BMC Nursing最新文献

{"title":"Exploring nurses experiences in delivering palliative care to patients with advanced cancer.","authors":"Rasha A Mohamed, Safa Hamdy Alkalash, Amal R Gab Allah, Mohammed Owayrif Alanazi, Samah Nasser Abd ElAziz ElShora, Shaimaa Fouad Mohammed, Reda Anbar, Hanadi Dakhilallah, Maram Alshahrani, Elyasa Elfaki, Abeer A Almowafy","doi":"10.1186/s12912-026-05401-5","DOIUrl":"10.1186/s12912-026-05401-5","url":null,"abstract":"<p><strong>Background: </strong>Palliative care is crucial in comprehensive cancer care, but there is limited qualitative evidence on nurses' experiences providing it to advanced cancer patients in Saudi Arabia, where cultural and religious values significantly impact end-of-life care. Gaining insight into these experiences is vital for creating tailored strategies to enhance palliative care practices and support nurses in this field.</p><p><strong>Methods: </strong>Nurses who provide palliative care to patients with advanced cancer took part in a qualitative descriptive study. Participants were recruited purposively. Data were collected in four focus group discussions (FGDs) totaling 24 nurses; sessions were audio-recorded and transcribed verbatim. Using an inductive thematic approach, researchers iteratively coded and categorized the transcripts, developing overarching themes and subthemes through team consensus.</p><p><strong>Results: </strong>Data analysis yielded five key themes in palliative care: (1) preserving dignity through holistic palliative care; (2) navigating multidimensional professional responsibilities throughout the illness trajectory; (3) delivering holistic nursing care integrated with physical, emotional, and spiritual support; (4) balancing compassionate care with emotional and organizational challenges; and (5) envisioning a stronger palliative care system through education, collaboration, and public awareness. Nurses emphasize person-centered care that includes advocacy, coordination, and culturally sensitive communication, while acknowledging emotional challenges and the need for improved organizational support and public awareness.</p><p><strong>Conclusion: </strong>Nurses view palliative care as a holistic, person-centered practice, but emotional, communication, educational, and organizational barriers impede consistent delivery of high-quality end-of-life care. Overcoming these obstacles requires coordinated interventions: targeted education to strengthen clinical and communication skills; organizational reforms; policies that integrate palliative care across the illness trajectory; and public awareness initiatives aligned with cultural and religious values.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13599212/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149031773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and content validation of an anxiety-specific mental health literacy promotion programme for higher education students.","authors":"Andreia Sofia Cristina, Inês Franco de Almeida, Carlos Alberto Cruz Sequeira, Amorim Gabriel Santos Rosa","doi":"10.1186/s12912-026-05395-0","DOIUrl":"10.1186/s12912-026-05395-0","url":null,"abstract":"<p><strong>Background: </strong>Mental health issues among higher education students are a major public health concern, with anxiety among the most common. Anxiety can have negative academic, psychological, and social effects, including poorer academic performance and lower well-being. Despite its high prevalence, help-seeking remains limited, partly due to low mental health literacy (MHL), stigma, and difficulty recognising and interpreting symptoms. While MHL promotion programmes are available, few anxiety-specific interventions have been co-created with students and subjected to expert content validation in higher education settings. This study aimed to develop and validate the content of an anxiety-specific MHL promotion programme for higher education students.</p><p><strong>Methods: </strong>An exploratory, qualitative study was conducted using participatory methods and guided by the PRODUCES framework. It comprised two sequential phases. Phase 1 included focus groups with students to explore their experiences, needs, and views on anxiety and MHL. Phase 2 consisted of a two-round modified e-Delphi study to reach expert consensus on the programme's structure, content, and implementation strategies.</p><p><strong>Results: </strong>Nineteen students participated in the focus groups, which identified six core domains that informed the initial programme design. The e-Delphi study was conducted in two rounds, each involving 18 experts. Expert evaluation revealed a high level of agreement on most programme components and suggested revisions to session duration, programme structure, delivery format, digital support, and practical activities. However, no consensus was reached regarding the proposed programme duration of eight weeks, which will be evaluated during pilot testing. The final programme comprises structured yet adaptable sessions designed to promote recognition of anxiety, develop self-regulation skills, reduce stigma, and encourage help-seeking behaviours.</p><p><strong>Conclusions: </strong>An MHL promotion programme focusing on anxiety was developed through a structured, participatory process that incorporated student perspectives during the initial programme development and subsequent expert content validation. Grounded in mental health nursing practice, it is now ready for pilot testing to evaluate its feasibility, acceptability and preliminary effectiveness. It provides a flexible intervention framework to support the prevention and early identification of anxiety among higher education students, highlighting the importance of nurses in promoting mental health in higher education.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13647854/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Network analysis of illegitimate tasks, emotional labor, and turnover intention among clinical nurses: a cross-sectional study.","authors":"Li Ren, Yuzhu Guan, Jieqiong Zhang, Yumeng Lan, Zerun Zhao, Yufei Guo, Xinglei Wang, Xinman Dou","doi":"10.1186/s12912-026-05232-4","DOIUrl":"10.1186/s12912-026-05232-4","url":null,"abstract":"<p><strong>Background: </strong>The persistently high turnover rate of nurses worldwide continues to exacerbate workforce shortages, posing a significant threat to the stability of the nursing workforce and patient outcomes. Illegitimate tasks and emotional labor among nurses are key antecedents of their turnover intention. However, previous studies have not yet examined the complex interrelationships among these three factors.</p><p><strong>Methods: </strong>This cross-sectional study included 716 clinical nurses from five hospitals in Gansu Province. A regularized Gaussian graphical model was estimated, with nodes representing the dimensions of the illegitimate tasks, emotional labor, and turnover intention scales. Strength centrality and bridge centrality were then calculated to identify the core and bridge nodes within the network.</p><p><strong>Results: </strong>The network revealed a densely interconnected structure among illegitimate tasks, emotional labor, and turnover intention. The possibility of quitting the current job emerged as the most central node (strength = 1.04), while surface acting showed the highest bridge centrality (bridge strength = 0.40). The strongest association was observed between unnecessary tasks and unreasonable tasks (weight = 0.72).</p><p><strong>Conclusion: </strong>This network analysis identified the possibility of quitting the current job as the core node and surface acting as a key bridge node linking illegitimate tasks and turnover intention. These findings identify potential intervention targets for improving nurses' occupational well-being and workforce retention.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13602697/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149041549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A multicenter cross-sectional study of job satisfaction and associated factors among nurses in selected hospital settings in Germany, Iran, and Canada.","authors":"Firoozeh Behjat, Parastoo Aryamloo, Simin Ranjbaran, Jörg Heinrich, Narges Ramezanpoor, Masoomeh Dehghan, Jörg Schulz","doi":"10.1186/s12912-026-04879-3","DOIUrl":"10.1186/s12912-026-04879-3","url":null,"abstract":"<p><strong>Purpose: </strong>This study aimed to examine job satisfaction and its associated factors among nurses working in selected hospital settings in Germany, Iran, and Canada.</p><p><strong>Methods: </strong>A multicenter cross-sectional study was conducted from April 2017 to June 2019 across four tertiary-care teaching hospitals. A total of 521 registered nurses (271 from Iran, 186 from Germany, and 64 from Canada) completed a structured 50-item questionnaire assessing job satisfaction, workplace challenges, and sociodemographic characteristics. The questionnaire was developed based on established frameworks of job satisfaction and refined through expert review. Principal component analysis (PCA) identified eight dimensions of job satisfaction. Given deviations from normality, non-parametric statistical methods were applied alongside robust comparative analyses.</p><p><strong>Results: </strong>Nurses from the participating hospital in Canada reported the highest levels of overall job satisfaction, followed by those from the hospital in Germany and the hospital in Iran (p < 0.001). Significant differences were observed in interpersonal relationships, leadership, perceived workload, and work-life balance (all p < 0.001). Higher job satisfaction was associated with older age, longer work experience, and fewer weekly working hours. Across all sites, overall job satisfaction showed positive correlations with supportive leadership, effective communication, manageable workload, opportunities for professional development, and work-life balance, and negative correlations with perceived workload and intention to leave. Across all settings, insufficient income and administrative burden were consistently reported as key workplace challenges. While site-specific differences were observed, these findings should be interpreted cautiously due to variations in sample characteristics, response rates, and the absence of formal cross-cultural measurement equivalence testing.</p><p><strong>Conclusion: </strong>Job satisfaction varied across the participating hospital settings and was consistently associated with organizational and work-related factors, particularly workload, leadership, and work-life balance. The findings suggest that while core determinants of job satisfaction appear broadly similar, their relative influence may differ across organizational contexts. Given the study design and sampling approach, results should not be interpreted as representing national-level differences.</p><p><strong>Implications for practice: </strong>Efforts to improve nurse job satisfaction should focus on modifiable organizational factors, including leadership practices, workload management, and flexible work arrangements, while taking local workplace conditions into account.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13595705/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of clinical education (ASSCE): a scoping review of use and experiences of the tool.","authors":"Anna Löfmark, Maria Engström, Gunilla Mårtensson","doi":"10.1186/s12912-026-05379-0","DOIUrl":"10.1186/s12912-026-05379-0","url":null,"abstract":"<p><strong>Background: </strong>Clinical practice in nursing education is perceived as important for students' learning and professional development. One prerequisite for optimal learning is having assessment tools that support continuous development and assessment of students' different abilities. The Assessment of Clinical Education (AssCE) tool has been used for over 20 years; however, less is known about how the tool is actually used and experienced both in clinical practice and in other areas of application.</p><p><strong>Aim: </strong>To describe and synthesize published literature on use and experiences of the AssCE tool.</p><p><strong>Methods: </strong>A scoping review using the framework of Arksey and O'Malley. The framework includes five stages: clarifying and linking the purpose and research question (Stage 1); identifying relevant literature (Stage 2); selecting literature (Stage 3) and extracting data (Stage 4); collating, summarizing and reporting results (Stage 5).</p><p><strong>Results: </strong>A total of 412 publications were found; 23 met the inclusion criteria and were included. The results show that the AssCE tool was used for various objectives mediating, above all, formative and summative feedback to students in a systematic and structured manner. The tool was utilized for planning the period, self-assessment, daily follow-up, and for assessment discussions with preceptors and the lecturer at the middle and end of a clinical period. Experiences of using the tool were mainly positive. Students and preceptors appreciated the tool as a structure for the clinical period content. Lecturers' experiences of using the tool, although it was time-consuming, were that having well-prepared preceptors and students enabled deeper-level discussions. Lecturers supported developing the AssCE towards digitalization. Comparisons indicated benefits of the AssCE compared to other equivalent locally developed tools for clinical education. Research studies, alongside clinical education, showed that the AssCE tool was useful in other areas as well, for example, when nurses estimated their own competence.</p><p><strong>Conclusion: </strong>Students, preceptors, and lecturers found advantages of using the tool, as it was designed based on experiences of opportunities for dialogue and verification of students' level of knowledge. The tool has also been used in new areas, indicating a need for further development and psychometric tests.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13587395/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149002612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Job satisfaction among Saudi and Non-Saudi critical care and emergency nurses: associations with psychological distress, turnover intention, and perceived retention strategies.","authors":"Zyad T Saleh, Majed S Al-Za'areer, Rami A Elshatarat, Amal Ali Alasmari, Wesam T Almagharbeh, Faroq Abdulghani Alshameri, Hala Zaiton, Abdullah R Allugmani, Bader Hameed Aljuhani, Rami Saleem Aloufi, Khaled M Al-Sayaghi, Ghaida Shujayyi Alsulami, Abdallah Hussein Amoush, Maha Salah Ismail","doi":"10.1186/s12912-026-05349-6","DOIUrl":"10.1186/s12912-026-05349-6","url":null,"abstract":"<p><strong>Background: </strong>Critical care and emergency nurses work in complex and demanding environments that may affect their occupational well-being, psychological health, and job satisfaction. Although previous studies have examined nurse retention challenges, limited evidence exists regarding factors associated with job satisfaction among Saudi and non-Saudi nurses working in high-acuity clinical settings in Saudi Arabia.</p><p><strong>Purpose: </strong>This study aimed to assess job satisfaction, psychological distress, turnover intention, and perceived organizational retention strategies among critical care and emergency nurses in Saudi Arabia and to identify factors statistically associated with higher job satisfaction.</p><p><strong>Methods: </strong>A descriptive cross-sectional correlational study was conducted among 494 critical care and emergency nurses recruited through convenience sampling from hospitals across five cities in northwestern Saudi Arabia. Data were collected using the McCloskey/Mueller Satisfaction Scale, Turnover Intention Scale, Patient Health Questionnaire-2, Generalized Anxiety Disorder-2, and a structured retention strategy questionnaire. Descriptive statistics, chi-square tests, Pearson correlation analysis, and multiple logistic regression analysis were performed.</p><p><strong>Results: </strong>Overall, 57.9% of nurses reported moderate job satisfaction and 51.8% reported moderate turnover intention. Non-Saudi nurses reported higher perceived job distress and turnover intention compared with Saudi nurses. Job satisfaction was negatively associated with turnover intention (r = - 0.435, p = 0.021). Multiple logistic regression analysis showed that salary ≥ 10,000 Saudi Riyals (OR = 2.68), employment in governmental hospitals (OR = 3.14), working in emergency departments (OR = 1.92), lower perceived job distress (OR = 2.62), absence of anxiety symptoms (OR = 2.47), lower back pain severity (OR = 1.86), and absence of depressive symptoms (OR = 1.58) were statistically associated with higher job satisfaction.</p><p><strong>Conclusion: </strong>Job satisfaction among critical care and emergency nurses was associated with workplace characteristics, physical health status, and psychological well-being. Although turnover intention was inversely correlated with job satisfaction, the cross-sectional design limits interpretation of temporal relationships. Organizational strategies focusing on supportive work environments, psychological well-being, equitable employment conditions, and professional development may contribute to improved nurse satisfaction and workforce stability.</p><p><strong>Clinical trial number: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13587452/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149002681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From caregiver burden to psychological resilience and positive emotional outcomes: the effectiveness of innovative psychiatric nursing intervention among family caregivers of patients with bipolar disorder.","authors":"Rania Maher Alhalawany, Yahya Mubark Khatatbeh, Ola Zaher Mansour, Shereen Roushdy Hashem","doi":"10.1186/s12912-026-05326-z","DOIUrl":"https://doi.org/10.1186/s12912-026-05326-z","url":null,"abstract":"<p><strong>Background: </strong>Family caregivers of people with bipolar disorder (BD) often experience substantial caregiver burden (CB), lower psychological resilience (PR), and fewer caregiving rewarding feelings (CRF), which generally affect caregiver well-being and patient care. In this study, we assessed the effectiveness of an innovative psychiatric nursing intervention in reducing CB, improving PR, and fostering CRF among family caregivers of patients with BD.</p><p><strong>Methods: </strong>A two-arm randomized controlled pre- and post-test study was conducted with 70 family caregivers recruited from a psychiatric hospital in Egypt. Eligible family caregivers were recruited using convenience sampling and were subsequently randomized in a 1:1 ratio to either the intervention group (n = 35) or the control group (n = 35). The intervention ran for eight weeks and was a structured nurse-led psychiatric telenursing program that blended psychoeducation, stress control, coping ability training, mindfulness practices, communication skills, and resilience-building strategies. Outcomes were measured using validated tools for CB, PR, and CRF, both before and after the program. Data were analyzed using descriptive statistics, independent-samples t-tests, separate repeated-measures ANOVAs, separate ANCOVAs adjusted for baseline scores, Pearson's correlation analysis, and multiple linear regression.</p><p><strong>Results: </strong>Participants in the intervention group demonstrated significantly lower CB and significantly higher PR and CRF than those in the control group (all p < 0.001). Separate repeated-measures ANOVAs demonstrated significant main effects of time and group, together with significant group × time interactions across all three outcome variables. Separate ANCOVAs further confirmed that these differences remained statistically significant after adjusting for baseline scores. In addition, PR and CRF were identified as significant independent predictors of CB in multiple linear regression analysis.</p><p><strong>Conclusions: </strong>Overall, the findings suggest that structured nurse-led psychiatric telenursing interventions may be linked to decreased CB along with improved PR and CRF among family caregivers.</p><p><strong>Recommendations: </strong>In practical terms, structured nurse-led psychoeducational sessions may function as an important part of family-centred psychiatric care. To confirm the durability of the benefits and determine their applicability in broader settings, further multicenter studies with longer follow-up periods are needed to assess the sustainability and generalizability of these effects.</p><p><strong>Trial registration: </strong>ClinicalTrials.gov NCT07548359, registered on April 22, 2026. Retrospectively registered.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149229150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structured shift huddle training and its influence on nurses' knowledge, safety awareness, and clinical performance: a quasi-experimental investigation.","authors":"Sara Sayed Abdel Wahab, Samah Faisal Fakhry, Nema Fathy Saad","doi":"10.1186/s12912-026-05307-2","DOIUrl":"10.1186/s12912-026-05307-2","url":null,"abstract":"<p><strong>Background: </strong>Shift huddles are brief, structured team briefings used to create shared situational awareness, identify emerging safety concerns, and coordinate priorities. Evidence is generally supportive, but much of the published huddle literature uses uncontrolled pre-post designs, making causal attribution difficult. This study assessed changes in nurses' knowledge, safety awareness, and clinical performance following a structured shift huddle and patient-safety training program.</p><p><strong>Methods: </strong>A one-group pretest-posttest quasi-experimental design was used in critical and non-critical inpatient units of a cardiovascular surgery teaching hospital affiliated with Ain Shams University Hospitals, Egypt. Eighty-two nurses (52 staff nurses and 30 supervisors/head nurses) completed baseline, immediate post-training, and follow-up assessments. Outcomes were measured using researcher-developed and adapted questionnaires and observational checklists covering shift huddles and International Patient Safety Goals (IPSGs).</p><p><strong>Results: </strong>Overall satisfactory knowledge increased from 32.9% at baseline to 93.9% immediately after training and 82.9% at follow-up. Overall high awareness increased from 29.3% to 100.0% and then 79.3%, respectively. Overall adequate patient-safety practice increased from 50.0% to 100.0% and then 75.6%. The largest changes were observed immediately after training, with partial retention at follow-up. Because the same nurses were measured repeatedly, the phase-comparison p-values from the source Pearson chi-square analysis are treated as exploratory and the descriptive changes are emphasized.</p><p><strong>Conclusions: </strong>Participation in the structured training program was associated with large short-term improvements in measured knowledge, awareness, and observed patient-safety practice, with partial attenuation at follow-up. Because the study had no concurrent control group and used direct observation, the magnitude of change cannot be attributed solely to the intervention. Controlled, multicentre evaluations with blinded or independently assessed outcomes are warranted.</p><p><strong>Trial registration: </strong>Not applicable.</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13579718/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148983966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Adaptive AI-based mobile simulation for drug calculation competency in nurses: a mixed-methods RCT.","authors":"Mohamed Fakhry Ahmed Salem, Ahmed Khamis Sharaf, Ahmed Abdelhafeez Abdelmonseif Younis","doi":"10.1186/s12912-026-05313-4","DOIUrl":"10.1186/s12912-026-05313-4","url":null,"abstract":"<p><strong>Background: </strong>Medication dose miscalculations remain one of the most persistent patient safety concerns in clinical practice, while traditional teaching methods often fall short in ensuring proficiency. The integration of artificial intelligence (AI) based learning tools has the potential to enhance knowledge, clinical decision-making (CDM), and self-efficacy among nursing staff.</p><p><strong>Aim: </strong>To evaluate the effectiveness of a researcher-developed artificial intelligence-based mobile learning application designed to simulate realistic hospital medication environments with adaptive feedback on nursing's drug calculation knowledge, decision-making, and self-efficacy, while exploring its feasibility and acceptability in routine training contexts.</p><p><strong>Design: </strong>Mixed-methods study with an embedded design, utilizing two-arm randomized controlled trial for quantitative evaluation and focus group discussions for qualitative exploration.</p><p><strong>Methods: </strong>The study was conducted at a non-governmental hospital where 56 nurses, randomly assigned to intervention group (n = 28) or a control group (n = 28). The mobile learning application simulated realistic hospital medication administration scenarios incorporating adaptive corrective feedback and progressively complex drug calculation cases. Data was collected at baseline and post-intervention using a drug dose calculation knowledge assessment, a clinical decision-making scale, and a self-efficacy scale. Post-intervention focus group discussions with the intervention group were analyzed using thematic analysis.</p><p><strong>Results: </strong>The study group achieved significant improvements in knowledge, decision-making, and self-efficacy post-intervention compared to the control group with large effect sizes. Qualitatively, six themes emerged which discussed several aspects of the training such as; perceived clinical benefits, realism, increased nurses' confidence, ease of use and engagement, training efficiency and challenges and the potential for improvement.</p><p><strong>Conclusion: </strong>This is one of the first randomized controlled trials (RCTs) conducted using mixed-methods and focusing on training nursing staff on drug-dose calculation with artificial intelligence (AI) based simulation. Results indicated that the intervention was associated with significant improvements in the measured outcomes and was perceived positively by the participants. However, its broader implementation across different contexts requires further investigation.</p><p><strong>Trial registration: </strong>ClinicalTrials.gov Identifier: NCT07448259. Retrospectively registered on February 18, 2026. Registration Link: https://clinicaltrials.gov/study/NCT07448259 .</p>","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13555860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the association between emotional intelligence, perceived support, and academic performance among nursing graduate students: a descriptive-correlational study.","authors":"Sidra Sarwer, Tariq Mehmood Bhuttah, Muhammad Naseem Abid, Suad Dukhaykh","doi":"10.1186/s12912-026-05348-7","DOIUrl":"10.1186/s12912-026-05348-7","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Nursing graduate education in Pakistan is increasingly recognized as pivotal for producing competent clinical leaders, educators, and researchers. However, the rigorous academic and clinical demands place immense psychological pressure on students, potentially compromising their academic performance and overall well-being. While emotional intelligence and perceived support have been independently linked to academic success in international contexts, their collective influence on nursing students in Pakistan remains underexplored.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This study employed a cross-sectional, descriptive-correlational design to evaluate the association between emotional intelligence, perceived institutional support, perceived supervisory support, and academic performance among nursing graduate students in Multan, Punjab, Pakistan. A sample of 180 nursing graduate students at two nursing institutions (Nishtar Medical College and Multan University of Science and Technology) in Multan was selected, using non-probability convenience sampling. Data were collected via validated self-administered questionnaires including the emotional intelligence scale, perceived institutional support scale, perceived supervisory support scale, and self-reported academic performance. All items were adapted for the Pakistani nursing education context. Descriptive statistics, Spearman's rank-order correlation, and Mann-Whitney U tests were used for analysis, given the non-normal distribution of the study variables.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The findings revealed that nursing graduate students demonstrated moderate levels of emotional intelligence (M = 3.73, SD = 0.43), perceived supervisory support (M = 3.79, SD = 0.67) and academic performance (M = 3.89, SD = 0.39), while perceived institutional support (M = 4.15, SD = 0.48), was at a high level. Spearman's correlation analysis revealed statistically significant positive correlations among all study variables. Emotional intelligence demonstrated significant positive correlations with academic performance (rₛ = 0.515, p &lt; 0.01), perceived institutional support (rₛ = 0.574, p &lt; 0.01), and perceived supervisory support (rₛ = 0.426, p &lt; 0.01). Perceived institutional support showed a significant positive correlation with academic performance (rₛ = 0.569, p &lt; 0.01), while perceived supervisory support demonstrated a significant positive correlation with academic performance (rₛ = 0.514, p &lt; 0.01). Perceived institutional support emerged as the strongest correlate of academic performance (rₛ² = 32.4%), followed by emotional intelligence (rₛ² = 26.5%) and perceived supervisory support (rₛ² = 26.4%). Graduate nursing students with higher emotional intelligence reported significantly greater perceived support and academic success compared to those with lower emotional intelligence graduate nursing students.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;This study establishes that emotional inte","PeriodicalId":48580,"journal":{"name":"BMC Nursing","volume":"25 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13556014/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148913777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}