PurposeThis study aimed to investigate Jordanian university students' interaction, Internet self-efficacy, self-regulation and satisfaction regarding online education during the COVID-19 pandemic.Design/methodology/approachA correlational cross-sectional design was utilized using convenience sampling to include 702 undergraduate students from Jordanian universities using an online self-administered questionnaire. Descriptive statistics, T-tests, one-way ANOVA and multiple regression analyses were used to analyze the data.FindingsThe mean score of students' satisfaction was low (m = 45.14, SD = 25.62). Regarding student's interaction, learner-instructor interaction had the highest total mean score (m = 58.53, SD = 24.51), followed by learner-learner interaction (m = 47.50, SD = 22.64). Learner-content interaction had the lowest total mean score (m = 45.80, SD = 24.60). Significant differences in students' satisfaction were identified according to the level of education, university type and marital status. Significant predictors of students' satisfaction with online education were self-regulated learning, Internet self-efficacy, learner-content interaction, learner-learner interaction and the number of e-learning theoretical courses.Originality/valueOnline education is not well-established in developing countries. This study contributed to the limited knowledge of university students’ preparedness and satisfaction with online education during the early stage of COVID-19 pandemic.

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Aim This study was conducted to assess the occurrence of physical activity, nutritional habits, tooth brushing and seat belt use behaviour among adolescent school students in Jordan, and to examine the effect of psychosocial aspects of school on these behaviours. Method A cross-sectional descriptive correlational design was used to draw a sample of in-school adolescents aged between 11 and 15 years. The final sample included 1166 adolescents from five public and two private schools. Study participants filled in a translated version of the health behaviour in school aged children questionnaire. Descriptive statistics, correlational (point biserial), and bivariate analyses (chi-square tests) were used to analyse the data. Results Among the study sample 34.5% of the adolescents practised exercise outside school hours once a week or less frequently, and only 53.1% of them brushed their teeth more than once a day. Regarding seat belt use, 44.7% of the adolescents used them rarely or never. Concerning carbonated sugary drinks and sweets consumption, about 64% and 83.3% of the adolescents, respectively, consumed them once a day or more often. The percentages of adolescents who never drank low fat or whole fat milk were 43.1% and 38.2%, respectively. Conclusions The study concluded that school adolescents do engage in unhealthy behaviour. Psychosocial aspect of schools were associated with students’ physical activity, nutritional habits, tooth brushing and seat belt use behaviours.

Death is one of the most intense emotional experiences that people encounter regardless of their cultural, ethnic and religious beliefs.Everyone will have to go through it or probably through watching someone dying at some point in their lives. However, for nurses, the issue is a bit different (Jafari et al., 2015). Nurses encounter situations where they care for dying patients and witness death on daily basis. They may experience difficulties in coping with their responsibilities to care for dying patients (A'la et al., 2018). They also have a responsibility to assist and support holistic patients' needs (A'la et al., 2018). To be able to do so, nurses should have positive attitudes towards caring in general, and during the dying process, in particular (Hebert et al., 2011). Although the main role of nurses is the preservation of life, death is an inevitable event in every individual's life (Sinclair, 2011). Nurses deliver care to those individuals, and their attitudes towards death are essential in the delivery of care (Grubb & Arthur, 2016). Feelings of uncertainty about death may cause nurses to avoid topics related to death, to develop escape acceptance from death and dying issues and to avoid palliative care