level of education (p < 0.05), EBP training (p < 0.05), unit type (ICU (p < 0.001) and ER (p < 0.01)), perceived nursing leadership (p < 0.001), and work environment (p < 0.05) supports were found significantly associated with nurses’ knowledge. Magnet recognition (p < 0.01) and knowledge (p < 0.001) had significant influence on nurses’ attitudes. Unit type (ER) (p < 0.05), knowledge (p < 0.001), and attitudes (p < 0.001) were associated with implementation. Encouragement to attend EBP trainings from nursing leadership was perceived by most nurses (51.1%). Nurses reported their hospitals support EBP through training (68.2%). Findings support the need for healthcare systems to create a culture that facilitates EBP implementation to enhance nurses’ EBP competencies and improve patients’ outcomes. Nursing managers may consider preparing nurses through education.

Background Medication administration errors (MAEs) are a frequent cause of morbidity and mortality in acute care settings and can result in a prolonged hospital stay. The WHO estimated that medication errors cost up to $42 billion globally per a year. Therefore, MAEs was among the most common medical errors to occur in acute care settings. Studies of medication error usually focus on system factors, thus creating a gap between what researchers know about the causes of MAEs, and what frontline nurses actually do in the clinical setting. The purpose of this review is to fill a gap in the existing literature by focusing on the relationship between nurses’ characteristics and MAEs. Methods Online databases were accessed, including CINAHL, PsycINFO, PubMed, Scopus, and Google Scholar from 2007–2020 period. This review was guided by the methods described by Whittemore and Knafl. Studies that addressed the occurrence of medication errors based on RN demographics were included in this review. The included studies were reviewed and analyzed by the two authors. Results Of the 1141 publications retrieved, 19 studies met inclusion criteria. The result provided strong evidence that nurses’ level of education, length of experience, and attendance at training courses, are directly associated with the occurrence of MAEs. There is weak evidence of MAEs being influenced by the age and gender of nurses. Other nurse characteristics, such as cognitive load, frustration with technology, negligence, lack of attentiveness, and nurse ethnicity, are not adequately examined across the reviewed studies necessitates further research. Conclusion Focusing on nurses’ characteristics might facilitate other researchers to suggest appropriate interventions that may reduce the incidence of MAEs. Interventional studies may provide convincing evidence as to whether one variable has a causal effect on another variable, and control the influence of confounding variables to enhance the generalizability of the findings.