Nurse leaders should acknowledge that a statement of professional nursing scope of practice is a necessity to encourage and fulfil engagement.

The review highlights the alarming rates of nurse turnover and its determinants in Saudi Arabia. Nurse managers in Saudi Arabia should consider this information, as they make daily assignments.

This study evaluated an innovative simulation-based teaching method for nurses. No significant differences in outcomes were identified between the simulator-based and traditional teaching methods, indicating that well-implemented educational programs that use either teaching method effectively promote critical thinking and self-confidence in nursing students. Nurse educators are encouraged to design educational plans with clear objectives to improve the critical thinking and self-confidence of their students. Future research should compare the effects of several teaching sessions using each method in a larger sample.

Background: Conflict is inevitable and can be found in all settings. It can co-exist between and among health care professionals such as doctors and nurses and their patients. The roles of the nurses in each scenario and the kind of strategies they utilized also vary. This study aimed to determine the conflict resolution strategies of nurses in a selected government tertiary hospital in the Kingdom of Saudi Arabia. Methods: Utilizing a Descriptive Correlational Research Design, 78 nurses were asked to identify their conflict resolution strategies during their day to day interaction with the patients and doctors through a 20-item questionnaire. This study was conducted in a government tertiary hospital specializing in maternity and pediatric care with 310 beds in the East of Riyadh. Results: Findings yielded a high utilization of conflict resolution strategies by nurses with patients. Accommodating (61.5%; n = 48) was ranked number one as nurses used this strategy in dealing with patients. Secondly, collaborative (60.3%; n = 47), the third is both compromising and avoiding at (57.7%; n = 45); and the least in rank is competing (56.4%; n = 44). Nurses utilized the following conflict resolution strategies with doctors such as: (1) competing (43.6%; n = 34), (2) both compromising and avoiding (42.3%; n = 33), (3) collaborative (39.7%; n = 31), and (4) accommodating (38.5%; n = 3). It shows that the number 1 priority for conflict resolution strategies is "accommodating" for patients which was regarded the least for the doctors. On the other hand, the least strategy "competing" with patients is the number 1 strategy of nurses with doctors. There is a significant relationship between nurses' use of conflict resolution strategies consistent at collaborative with patients and doctors and their age. Findings further reveal that the overall use of conflict resolution strategies is significantly related to both patients and doctors. There is a significant relationship between nurses' use of conflict resolution strategies at compromising with doctors and their nursing qualification. There is a significant relationship between nurses' use of conflict resolution strategies (collaborative) with patients and their current nursing experience. The overall use of compromising as a strategy is significantly related to doctors. There is a significant positive correlation between the nurses' scores of conflict resolution strategies for both patients and doctors. On the one hand, there is no significant difference relation between nurses' use of conflict resolution strategies with patients and doctors and their socio-demographic variables (age, years of nursing experience) except nursing qualification. There is a significant difference between nurses' use of conflict resolution strategies (avoiding) with patients and doctors and their qualifications. Conclusions: Consequently, conflict is inevitable and is still growing in healthcare. We have determined the importance of identifying the conflict resolution strategies being util...

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Competency is the basic standard for all healthcare professionals when providing care to recipients. The practice of good nursing begins primarily in the study of the nursing program and in the preparation of a nurse with high efficiency in nursing skills. This paper presents the concept of nursing competencies for Saudi nursing and its importance in implementing the national transition program 20/30, and the nursing competencies framework related to the graduate of the Bachelor of Nursing and the methods used in response to the needs of the academic and educational environment, and the stages to develop a competency-based approach.

Introduction: Clinical learning environment placements provide opportunities for students to develop their skills, socialize to the profession and bridge the gap between academic and workplace learning. This study was conducted to investigate Saudi nursing students’ perceptions of their clinical learning environment and supervision in the hospital setting. Methods: A sample of 90 final year student nurses completing practicums at a tertiary hospital in Riyadh was included in this cross-sectional study utilizing the Clinical Learning Environment and Supervision plus Nurse Teacher scale. Results: Overall, students perceived their clinical learning environment positively. Among sub-scores, that for the leadership style of ward manager was the highest. Supervision types, nursing-teacher teacher-visit frequency and grade point average positively and significantly impacted student’s perceptions, while university type and practicum duration did not. Conclusion: Students confirmed the ward manager’s leadership style as the most significant influencing their perceptions. However, the nursing teacher’s role had the lowest mean score, suggesting the need for its enhancement and clarification and indicating the need for better communication and collaboration between nursing schools and the clinical training hospital.

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