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This study aimed to develop and test the instrument of the caring behavior of nursing students in the Intensive Care Unit. The caring behavior domains were formulated and prepared according to the significant findings from the review of literature on the carative factors of Jean Watson. All third and fourth year Bachelor of Science in Nursing students of the University of Hail were recruited as respondents based on inclusion and exclusion criteria. Content validity was reviewed by an expert panel. Data analyses were performed using Stata SE 13. Quantitative variables were presented as means and standard deviations. The internal consistency reliability of each domain was calculated as Cronbach's alpha 1.00; very high from 0.81 to 0.99; high from 0.61 to 0.80; moderate from 0.41 to 0.60; low from 0.21 to 0.40; and very low from 0 to 0.20. Using the developed tool, sixty-nine (94.52%) Bachelor of Science in Nursing students actively participated in the study. Ages of respondents are from 21 to 44 years old (M= 26, SD ±5.67). Seven caring behavior items were rated outstanding, being sensitive to patients' rights, (4.58 ±0.85) monitoring patient's vital signs (4.55 ±0.83) provide privacy (4.58 ±0.88) awareness of patients' health problems (4.55 ±0.72), hand washing (4.59 ±0.81), performs nursing procedures (4.57 ±0.90). This study demonstrated that perceptions of caring behaviors among Saudi nursing students were congruent to the results of other related studies on the most and least important caring behaviors.

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Interpretation of pain messages from patients is an important communicative action in the intensive care unit (ICU). This study explored how "pain" is recognized in pain assessment through (a) clinical knowledge, (b) neurocognitive perception, and (c) communicative actions among ICU staff nurses. A 2-phase explanatory sequential mixed-method design was applied. Data are collected from May 14 to 22, 2017 in different government ICUs. Forty female expatriate nurses mostly with baccalaureate degree (82.5%), mean age of 33 years, and mean work experience of 6 years have participated. Five themes were isolated: pain is physical, emotional, or mixed; pain assessment is facial and behavioral/physiological; barriers to pain assessment are related to healthcare team and system; pain assessment functions between task and diagnostic; and pain assessment is valued as task and diagnostic. Pain assessment is usually done at the beginning of the shift (75%) or as needed (25%). Emotional intelligence scores were at average and high levels. Nurses scored pain more often (51.04%) than no pain (48.96%) and had more neutral facial expression (0.6498 msec) when deciphering pain. The communicative meaning of pain assessment is "knowing patient's feeling". Neurocognitive perception of nurses to pain in nonvocal patients is connected to their clinical knowledge and learned practices within the ICU. Clinical training on facial expressions of pain in nonvocal patients should be included.