Computer-based learning has numerous advantages. It gives students the chance to accommodate and solve problems independently, it can increase motivation during the learning process, and it offers students direct feedback. Students will also receive an authentic learning experience, increasing their level of knowledge retention. It can assist nursing educators in improving learning outcomes. Aim: This study aimed to investigate and evaluate the impact of computer-based scenarios on undergraduate nursing students’ decision-making skills. Sample: There was a total sample of 112 nursing students who were enrolled in a critical care nursing course at the College of Applied Medical Sciences in Saudi Arabia. These students were divided into two groups. Methods: The two groups were taught the same topic for one week. Two case scenarios were given to each group during the clinical rotation. The study group used the computer-based case scenario, and the control group used the paper-based case scenario. The two groups were compared regarding their decision-making skills. The student’s feedback about the computer-based case scenarios was also investigated. Results: The study group scored significantly higher in their decision-making skills when compared to the control group. In addition, the study group reported that they highly agreed that their general learning and specific nursing abilities improved after using computer-based case scenarios.

Background. The mnemonic learning method is a systematic approach that helps nursing students memorize new information more effectively, productively, and easily by connecting new information with existing information and exploring unfamiliar information through visual images or combinations of letters and words. While mnemonics can help students remember specific information, it is essential to examine how well they facilitate the transfer of learning to real-world nursing practice. Aim. To investigate the effect of the mnemonic learning strategy on critical care nursing students’ tracheal suction skill acquisition and learning satisfaction. Methods. A quasi-experimental research design was used. A total of 280 second-year nursing students enrolled in critical care and emergency nursing courses were recruited. These students were assigned to study and control groups. The study group used a mnemonic learning strategy to recall the steps involved in the tracheal suction procedure, while the control group used the traditional learning strategy. Two tools were used for data collection: the tracheal suction procedure checklist and learning satisfaction scale. Comparisons between both groups regarding their performance and satisfaction scores were done. Results. Performance scores regarding the tracheal suction procedure were significantly higher in the study group than in the control group in the 5^th, 6^th, and 10^th weeks ( , <0.001, and <0.001). A total of 70.6% of the participants in the study group reported high satisfaction using the mnemonic learning experience. Conclusion. Using a mnemonic learning strategy with critical care nursing students was effective. Participants in the study group exhibited improvement in their tracheal suction procedure scores over time. Critical care nursing students reported higher levels of learning satisfaction with the mnemonic learning method than with the traditional method.

Aims: To determine the perception of nursing students on their satisfaction and self-confidence with simulation learning experience. Methods: A descriptive cross-sectional research design utilized in this study. A convenient sample comprised all third-year nursing students (n=60) who were available at the time of data collection. The Simulation Design, Student Satisfaction and Self Confidence in Learning scale that developed by the National League for Nursing was used for data collection. Results: The study participants were satisfied with the teaching methods that used with the simulation. In addition, the study participants perceived simulation design elements named objectives and information, support, feedback / guided reflection as present and important. Conclusions: This study provides promising evidence that main elements regarding simulation design include objectives, information, support, and problem solving is an effective way to enhance students’ self-confidence and satisfaction in learning.

Purpose: The study aimed to investigate the association between perceived social support and psychosocial adjustment of geriatric cancer patients undergoing chemotherapy. Methods: Two hundred geriatric patients provided consent were interviewed and the data collected using the Psychosocial Adjustment to Illness Scale (PAIS), the Multidimensional Scale of Perceived Social Support (MSPSS), In addition to demographic and clinical data. Data was collected from Kasr Al-Aini Center for Oncology and Nuclear Medicine, Cairo, Egypt after the study protocol was approved (Approval No. 10), August 2019. Correlations using Pearson and Spearman coefficients as well as binary logistic regression were used using The IBM SPSS software package, version 26. Results: The psychological distress domain was found to have the highest mean score (14.2±4.5) among the psychosocial adjustment domains, whereas extended family relations were found to have the lowest mean score 6.8 ± 2.09. The study also found that there was a significant negative correlation between the overall scores of the psychosocial adjustment scale and the multidimensional scale of perceived social support (p <0.001). Moreover, a significant negative correlation between the overall scores of the Multidimensional Scale of Perceived Social Support and the following sub- domains of the Psychosocial Adjustment Scale: health care orientation, extended family relations, and psychological distress (p <0.001) was detected. Those with high level of perceived social support were 0.044 times more likely to have high psychosocial adjustment compared to those with low level of perceived social support (p<0.001). Females were twice less likely to have high psychosocial adjustments compared to the males. Conclusion: Our findings indicate that there is an association between perceived social support and elderly' psychosocial adjustment. In addition, perceived social support is found to be an independent predictor of psychosocial adjustment. Therefore, establishing or strengthening the existing social structures throughout the treatment journey is recommended for elderly cancer patients.

Background: Simulation is an active learning strategy that involves the use of various resources to assimilate the real situation. Moreover, robust evidence supports the effectiveness of simulation training in nursing education. Aim: The study aimed to evaluate the effectiveness of virtual‐based simulation on students’ achievement, satisfaction, and self‐confidence. Methods: A single‐group pretest–posttest research design was used. A convenience sample of 77 level four nursing students enrolled in the critical care nursing course was recruited. Students participated in two different virtual simulation case scenarios. Students completed pre‐ and posttests and a validated self‐reported questionnaire assessing achievement, satisfaction, and self‐confidence. Results: Students’ achievement scores improved significantly in case Scenario 1 (diabetic ketoacidosis) (Pre: 7.35 ± 1.85, Post: 8.12 ± 1.65, p = 0.006) but not in case Scenario 2 (acute respiratory distress) (Pre: 8.44 ± 1.06, Post: 8.53 ± 1.07, p = 0.608). Students also reported high satisfaction (3.93 ± 1.06 out of 5) and self‐confidence (3.95 ± 1.02 out of 5). Conclusion: The use of virtual simulation improved students’ performance in certain clinical cases and was associated with strong levels of satisfaction and confidence. These outcomes suggest that incorporating virtual simulation into nursing education can be a practical way to strengthen learning and help students connect classroom knowledge with real‐world practice.