Aim To examine the moderating effect of burnout on the relationship between nurses' competence, professional competence and professional values. Background There is a preponderance of burnout studies of nurses before and during the COVID‐19 pandemic. However, little is known about burnout's moderating influence on nurses' professionalism, competence and values during the ongoing pandemic. Methods This study used a correlational, cross‐sectional design and convenience sampling to recruit 809 Saudi nurses employed in four government hospitals. Four self‐report instruments were used to collect data from August 2021 to March 2022. Spearman Rho, structural equation modelling and multi‐group moderation analysis were used to analyse the data. Results Most of the participants had high burnout. There was a moderate to high correlation between the dimensions of professional competence, nurse professional values, burnout and nurse competence. Both professional competence and nurse professional values significantly affected nurse competence. Nurse professional values also had a direct effect on professional competence. Professional competence and nurse professional values on nurse competence may vary among those with low, moderate and high levels of burnout, suggesting the moderating effect of burnout. Conclusions The positive impacts of nurse professional values and professional competence on nursing competence were validated in this study, as was the evidence of burnout's moderating effect on the studied connections. To avoid burnout, it is necessary to increase organizational knowledge and support for nurses, their working conditions and the environment through strategies that promote well‐being and empowerment. Implications for nursing management Nurse managers can implement policies to help nurses minimize burnout and improve their professional values and competence. Management policies may be considered include increased staffing, opportunities to improve technical abilities through education and vocational training programs, and increased diversity of job assignments.

Background In middle eastern countries, most nursing colleges use simulation‐based learning activities. However, Saudi nursing students' correlators and predictors for simulation learning have been underreported. Aim This study investigated the variables that correlate to and predict Saudi nursing students' simulation learning competencies. Methods A descriptive cross‐sectional design guided this study's understanding of simulation learning among nursing students (n = 461). We used three National League of Nursing instruments to collect data: the 13‐item student satisfaction and self‐confidence in learning scale (SCLS), 20‐item simulation design scale (SDS), and 16‐item educational practices questionnaire (EPQ). We applied analysis of variance, t tests, χ 2 tests, and linear regression to analyze the data. Results The SCLS and EPQ revealed significant differences in the participants' year level, gender, fidelity of simulation experience, number of nursing courses with simulation, and grade point average (GPA). Only GPA was insignificant in SDS. The number of nursing courses with simulations and GPA were significant predictors of the three instruments. Finally, year level and gender were important predictors of SDS and SCLS, respectively. Conclusion Our findings explain Saudi students' experiences of simulations in nursing education. Simulation is an important pedagogical approach that enhances students' achievements when implemented in nursing schools.

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Objective: This study aims to determine the level of perception of nursing students and teachers on the effective clinical nurse teacher characteristics and find if there is a significant difference between the level of perception of nursing students and teachers according to their demographic features. Methods: This study employed a descriptive - comparative design. Simple random sampling was undertaken and a questionnaire developed by Brown (1981) was utilized in gathering information from the participating 244 nursing students and 46 teachers as respondents. Frequency, percentage, t-test, F-test in Statistical Package for the Social Sciences (SPSS) version 22 was used in the analysis of data.Results: Most of the participating nursing students in the study are aged 18-22-year-old, female, and unmarried while most teachers were more than 46-year-old, female, and married. Among the three indicators of effective clinical teacher characteristics, the teachers consider professional competence, relationships with the students’ most important, and personal attributes as very important while the nursing students perceived all as very important. A significant difference exists in the level of perception of both groups of respondents on different indicators. However, in certain demographic profile, specifically gender and marital status there seem to be no significant difference but it exists with age.Conclusions: Both nursing students and nurse-teachers perceived that an effective clinical teacher characteristic has a significant influence on the clinical learning course of students. The perception varies significantly with age and this would suggest that as the nurse grows older and gain more experience his/her perceptions matures.

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