Objectives Big data has revolutionized nursing and health care and raised concerns. This research aims to help nurses understand big data sets to provide better patient care. Methods This study used big data in nursing to improve patient care. Big data in nursing has sparked a global revolution and raised concerns, but few studies have focused on helping nurses understand big data to provide the best patient care. This systematic review was conducted based on PRISMA guidelines. PubMed, MEDLINE, CINAHL, Google Scholar, and ResearchGate were used for 2010–2020 studies. Results The most common use of big data in nursing was investigated in eight papers between 2015 and 2018. All research showed improvements in patient outcomes and healthcare delivery when big data was used in the medical-surgical, emergency department, critical care unit, community, systems biology, and leadership applications. Big data is not taught to nurses. Conclusions Big data applications in nursing and health care improve early intervention and decision-making. Big data provides a comprehensive view of a patient’s status and social determinants of health, allowing treatment using all metaparadigms and avoiding a singular focus. Big data can help prepare nurses and improve patient outcomes by improving quality, safety, and outcomes.

Background: Alzheimer disease is a common cause of cognitive impairment among elders. Until now, there is no absolute management to treat the disease. Raising awareness of population regarding Alzheimer disease and its management is a top priority goal for different health organizations. Methods: Recently, using different mass media, specifically YouTube to share Alzheimer health-related information become increasingly apparent. The purpose of this study was to review the content of YouTube videos regarding Alzheimer disease health-related information. The searching key terms of Alzheimer disease, and education, management, and care were used. Videos were critically analyzed for content, method of presentation, and caregivers. Results: A total of 1,050 videos were reviewed, 513 videos were excluded because of misleading and duplication. Five hundred and thirty seven videos were analyzed. The most common type of videos classification was education. The majority of video content reviewed was signs and symptoms of Alzheimer disease. Slide presentation was the main method of presenting information (28.7%). The highest number caregivers in the videos review was for physician (32.4%). The total views of the videos were 4,831,853 views, 32,733 likes, and 1,060 dislikes. Conclusion: YouTube videos of Alzheimer disease were frequently viewed. However, inaccurate or incomplete health-related information was noticeable. Community of caregivers has a clear opportunity to enhance the value and quality of educational material on YouTube. Moreover, the nurses should have a significant role in uploading accurate health-related information regarding Alzheimer disease YouTube videos.

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Maintaining remission and improving quality of life for individuals with schizophrenia can encourage them to return to work, participate in volunteer opportunities, and establish healthy intimate relationships. The purpose of the current review was to explore the impacts of using relapse prevention interventions on maintaining remission and minimizing relapse rate for individuals with schizo-

Background: Academicians, nowadays, are assuming multiple roles, including psychological support. The need to enhance academicians’ knowledge and skills related to psychological first-aid is increasing due to the significant and timely intervention that academicians might assume when their students experience traumatic events. Objective: To assess the efficacy of the psychological first-aid training program on faculty members’ knowledge and competencies dealing with undergraduate students experiencing traumatic events. Methods: One group pretest-posttest quasi-experimental design was used. Participated faculty members received a PFA training program which was preceded and followed by an assessment of their knowledge and competencies using the PFA knowledge and competency questionnaire. Results: A total of 43 faculty members participated in the study. Faculty members’ knowledge and competency were improved after receiving the PFA training program (knowledge means = 7.7 to 11.0, t= -15.7, df= 42, p= 0.00); Competency means = 17.2 to 33.0, t= -14.6, df=42, p=0.00). No variation in the changes in knowledge and competency across study phases between demographic variables. Conclusion: Sustainable and up-to-date training on topics related to the psychological needs of students is a cornerstone to enhance the role of faculty members in academic settings.