Medical Writing skills in the English language is challenging for those having English as their second language. Hence, this study focuses on understanding the knowledge and attitude toward medical writing skills in the English Language among undergraduate nursing students in Saudi Arabia. This study adopted an exploratory study design. It included all nursing students enrolled in the first year of the undergraduate nursing program in Abha (n=80) and Muhayil (n=80) female campuses of King Khalid University (KKU), Saudi Arabia. Those students were administered with a self-structured online questionnaire measuring the nursing students' knowledge and attitude toward English medical writing skills. Out of the total students (N=160), 137 responded to the questionnaire. Most nursing students were able to write medical questions (88.3%), abbreviations (92.7%), patient information (91.2%), reports (85.4%), and prescriptions (88.3%) in English. They felt that English medical writing creates a good impression on themselves (95.6%) and makes them professional (97.1%). Most of them liked English medical writing (91.3%) and felt that knowledge of it offers advantages in their future career (99.2%). They can read the medical report in English though it is in Arabic (78.9%). Nursing students of KKU presented a good knowledge and positive attitude towards English medical writing skills. Their knowledge is significantly associated with their attitude toward English medical writing skills. Saudi nursing schools should continue their strategies to improve students' English medical writing skills to improve the quality of the nursing profession and their ability to compete with the global labor market.

The nursing profession requires medical English for communication in their working environment. Hence, this study intends to reveal self-motivation, attitude toward communicative language teaching (CLT), and learning style preferences concerning medical English language skills among Saudi nursing students. This study encompassed all nursing students enrolled in the first year of the undergraduate nursing program in Abha (n=80) and Muhayil (n=80) female campuses of King Khalid University (KKU), Saudi Arabia. A self-structured online questionnaire was distributed to those students for data collection. The overall Cronbach’s alpha score for the questionnaire used was 0.928. Concerning medical English language skills, 76.2% of nursing students strongly desired to improve their skills. 82.5% liked to develop their skills through communicative activities. More than 70% preferred learning medical terminologies using visual aids, mind maps, and puzzles. 74.2% could easily remember medical terminologies by listening to medical lectures. Around 75% preferred to learn medical texts and terms through group activities and teaching that information to their friends and family. Nursing students’ self-motivation showed a moderate positive relationship with their attitude toward CLT and learning style preferences. Nursing students of KKU were highly motivated and showed a positive attitude towards CLT concerning medical English language skills. Those also preferred visual, auditory, and tactile learning styles for learning medical English language skills. Besides, nursing students' self-motivation is positively related to their attitude toward CLT and visual, auditory, and tactile learning style preferences concerning medical English language skills. Saudi nursing schools should continue their strategies to enhance students' medical English language skills, which improve their academic and clinical performance.

Pandemic situations may contribute to the psychological impact on the community. This study was designed to enlighten nursing students at the college level on Cognitive Behavior Therapy (CBT). Students need to practice this therapy to overcome the anxiety, stress, and other psychological shock of the patient admitted to the hospital with the diagnosis of COVID-19. A one-group pre-test and post-test design were selected.In this study 35 nursing students undergoing 4th year of baccalaureate nursing program during an internship period at the College of Applied Medical Sciences, King Khalid University (KKU), Saudi Arabia were chosen as convenience sampling. This study was carried out during the academic year 2020-2021. Pre-test data was assessed using 20 questions about knowledge, and 10 questions associated with an attitude of resolving CBT. Teaching the CBT was carried out after the pre-test, using same question post-test data was collected after a one-week period. The responses got were exposed to statistical analysis using SPSS. The results showed significant differences between pre-test and post-test use on knowledge and attitude, also significant differences were identified in the attitude that “more effective treatment for psychological problem patient”. Based on the study data, the results illustrated that nursing students require practice with CBT. If students have knowledge of this therapy and an attitude toward implementing this therapy, they will look at changes. If the patient is admitted to the hospital, healthcare professionals give more importance to physical health, and psychological well-being, these kinds of therapy help the patient overcome the anxiety and stress during hospitalization Key words: Interventional education, Cognitive Behavior Therapy (CBT), Nursing practice

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