Prioritizing Training Needs for Nurses in the Government Hospitals of the Ha’il Region, Saudi Arabia: Future Directions for Educational Developers

Teaching nursing students a holistic approach to patient care and integrating treatment modalities is a crucial component of traditional holistic nursing education. This study aims to investigate the educational competency of student nurses in holistic nursing by employing a descriptive comparative design among the 209 student nurses from the University of Hail, Kingdom of Saudi Arabia. Results showed that the student nurses perceived that they have been skillful in the following; professional, legal, and ethical nursing (3.22±.455), management (3.27±.492), leadership (3.29±.493), and professionalism (3.32±.505). On gender and professional, legal, and ethical nursing, there found significant gender differences (t=.822; p=.012). Also, management was found to have significant differences with gender (t=.281; p=.009). Leadership (t=-.694; p>488) and professionalism (t=.885; p>.377) were found to have no significant difference with gender. Moreover, the professional, legal, and ethical nursing (t=.822; p<.001) and management (t=.910; p<.001) were found to have significant differences with the age of the student nurses, while leadership (t=.231; p>.794), and professionalism (t=.270; p>.764) were found no significant difference with age. On civil status, there found a significant difference in professional, legal, and ethical nursing (t=1.337; p<0.001). Meanwhile, management (t=.992; p>.397), leadership (t=.142p>.935), and professionalism (t=1.122; p>.341) were found to have no significant difference with civil status. Incorporating holistic nursing into nursing courses and research programs would help educate student nurses for multicultural practice contexts as healthcare settings become more diverse.

Section: Discussionmentioning

confidence: 99%

Investigating the educational competency of student nurses in holistic nursing: Recalibrating holistic education

Albaqawi¹,

Butcon²,

Albagawi³

et al. 2023

“…As suggested by the study's findings, leaders who are educated to spot exceptional skills in the nursing profession can adopt this technique. In addition to supporting and advancing their organization's aims, a nurse's professional advancement can be facilitated by this method (Pasay-an and Alsrour, 2022).…”

Section: Discussionmentioning

confidence: 99%

The impact of authentic leadership on nurses’ locus of control and general self-efficacy during the COVID-19 pandemic

Gonzales

2023

The COVID-19 pandemic has presented unique challenges to healthcare providers, significantly impacting their well-being. Recognizing the importance of supporting healthcare professionals, this study investigates the interplay between authentic leadership, locus of control, and general self-efficacy among nurses during the pandemic. Employing a descriptive cross-sectional approach, 268 staff nurses participated in this study, conducted in the Tabuk Region of Saudi Arabia, with King Fahad and King Khaled Hospitals as the primary referral centers. Convenience sampling was utilized, and data collection was carried out using a Google Form survey questionnaire from December 2022 to January 2023. The study revealed that participants perceived their leaders as effective and authentic, and they exhibited a stronger external locus of control and higher General Self-Efficacy (GSE). Significant differences were observed based on nationality, ward assignment, and authentic leadership, with associated implications for locus of control and GSE. Authentic leadership exhibited a moderate positive correlation with the external locus of control and a strong positive correlation with the internal locus of control. However, no significant correlation was found between authentic leadership and GSE. These findings emphasize the potential of leadership development programs to nurture genuine leadership skills among nurse managers, creating conducive work environments that foster self-efficacy and enhance retention of newcomers to the nursing profession.

Venous thromboembolism prophylaxis: Nurses' perceived knowledge and barriers

Alshammari¹,

Mostoles²,

Alharbi³

2023

Nurses, as primary healthcare providers who maintain regular patient contact, play a crucial role in preventing venous thromboembolism (VTE). This study aims to explore nurses' perceptions, knowledge, and barriers related to VTE prevention. A descriptive cross-sectional study was conducted among 263 staff nurses in governmental hospitals in the Hail region, Kingdom of Saudi Arabia. Data collection took place between January and May 2022. The majority of nurses considered VTE prevention to be an important issue (mean = 4.03±0.614) and perceived the current use of anticoagulant strategies as effective (mean = 2.91±1.16). However, nurses expressed some uncertainty regarding the safety of the current anticoagulant use (mean = 3.79±0.822) and felt that they underutilized available anticoagulant strategies (mean = 2.69±1.01). Generally, nurses demonstrated a good level of knowledge about VTE (83.2%). Gender was found to significantly influence knowledge (t = -2.841; p < 0.005), perception (t = -7.919; p < 0.000; mean = 3.85±0.707), and barriers (t = -4.661; p < 0.000). Regarding age, significant differences were observed in knowledge (F = 5.665; p < 0.004; mean = 15.87±4.39) and perception (F = 13.401; p < 0.000; mean = 4.16±0.782). No significant differences were found in educational attainment, work experience, and position concerning knowledge, perception, and barriers. The working area was found to have a significant impact on knowledge (F = 4.657; p < 0.000), perception (F = 4.347; p < 0.001), and barriers (F = 4.257; p < 0.001). By providing comprehensive and consistent patient education, nurses can play a critical role in minimizing morbidity and mortality rates associated with VTE, making VTE prevention a vital aspect of their responsibilities.