Background:The coronavirus disease of 2019 (COVID-19) pandemic has challenged the existing healthcare delivery systems worldwide and overwhelmed the globally short healthcare workforce, particularly nurses. Nurses are recognized as front-line responders to the COVID-19 pandemic and are crucial healthcare members to win the fight against the evolving COVID-19. Considering the long-lasting shortage of national nurses, and turnover of the current nursing workforce, it is essential to consider unconventional strategies aiming at expanding the national nursing workforce in order to embrace the impact of COVID-19. Objective: This study aimed to measure senior nursing students and intern's willingness to treat patients with COVID-19. Further, this study investigated their feelings, knowledge, and concerns regarding treating patients with COVID-19. Methods: This quantitative, cross-sectional study utilized self-reported survey gathered from a convenience sample of 178 senior nursing students and interns. A 7-item scale was used to measure the participants' willingness to treat patients with COVID-19. The data were collected between March 2020 and April 2020. Results: Out of 178 participants, 50.56% were at Level 8, 89.33% were single, and 53.37% had a very satisfactory grade point average. The highest proportion of the respondents (38.20%) felt neutral about treating patient with COVID-19, while 53.93% had good knowledge about COVID-19. The perceived willingness to treat of participants had an overall mean score of 20.19, which indicated neutral willingness to treat patients with COVID-19. Participants' feelings about treating patients with COVID-19 predicted their willingness to treat patients with COVID-19 (P<0.001). Conclusion/Recommendation:There is a clear need for educational and training programs both in clinical practice and academia for the improvement among nursing students and interns who reported paucity of knowledge about COVID-19. Furthermore, hospital institutions should provide additional incentives or hazard protections to maintain and even increase the number of staff at the frontline who are willing to care for patients amid the deadly pandemic of COVID-19.

Maintaining adequate nursing staff is a real challenge that many healthcare organizations are facing. Many factors have been identified to positively influence the reduction of turnover intention among. A comprehensive search was conducted in 2016 to review six databases CINAHL, Academic Search Complete, Business Source Premier, Education Research Complete, Health Source, and PsycINFO using a combination of keywords.All 12 studies included in the review consistently found a negative association between supervisor support and turnover intention. However, there were variations in the strength of this association. This systematic review points to the potential of decreasing turnover intention by improving supervisors' support behaviors. Although there are discrepancies within the literature regarding the strength of the association between supervisor support and turnover intention, evidence suggests that supervisor support could impact employees' turnover intention and thus actual turnover. Further research to evaluate the effectiveness of supervisor support on turnover intention is highly recommended, including interventional studies. Support in the workplace could be seen as a serious resource for reducing nursing turnover. Nursing supervisor and managers are encouraged to improve their supportive behaviors. Nursing policies are needed to promote supervisor supportive behaviors such as training programs and workshops. In addition to the direct effect on turnover, the PSS has an indirect effect on the TI. Researchers have suggested that the relationship between PSS and TI is mediated through other factors such as job satisfaction [12], and perceived organizational support [11]. MethodThe five steps for conducting a systematic review was adopted [13]. These steps include (a) framing questions, (b) identifying relevant studies, (c) assessing the quality (d) summarizing the evidence, and (e) interpreting the findings. Electronic databases CINAHL, Academic Search Complete, Business Source Premier, Education Research Complete, Health Source, and Psyc info were searched using a combination of keywords; Supervisor Support OR Supportive supervisions, and Turnover Intention OR Intention to quit. References of all included studies were searched manually for additional studies. The inclusion criteria for the studies were: (a) published in English language between 1995 and 2016, and (b) reported the associated between supervisor support and TI.To assure the quality of the systematic review, the Effective Public Health Practice Project (EPHPP) Quality Assessment Tool for Quantitative Studies [14] was used to assess each of the studies. Based on the tool's standard criteria, each component was rated as 'strong', 'moderate' or 'weak'. Each study was evaluated separately using this tool. An overall quality rating was determined based on review of all the component ratings. Studies with an overall rating of strong and moderate were included. Studies with an overall rating of weak were excluded from this review ResultsIn...

Background: Simulation-based learning (SBL) in nursing education is an innovative pedagogical approach that has significantly improved nursing education. Adopting SBL provides a controlled environment for meeting educational objectives without the risk of harm to real patients. Given that social distancing is required during the coronavirus disease (COVID-19) pandemic, SBL is a suitable alternative to clinical training for nursing students to learn and acquire the required clinical competencies. The study aimed to describe the effectiveness of SBL as a complete substitute for clinical experience from the perspective of students. This cross-sectional descriptive survey investigated students’ perceptions regarding the description of the effectiveness of SBL in four nursing colleges at four different universities across the Kingdom of Saudi Arabia. Settings: Four nursing colleges at four different universities across the Kingdom of Saudi Arabia. Participants included nursing students who attended simulation sessions. Data were collected by distributing a self-administrated online questionnaire, the Modified Simulation Effectiveness Tool (SET-M), which is a 19-item. Results: Approximately two-thirds of the participants were in their third (30.4%) and fourth (44.5%) academic year. The highest student presentation was for Site 1 (39.5%) and Site 2 (32.5%). Significant differences existed in all domains according to sex and university (p ≤ 0.001). There was a significant difference in relation to the level of agreement for pre-briefing, scenario, and debriefing domains (<0.001). Conclusions: SBL is a valuable teaching strategy that enhances nursing students’ self-awareness, self-confidence, clinical performance, and efficiency in performing procedures with considerable gender variation. Female students had more positive perceptions toward simulation effectiveness.

College students need to possess many skills to successfully pass each year of study. Effective time management skills are an essential characteristic for college students to have in order to maintain good academic performance. The students’ ability to manage their time properly is linked to many positive consequences, such as higher academic performance and lower stress levels. Despite the importance of time management skills for students, a limited number of studies were conducted to examine this issue among students in Saudi Arabia, especially nursing students. Therefore, the aim of this study was to explore the influence of time management skills on stress and academic performance levels of nursing students in Saudi Arabia. In this quantitative research, a cross-sectional design was used to explore the relationship between the level of time management skills and stress level of nursing students. A total of 150 students completed a survey (a response rate of 65%). The two scales included in this survey were the Student Nurse Stress Index and Time Management Questionnaire. Pearson’s correlation coefficient showed that there was a positive and significant correlation between the time management skills and academic performance of the students. That is, the increasing level of time management skills was associated with increasing academic performance (r = .240, p < .003), there was a positive and significant correlation between the time management skills and year of study (r = .262, p < .001), and there was a positive and significant correlation between the stress level and year of study (r = .249, p < .002). Therefore, time management and stress management training programs should be provided for nursing students during the orientation period.

Many hospitals worldwide have recently experienced a rise in turnover rates among their healthcare professionals. For example, in the United States, the turnover rate of healthcare professionals has dramatically increased from 13.5% in 2011 to 17.2% in 2015. Almost 40% of newly employed nurses in the United States intend to quit their jobs and search for new positions within the first year of their employment. The existing literature has documented many factors that can contribute to high turnover rates such as stress, feelings of inadequacy, lack of professional development and training, limited opportunities, and lack of the required skills and knowledge. However, a new factor that can lead to turnover has recently been discussed in the literature and is gaining greater attention: the conflict that exists between work and family demands. In this paper, we discuss the concept of workfamily conflict, its consequences, and a promising strategy to effectively tackle this issue and address its consequences. Helping healthcare providers to maintain the balance between work and family demands can reduce stress and increase job satisfaction among nurses, which can eventually lead to their retention in the workplace.

This is an open access article under the terms of the Creat ive Commo ns Attri butio n-NonCo mmerc ial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Background Academic programs are increasing simulation-based learning in Saudi Arabia during COVID-19 pandemic; however, there is limited knowledge about these universities’ simulation culture readiness. Thus, the purpose of this study was to explore faculty perceptions of the readiness to integrate simulation into nursing programs. Methods This cross-sectional correlational study recruited faculty members in four nursing colleges at Saudi universities using the simulation culture organizational readiness survey 36-item questionnaire. A total of 88 faculty members from four Saudi universities were included. Descriptive, Pearson’s correlation, independent sample t-test, and analysis of covariance analysis were utilized in this study. Results Nearly 39.8% and 38.6% of the participants had Moderately and Very Much overall readiness for the simulation-based education (SBE), respectively. There were significant correlations between the summary impression on simulation culture readiness measures and simulation culture organizational readiness survey subscales (p < 0.001). Three simulation culture organizational readiness survey subscales (defined need and support for change, readiness for culture change, and time, personnel, and resource readiness) and the overall readiness for SBE were correlated with age, years since highest degree, years of experience in academia, and years using simulation in teaching (p < 0.05). The sustainability practices to embed culture subscale and summary impression were only correlated significantly with the number of years using simulation in teaching (p = 0.016 and 0.022, respectively). Females had a significantly higher mean in the sustainability practices to embed culture subscale (p = 0.006) and the overall readiness for simulation-based education (p = 0.05). Furthermore, there were significant differences among the highest degree in the overall readiness for SBE (p = 0.026), summary impression (p = 0.001), the defined need and support subscale (p = 0.05), the sustainability practices to embed culture subscale (p = 0.029), and the time, personnel, and resource readiness subscale (p = 0.015). Conclusions Favorable simulation culture readiness results suggest great opportunities to advance clinical competencies in academic curricula and optimize educational outcomes. Nurse academic leaders should identify needs and resources to enhance simulation readiness and encourage the integration of simulation in nursing education.

Background: The shortage of registered nurses is a worldwide concern; with many countries struggling to maintain adequate numbers of nurses. Many factors that contribute to nursing shortage have been studied, but the influence of work–family conflict has received little attention. Work–family conflict has been linked to a number of work-related consequences, including turnover intention among employees. The aim of this study was to evaluate the influence of supervisory support behaviours on the relationship among work–family conflict, Stress, and turnover intention. Sample: 113 nurses. Result: A significant positive correlation was found between work–family conflict and turnover intention. A negative correlation was found between supervisory support behaviours and turnover intention. Both work–family conflict and stress were associated with turnover intention; however, these associations were buffered (weaken), when nurses perceived higher supervisory support behaviours. Conclusion Supervisory support behaviours could be the tool to help married, female nurses play their professional role without compromising their family responsibilities. Nurses’ turnover is a complex issue that may require multiple prevention strategies; however, enhancing family supportive supervisor behaviors could be a key resource for maintaining a positive workplace environment and reducing turnover intention.