Aim The primary aim of this qualitative inquiry is to explore the experiences of Registered Nurses working in Saudi Arabia, which was a guide to answer the question, “what are the lived experiences of Registered Nurses working in a selected government hospital in Eastern Region of Saudi Arabia towards workplace violence?” Background Workplace violence is a social phenomenon that needs a widespread campaign to eradicate. Incidence from all over the world continues to grow in number, especially among Registered Nurses in Saudi Arabia. Methods Descriptive phenomenology. Purposive‐convenience sampling was used in selecting 21 Registered Nurses as participants for individual in‐depth interviews. Data were gathered over an 11 month's period from September 2017 to August 2018. We used Colaizzi's method for analysing the data. COREQ criteria were adapted in reporting the results of the study. Results Three themes had emerged from the experiences of the participants: “co‐workers become unjust and violent”; “socio‐cultural divergence towards healthcare workers”; and “violence from outside influences affecting the workplace.”

Aim:The purpose of this study is to examine the roles of nurse educators through the eyes of undergraduate and graduate students at selected Saudi Arabian universities in the context of Vision 2030, an initiative to transform the socio-economic reform plan that is opening Saudi Arabia worldwide based on the following three pillars: a vital society, a thriving economy and an ambitious nation.Background: Nursing education in Saudi Arabia has faced numerous obstacles due to cultural, educational, organizational and work-related factors, discouraging registered nurses and students enrolled in undergraduate and graduate programmes from pursuing career paths in nursing education.Methods: Descriptive phenomenology was used as the method. Twenty-two nursing students from selected government and private universities in Saudi Arabia's Eastern Region were recruited through purposive sampling and semi-structured in-depth interviews. The COREQ criteria list was adapted to report the study's findings.Results: Four themes emerged regarding how nursing students perceived nurse educators' roles, including philanthropists of learning, advocates for patient safety and quality service, proponents of individual transformation and beacons of hope for nursing's future. Conclusion:Despite rapidly changing images, ideologies and perceptions of modernization and worldwide freedom of expression and speech, students continue to have positive perspectives on nurse educators' roles.Implications for Nursing Management: The study's findings will provide an initiative for nurse managers and leaders to revisit the roles of nurse educators in moulding future generations of registered nurses and realign these roles towards the goals and objectives of Saudi Vision 2030.

Aim To investigate the experiences of registered nurses’ lived experiences in the Coronavirus Disease 2019 (COVID‐19) pandemic crisis in a government hospital in the Eastern Region of Saudi Arabia. Design Qualitative descriptive phenomenology. Methods Utilizing in‐depth interviews with twenty registered nurses with the use of purposive sampling from September to December 2020. Data was analyzed using Colaizzi methods, and a COREQ checklist was utilized to report the study’s results. Results The participants' narratives generated three major themes, namely: ‘one foot below the ground’, ‘the nightingale pledge’; and ‘hope beyond COVID‐19’. The lived experiences of Registered Nurses throughout the pandemic brought by the COVID‐19 virus increase a person's understanding of the phenomenon under investigation and plan collective actions to improve the nurses' welfare. The unique challenges faced by Registered Nurses as they carry out their duties in a variety of healthcare settings can be better appreciated if their experiences are taken into account. Nursing administrations all around the world can use the findings of this research to create safeguards for their staff.

Introduction As complexities in healthcare and medical technology increase, nursing students and newly graduated nurses may often feel less confident and have fewer skills in decision-making than experienced nurses. Objective The main purpose of this article is to explore nurses’ perceptions of their clinical decision-making skills. Materials and Methods A comparative, cross-sectional design was used to conduct a study at a college of nursing in the Eastern Province of Saudi Arabia. The sample consisted of students (n = 139) enrolled in bridging (n = 72) and undergraduate (basic; n = 67) programs. Results Highly statistically significant differences were revealed between students in the bridging program and those in the undergraduate program. Those in the bridging program showed higher mean and median values than did undergraduate students, demonstrating better decision-making skills. Conclusion Students in the bridging program have better decision-making skills compared with students in the baccalaureate program.