International Journal of Nursing Sciences最新文献

{"title":"Effectiveness of a stepped self-care program for stroke survivors: A quasi-experimental study","authors":"Zihao Ruan ,&nbsp;Dan Wang ,&nbsp;Wenna Wang ,&nbsp;Yongxia Mei ,&nbsp;Hui Wang ,&nbsp;Suyan Chen ,&nbsp;Qiushi Zhang ,&nbsp;Zhenxiang Zhang","doi":"10.1016/j.ijnss.2025.12.012","DOIUrl":"10.1016/j.ijnss.2025.12.012","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to evaluate the effectiveness of the stepped self-care program on the self-care, self-efficacy, and quality of life of stroke survivors.</div></div><div><h3>Methods</h3><div>This quasi-experimental study allocated 110 stroke survivors from two neurology wards into an intervention group (<em>n =</em> 55) who received the stepped self-care program and a control group (<em>n</em> = 55) who received usual care from June to December 2023. The Self-Care of Stroke Inventory, Stroke Self-Efficacy Questionnaire, and the short version of the Stroke Specific Quality of Life Scale were administered at baseline (T₀), immediately post-intervention (T₁), and at 1-month (T₂) and 3-month (T₃) follow-ups. Data were analyzed using repeated measures analyses of variance, and generalized estimating equations.</div></div><div><h3>Results</h3><div>A total of 48 participants in the intervention group and 50 participants in the control group completed the study. No statistically significant differences were observed at T₀ in any of the measured indicators (all <em>P</em> &gt; 0.05). The study showed significant group, time, and group × time interaction effects across the assessed outcomes (all <em>P</em> &lt; 0.05). Follow-up between-group comparisons at T₁, T_2, and T₃ indicated that the intervention group had significantly higher scores in self-care maintenance, self-care monitoring, self-care management, self-efficacy, and quality of life than the control group (all <em>P</em> &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>The stepped self-care program significantly improved self-care behaviors, self-efficacy, and quality of life among stroke survivors. These findings support the broader implementation of this approach in post-discharge home self-care.</div></div>","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"13 1","pages":"Pages 45-52"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gamification as a strategy in nursing clinical supervision for developing critical reflective thinking","authors":"Sílvia Caldas ,&nbsp;Regina Gonçalves ,&nbsp;Renata Silva ,&nbsp;Adriana Taveira ,&nbsp;Ana Paula Macedo","doi":"10.1016/j.ijnss.2025.12.008","DOIUrl":"10.1016/j.ijnss.2025.12.008","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to analyse the benefits of a gamified clinical supervision strategy during hospital-based training, particularly regarding the development of critical and reflective thinking among undergraduate nursing students.</div></div><div><h3>Methods</h3><div>From April to July 2023, second-year nursing students who undertaking a nine-week clinical placement in a cardiology ward in northern Portugal were selected. Following a two-week diagnostic phase, students participated in a six-week gamified supervision programme comprising weekly 60-min sessions: infection-control decision-making; technical–procedural reasoning; guided emotional and ethical reflection; and clinical reasoning quiz on cardiology topics. Students completed weekly Structured Reflection Guide entries; supervisors recorded structured field notes after each session; and, after the intervention, students answered a post-intervention questionnaire and participated in focus groups. Qualitative data (reflections, field notes, open-ended questionnaire items, and focus-group transcripts) were analyzed using Bardin’s content analysis; quantitative questionnaire items were summarized descriptively.</div></div><div><h3>Results</h3><div>All seven students completed the six gamified sessions and submitted weekly reflection entries. Five students (71.4 %) completed the questionnaire. Across data sources, students reported that gamified activities supported knowledge consolidation, teamwork, and clinical reasoning. Questionnaire data showed that all respondents (<em>n</em> = 5, 100 %) strongly agreed that gamification enhanced their learning and should be maintained in clinical training. Reflections and focus groups revealed recurring themes related to emotional expression, sense of belonging, and difficulties using structured reflection tools, particularly in terms of comprehension and timing.</div></div><div><h3>Conclusion</h3><div>The gamified supervision strategy integrated into clinical training provided structured opportunities for practical engagement, collaborative work, and guided reflection. These findings suggest that gamification may support the development of reflective and critical-thinking processes in authentic clinical environments.</div></div>","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"13 1","pages":"Pages 68-76"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A conceptual analysis of reflective supervision for creating a positive intensive care practice environment","authors":"Mpho Grace Chipu","doi":"10.1016/j.ijnss.2025.12.016","DOIUrl":"10.1016/j.ijnss.2025.12.016","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to explore and clarify the concept of reflective supervision as a professional self-care strategy to create a positive Intensive Care Unit (ICU) practice environment.</div></div><div><h3>Methods</h3><div>Walker and Avant’s eight-step concept analysis approach was utilized to identify and define the attributes, antecedents, and consequences of reflective supervision in the ICU. An extensive literature search was conducted across various databases, including Google Scholar, CINAHL, PubMed. Articles published from 2005 to 2025 were identified. We followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 statement to indicate the included articles and extract related data based on relevance.</div></div><div><h3>Results</h3><div>Forty articles were included in the analysis. The identified attributes included the supervisor-supervisee relationship, effective communication, teamwork, collaborations, reflection, competencies, feedback, continuous support, and autonomous choice. The identified antecedents included participation, supportive supervision, flexibility, open-door policy, training, and motivation. Consequences impacting the success of reflective supervision were identified as promotion of resiliency, autonomy, work-life balance, self-awareness, increased self-esteem, professional development, critical thinking, increased job satisfaction, and enhanced commitment.</div></div><div><h3>Conclusions</h3><div>Reflective supervision is a complex professional self-care strategy that enhances ICU practice, by promoting nurses’ well-being, self-awareness, therapeutic skills, and professional development.</div></div>","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"13 1","pages":"Pages 88-95"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A blueprint for integrating nursing informatics into undergraduate nursing programs: A multiple-case study in Australia and South Africa","authors":"Alexis Harerimana,&nbsp;Kristin Wicking,&nbsp;Narelle Biedermann,&nbsp;Karen Yates","doi":"10.1016/j.ijnss.2025.12.004","DOIUrl":"10.1016/j.ijnss.2025.12.004","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to develop a blueprint based on empirical data to guide the integration of nursing informatics (NI) into undergraduate nursing programs.</div></div><div><h3>Methods</h3><div>This study employed a qualitative, holistic multiple-case study design, allowing each case to be examined as an integrated contextual system. Data were obtained from four cases—two from Australian universities and two from South African universities—all of which were public institutions offering undergraduate nursing programs. Twenty-one academic staff participated. Data collection involved semi-structured interviews, document review, and field observations. The documents reviewed included national digital health strategies, health informatics and NI standards, nursing education policies, accreditation standards, and curriculum guidelines. Materials from institutions—including subject outlines, program handbooks, and teaching policies—were also reviewed to gain a better understanding of how NI was integrated in each case. An individual case analysis employed conventional content analysis, followed by a cross-case thematic comparison. Data collection and analysis were conducted iteratively until saturation was achieved.</div></div><div><h3>Results</h3><div>This study highlighted the need for NI in undergraduate nursing programs. Foundational competencies, such as computer and information literacy, and advanced NI competencies, including digital health literacy, data security, and privacy literacy, alongside other competencies, were identified across varying levels of proficiency. Data from four cases led to the development of a blueprint to guide the integration of NI into undergraduate curricula. It comprises eight context-responsive steps, including situational and training needs analysis, NI competency identification and mapping against national and international standards, NI content development, sequencing NI content and experience, NI content review, implementation, and evaluation. The blueprint promotes responsive curricula that strengthen NI capabilities and readiness for digital healthcare.</div></div><div><h3>Conclusion</h3><div>The blueprint aligns with nursing education priorities, workforce needs, and emerging technologies, thereby supporting NI competency development that advances digitally transformed healthcare.</div></div>","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"13 1","pages":"Pages 77-87"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146181958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing power and technological empowerment for better health","authors":"Howard Catton","doi":"10.1016/j.ijnss.2025.12.017","DOIUrl":"10.1016/j.ijnss.2025.12.017","url":null,"abstract":"","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"13 1","pages":"Pages 1-2"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of virtual reality in cancer patient health education: A scoping review","authors":"Fangping Chen ,&nbsp;Xingyue Guo ,&nbsp;Dingyuan Wei ,&nbsp;Mengxing Wang ,&nbsp;Jiayan Wang ,&nbsp;Didi Xu ,&nbsp;Luyang Jin ,&nbsp;Xuemei Xian","doi":"10.1016/j.ijnss.2025.12.013","DOIUrl":"10.1016/j.ijnss.2025.12.013","url":null,"abstract":"<div><h3>Objectives</h3><div>This scoping review aimed to identify and summarize the current research on virtual reality (VR) technologies used for health education in cancer patients, as well as to identify key areas of application.</div></div><div><h3>Methods</h3><div>In accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, a comprehensive literature search was performed across 11 electronic databases and gray literature sources from inception to 12 September 2025. Studies employing immersive VR tools to improve health education outcomes in cancer patients were included. Data extraction and thematic synthesis were conducted to map evidence regarding VR modalities, educational applications, and outcome measures.</div></div><div><h3>Results</h3><div>Twenty-eight studies met the inclusion criteria. VR was applied across four primary educational scenarios, including radiotherapy, chemotherapy, surgery, and healthy behavior (including rehabilitation, smoking cessation, and self-management). Eight distinct VR modalities were identified, namely VR videos, virtual environments, virtual environment for radiotherapy training (VERT), VR interactions, 3D models, VR games, VR non-player characters (VR NPCs), and virtual libraries. Among these, VR videos (50.0 %), virtual environments (46.4 %), and VR interactions (28.6 %) were the most frequently employed. The interventions led to significant improvements in patient knowledge, skills, attitudes, health behaviors, and psychological well-being. A clear evolution in VR educational approaches has been observed, shifting from static environmental familiarization toward interactive, gamified, and intelligence-driven experiences. Nevertheless, notable gaps remain regarding safety protocols and data privacy protections, with only a minority of studies addressing these issues.</div></div><div><h3>Conclusions</h3><div>VR technologies demonstrate considerable promise as an innovative educational tool in oncology care, enhancing patient understanding, psychological preparedness, and engagement throughout the cancer journey. Future implementation must address infrastructural, ethical, and user-centered design barriers to facilitate the scalable and sustainable integration of this approach into clinical practice.</div></div>","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"13 1","pages":"Pages 27-35"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Healthcare professionals’ perspectives on disclosure of diagnosis and related issues in childhood cancer: A mixed methods systematic review","authors":"Run Xie ,&nbsp;Xiaoyan Huang ,&nbsp;Yiran Du ,&nbsp;Ying Gu ,&nbsp;Qiongfang Kang ,&nbsp;Hongsheng Wang ,&nbsp;Daqian Zhu","doi":"10.1016/j.ijnss.2025.12.014","DOIUrl":"10.1016/j.ijnss.2025.12.014","url":null,"abstract":"<div><h3>Objectives</h3><div>This review aimed to systematically synthesize the available research on the disclosure of diagnosis and related issues in childhood cancer from the perspectives of healthcare professionals, with the goal of informing the optimization of disclosure processes and meeting the communication needs of affected families.</div></div><div><h3>Methods</h3><div>In accordance with the Joanna Briggs Institute (JBI) methodology for mixed methods systematic reviews, the convergent segregated approach was used in this review. Articles were retrieved from 11 databases, including PubMed, Web of Science, CINAHL, CENTRAL, Embase, Ovid/Medline, PsycINFO, PsycArticles, Scopus, ERIC, and China National Knowledge Infrastructure (CNKI). The quality of the selected articles was assessed using the Mixed Method Appraisal Tool (MMAT). The review protocol was registered on PROSPERO (CRD42024542746).</div></div><div><h3>Results</h3><div>A total of 21 studies from 10 countries were included. Their methodological quality was generally medium to high, with MMAT scores ranging from 60 % to 100 %. The synthesis yielded three core themes: 1) the spectrum of professional and societal attitudes toward disclosure; 2) the dynamic practices of navigating disclosure amid uncertainty, including timing and environment, stakeholders, and content of disclosure; and 3) factors influencing disclosure, including children’s, parental, healthcare professionals’, and socio-cultural factors.</div></div><div><h3>Conclusions</h3><div>This review synthesized the perspectives and experiences of healthcare professionals regarding disclosure in childhood cancer, highlighting the complexity and multidimensional nature of this process in clinical practice. Future research should further investigate the experiences and needs of children and their parents, explore cultural variations in disclosure practices, develop context-appropriate assessment tools, and construct multidimensional intervention strategies to enhance the humanistic care and professional effectiveness of the disclosure process.</div></div>","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"13 1","pages":"Pages 96-104"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of the semi-virtual simulation teaching model based on the Standards of Best Practice of the International Nursing Association for Clinical Simulation and Learning","authors":"Peizhuo Shi ,&nbsp;Ping Yang ,&nbsp;Jingzhi Zhuang ,&nbsp;Yanru Wang ,&nbsp;Dong Pang ,&nbsp;Qian Lu ,&nbsp;Sanli Jin ,&nbsp;Jinxiao Zhao ,&nbsp;Wei Chen ,&nbsp;Ke Li ,&nbsp;Xiangping Li","doi":"10.1016/j.ijnss.2025.12.002","DOIUrl":"10.1016/j.ijnss.2025.12.002","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to compare the effectiveness of the semi-virtual simulation and traditional simulation teaching models based on the Standards of Best Practice (SOBP) according to the International Nursing Association for Clinical Simulation and Learning (INACSL) in the Adult Nursing course.</div></div><div><h3>Methods</h3><div>This study used a quasi-experimental design. A total of 94 third-year nursing students from a university in Beijing between November and December 2022 were recruited as participants. An innovative semi-virtual simulation teaching model was designed based on the SOBP established by the INACSL. In the Adult Nursing course, both the semi-virtual and traditional simulation teaching models were implemented. At the end of the simulation sessions, participants completed the Chinese version of the Simulation Effectiveness Tool–Modified (SET-M) to assess the effectiveness of the two teaching models.</div></div><div><h3>Results</h3><div>All nursing students completed the simulation sessions. There was no difference (<em>t</em> = −0.93, <em>P</em> = 0.353) in the total scores between the semi-virtual simulation teaching model (50.87 ± 5.30) and the traditional simulation teaching model (50.37 ± 5.16). However, there was a statistically significant difference (<em>t</em> = −2.65, <em>P</em> = 0.010) in the prebriefing section (semi-virtual simulation: 5.60 ± 0.71; traditional simulation: 5.33 ± 0.78). In contrast, no statistically significant differences were found for the scenario and debriefing sections (<em>P</em> &gt; 0.05). At the individual item level, statistical differences (<em>P</em> &lt; 0.05) between the two models were identified for items 1 and 9, but not for the remaining items (<em>P</em> &gt; 0.05). By analyzing the open-ended question, it was found that both simulation models were effective, and students’ comments were similar.</div></div><div><h3>Conclusions</h3><div>The study demonstrated equivalent effectiveness between the semi-virtual and traditional simulation teaching models. Semi-virtual simulation teaching model could offer a more flexible and feasible approach to simulation teaching.</div></div>","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"13 1","pages":"Pages 61-67"},"PeriodicalIF":3.1,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146182775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing accessibility through nurse-led clinics in primary care: An integrative review of models of care","authors":"Yajai Sitthimongkol,&nbsp;Manassawee Srimoragot,&nbsp;Weha Kasemsuk,&nbsp;Saovaros Meekusol,&nbsp;Pokkrong Pongpattanapisit,&nbsp;Pennapa Saenkla,&nbsp;Suebsarn Ruksakulpiwat","doi":"10.1016/j.ijnss.2025.10.006","DOIUrl":"10.1016/j.ijnss.2025.10.006","url":null,"abstract":"<div><h3>Objectives</h3><div>This integrative review aimed to examine and synthesize existing empirical evidence on nurse-led clinics (NLCs) in primary care settings, with a focus on models of care implemented globally.</div></div><div><h3>Methods</h3><div>The review adhered to PRISMA guidelines, with rigorous inclusion and exclusion criteria applied. A systematic search was conducted across the Cochrane Library, EMBASE, Medline via EBSCO, PubMed, ScienceDirect, Scopus, and bibliographic databases for studies published between 2014 and 2024. Eligible studies included original, peer-reviewed research focused on nurse-led or nurse-managed clinics. A convergent integrated synthesis approach and thematic analysis were employed to identify key models of care.</div></div><div><h3>Results</h3><div>The search yielded 1,651 records; 13 studies met the inclusion criteria. Data synthesis revealed six distinct models of care implemented in community-based nurse-led clinics: Innovative Cognitive Care, Integrated Multidisciplinary Care, Community-Driven Underserved Population Care, Reproductive and Women's Health Innovation, Palliative Care Model, and Behavioral Health Integration.</div></div><div><h3>Conclusions</h3><div>Nurse-led models of care are crucial for strengthening primary healthcare, particularly in underserved settings. Further research and policy support are needed to expand nurses' roles, enhance their competencies, and promote interdisciplinary collaboration for the delivery of sustainable and equitable health services.</div></div>","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"12 6","pages":"Pages 593-600"},"PeriodicalIF":3.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145600652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Moral distress and intention to leave among intensive care unit nurses in the United Arab Emirates","authors":"Amina M. Ahmad ,&nbsp;Wegdan Bani-Issa ,&nbsp;Fatma Refaat ,&nbsp;Muna S. Al-Tamimi ,&nbsp;Taliaa M. Al-Yafeai","doi":"10.1016/j.ijnss.2025.08.003","DOIUrl":"10.1016/j.ijnss.2025.08.003","url":null,"abstract":"<div><h3>Objectives</h3><div>The study aimed to examine the severity of moral distress and intention to leave among ICU nurses in the United Arab Emirates (UAE), and explore the influencing factors of intention to leave.</div></div><div><h3>Methods</h3><div>The study utilized a cross-sectional research design. A convenience non-probability sample of 341 nurses from various private and government hospitals across different emirates in the UAE participated in June 2022. Data were collected using a self-administered questionnaire comprising demographic information, the Moral Distress Scale–Revised. Multivariable logistic regression was used to identify factors associated with intention to leave.</div></div><div><h3>Results</h3><div>The study found that a large majority (71.9 %) of ICU nurses experienced severe moral distress, and more than 35 % had intention to leave. Futile end-of-life interventions emerged as the most distress-provoking aspect of practice [16.0 (0, 16.0)]. Multivariable analysis revealed nurses experiencing severe moral distress had 3.73 times the odds of intending to leave their job compared with those experiencing mild distress (95 %<em>CI</em>: 1.81, 7.69; <em>P</em> &lt; 0.001) and being aged 31–40 years (<em>OR</em> = 2.02; 95 %<em>CI</em>: 1.23, 3.33; <em>P</em> = 0.005) was independently associated with a higher intention to leave.</div></div><div><h3>Conclusions</h3><div>Severe moral distress was prevalent among ICU nurses in the UAE and strongly associated with intention to leave, and also those aged 31–40 years. Promoting ethical support, shared decision-making, and nurse empowerment is vital to improving retention and care quality.</div></div>","PeriodicalId":37848,"journal":{"name":"International Journal of Nursing Sciences","volume":"12 6","pages":"Pages 581-587"},"PeriodicalIF":3.1,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145600619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}