Medication errors by nurses are related to medication packaging, poor communication, unclear medication orders, workload and staff rotation. To prevent medication errors, teamwork must be improved. All healthcare settings should emphasise awareness of the culture of safety, provide support and guidance to nurses and improve communication skills. We also recommend the use of integrated health informatics, including computerised drug administration systems. The limitations of this study include the potential for nonresponse bias associated with the sampling method. Further research is required to explore the complex and multidimensional causes of medication errors and review the responses of nurses regarding the errors reported.

Background: Motivation is a significant concern for workforce management in healthcare organizations as it is linked to many important factors, such as performance, staff retention, and satisfaction. Aim:To assess motivation level, assess sources of motivation, and identify the difference in motivation level in relation to nurses' characteristics. Setting:The study was carried out in one major tertiary hospital in Riyadh, Kingdom of Saudi Arabia.Participants: A total convenient sample of 550 nurses were recruited. All participants are working under the umbrella of executive nursing administration.Methods: Data were collected using a self-administered questionnaire, which consisted of 30 items that focused on assessing a nurse's motivation sources and level.Results: In general, 346 nurses (62%) fully completed the survey. The average motivation level of nurses is 3.6 ± 0.5. Additionally, internal self-concept motivation was identified as the most predominant source of motivation (4.1 ± 0.6). Instrumental and goal internalization motivations ranked second (3.7 ± 0.6), whereas external selfconcept (3.4 ± 0.7) and intrinsic (3 ± 0.7) motivations are the lowest sources of motivation. There is a significant difference in the motivation mean between males and females (P = 0.034). Another significant difference was revealed with different years of experience (P = 0.021). Conclusion:The high percentage of internal self-concept motivation among nurses signified that nurses needed more than enjoyment of their work atmosphere, social acknowledgment, higher salary, and good rationale to give maximum effort. Although these should be taken into consideration, more attention should be given to practices that improve a nurse's challenge, autonomy, internal value, and competency.

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Background: Critically ill patients and those mechanically ventilated or unable to communicate may not be able to report any pain they experience. Consequently, pain assessment and management (PAM) is challenging and underestimated in intensive care units (ICUs), where patients suffer alteration of consciousness, sedation, invasive procedures and mechanical ventilation. Aim: This study aimed to investigate ICU nurses’ PAM practices, their perceptions of influencing factors, and their related educational needs. Methods: A descriptive cross-sectional design was employed, using a valid self-reported questionnaire. Results: Among the sample of 171 nurses, 55% were male and 83% held a bachelor’s degree. 60% reported performing pain assessment for patients able to report pain and 50% for those unable to do so. Almost 40% of participants reported that pain management plans and scores were not discussed in medical rounds. Workload and lack of guidelines were reported as the most common barriers to PAM, while the most common enablers were perceived to be prescribing analgesia and considering pain a priority. Nurses recognized the need for education regarding pain, especially the physiological (50%) and psychological (47%) consequences of untreated pain. Conclusion: Nurses’ reported performance of pain assessment for ICU patients remains suboptimal. Therefore, healthcare professionals, organizations, nursing schools, and policymakers should work together to improve nurses’ PAM knowledge and practices.

BackgroundNursing education has acknowledged that cultural competency should be an educational competency of baccalaureate programs. Although nursing faculty are expected to adequately prepare all nurses to provide culturally competent care for patients, the literature suggests that nurse educators' low levels of cultural competence contributes to under-preparation of new nurses to provide culturally competent care.

Abstract-Effective presentation of information is essential in teaching and learning. We assessed the promoters of and barriers to utilization of a learning management system, namely Blackboard ! (Blackboard Inc., Washington DC, USA), by undergraduate nursing students. We investigated their utilization of Blackboard ! and provided recommendations to improve their teaching and learning. We conducted a cross-sectional survey of 304 women in their second to fourth years of study using a validated questionnaire that evaluated their perceptions of Blackboard ! utilization. Data were collected between January and February 2017 and analyzed using descriptive and comparative statistics. The response rate was 67.5%. The most frequently reported promoters of Blackboard ! utilization were factors related to obtaining course specifications, materials, and grades (means: 3.54 ± 1.18, 3.54 ± 1.25, and 3.55 ± 1.34, respectively). The most commonly mentioned barriers to Blackboard ! utilization were factors related to loss of communication and feedback from educators (mean: 4.21 ± 1.05). Our results revealed that students experiences of using such systems are often negative, especially in terms of communication, interaction, and feedback. Investment in staff training and creation of new roles to monitor, maintain, and audit the quality of such systems are recommended.

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Purpose: Nursing profession is considered as a stressful and demanding job. The purpose of this research was to determine stressors types and degrees over two data collection periods in 2015-2016. Methods: This is a quantitative descriptive research study. A purposive sample of 55 female nursing students (complete 4 th year cohort) from Princess Nourah University took part in this study. Results: The results highlight that the most influential cause of stress were factors related to taking care of patients, teachers and nursing staff. Moreover, nursing students reported increased level of stress comparing them in two different time periods. Conclusions: To overcome these clinical stressors, it requires students to be equipped with competent knowledge, skills and experience in dealing with the changing needs of patients' condition. Future research should explore nursing students' beliefs and causes of stress and how it can be avoided by conducting a qualitative research study.