Background/Objectives: Postpartum hemorrhage (PPH) is the most prevalent complication of childbirth and the most preventable cause of maternal mortality worldwide. Maternity nurses and midwives are often the first-line providers responding to PPH. As a result, maternity nurses have the potential to save the lives of women who are clinically deteriorating because of PPH. Simulation-based training is an effective way to develop maternity nurses’ knowledge, skills, and experience to save a woman’s life after PPH. Aim: to investigate the effect of simulation-based training on nurses’ knowledge and performance about primary postpartum hemorrhage management. Design: an experimental design (pre-test/post-test control group). Setting: the study was conducted in the labor and delivery room at KAUH in Jeddah, Saudi Arabia. Sample: A convenient sample of 54 nurses and midwives who were working in the labor and delivery room and the postnatal unit was randomly divided into two equal groups, the control group and study group. Tools: A structured tool was used for data collection and consisted of four parts: I—sociodemographic data, II—assessment of nurse’s/midwives’ knowledge about prevention and management of primary PPH, III—nurse’s/midwives’ performance observational checklist for primary PPH management, and IV—nurse’s/midwife’s satisfaction of the simulation-based training session. Results: The study group had a significantly higher knowledge level immediately after training (X² = 9.39, p = 0.002) and one month after training (X² = 5.51, p = 0.02). Regarding the performance level and total practice level immediately after the intervention, the study group had statistically significantly better practices (X² = 50.143, p = 0.000 *) and this continued one month later (X² = 50.143, p = 0.000 *). Conclusions: The nurses’ knowledge and performance skills related to primary postpartum hemorrhage care improved after receiving simulation-based training. We recommend that all the maternity nurses and midwives participate in an ongoing in-service simulation training program to enable nurses to demonstrate an active role in PPH prevention and management.

Background: Pediatric orthopedic nursing requires specialized competencies to optimize patient outcomes, particularly in the complex realm of pediatric surgery. This study explores the effectiveness of the Pediatric Nursing Excellence (PNE) Model in enhancing nurses’ knowledge and clinical practice in providing perioperative care for pediatric orthopedic patients in tertiary care inpatient settings. Methods: A double-blind, randomized controlled trial was conducted from February to July 2024, involving 100 nurses from two tertiary care hospitals in Tanta, Egypt. Participants were randomly assigned to receive PNE Model training (n = 50) or routine care (n = 50). Nurses’ knowledge, practical skills, and adherence to PNE principles were assessed at baseline, immediately post-intervention, and after one, three, and six months using validated tools. Results: The intervention group showed significantly greater improvements in knowledge (20.62 ± 6.7 vs. 8.16 ± 5.5, p < 0.001) and practice scores (62.28 ± 4.1 vs. 40.06 ± 14.7, p < 0.001) post-intervention, sustained over six months. Path analysis revealed that the PNE Model enhanced nursing practice directly (β = 0.25, p < 0.001) through improvements in engagement and adherence to excellence principles and indirectly (β = 0.53, p < 0.001) by significantly enhancing nurses’ knowledge (β = 0.70, p < 0.001), which in turn positively influenced their clinical practice (β = 0.75, p < 0.001). Post-intervention, 82% of nurses in the intervention group achieved high levels of professional excellence, compared to 8% at baseline (p < 0.001). Conclusions: The PNE Model demonstrates robust effectiveness in enhancing nurses’ knowledge, clinical practice, and professional excellence in pediatric orthopedic surgery care, with sustained long-term benefits. This evidence supports implementing specialized nursing education models to improve pediatric care quality in orthopedic settings.

Preterm birth often leads to prolonged neonatal intensive care unit (NICU) stays and delays early parent–infant bonding. While Family Integrated Care

Background/Objectives: Nurse–mother communication is central to maternal participation in Neonatal Intensive Care Units (NICUs), yet high acuity and workflow rhythms can compress dialogue and weaken shared understanding. This study used Communication Accommodation Theory and the Transactional Model of Stress and Coping to explain multilevel drivers of communication barriers and to co-produce feasible improvement strategies. Methods: A dyadic qualitative design was conducted across four Level III NICUs. Data were triangulated from 37 semi-structured interviews (18 mothers and 19 nurses, recruited through purposive maximum-variation sampling), approximately 40 h of non-participant observation, and 12-unit documents. A team-based codebook thematic analysis was applied, integrating observational logs with interview and document data to refine patterns and mechanisms. Results: A context-produced pattern of interactional compression was identified. Mothers contributed 2 or fewer speaking turns in 21/30 logged bedside encounters and were present in 13/16 observed round episodes, speaking in 5/13 of those episodes. Interpretability and language access gaps were common: unexplained technical terms occurred in 24/46 logged interactions; teach-back prompts occurred in 7/18 education encounters; professional interpreters were present in 3/9 language-discordant events. Three participation configurations described coping-linked engagement: threat–compression (n = 8), convergence-to-coping (n = 6), and resource-scaffolded participation (n = 4). In co-production, stakeholders co-produced (i.e., collaboratively identified and prioritized) three mechanism-targeted changes: protected post-round question-and-answer time incorporating teach-back, standardized visual “mini-packs,” and 24/7 interpreter access. Conclusions: Nurse–mother communication in NICUs can be structurally compressed by workload rhythms and uneven interpretability supports. Co-produced organizational scaffolds may expand opportunities for accommodation, comprehension verification, and equitable maternal participation.