Aims: assess nurses’ knowledge and performance-related safe administration of oxygen (O2) therapy; apply an intervention program for nurses about standardized protocol for oxygen; and evaluate the effectiveness of standardized protocol for oxygen in improving nurses’ performance and patients’ health outcomes. Design: a quasi-experimental study was used. Setting: the current study was conducted at three hospitals in Sakaka City with totally different medical aid units (ICUs), CCUs, emergency care departments (ED), medical and surgical wards, pediatric care units (PICUs), neonatal intensive care units (NICUs), pediatric emergency care departments (PED) and pediatric inpatient\outpatient departments. Subjects: a convenience sample of 105 nurses and 105 patients was divided into 55 patients in the control group who received routine care and 50 patients in the study group who received intervention. Findings: 34.3% of studied nurses had poor knowledge pre-intervention compared with 17% post-intervention. Moreover, 33.3% of them had satisfactory knowledge pre-intervention versus 21% post-intervention. Only 5.7% of them had excellent knowledge pre-intervention, compared with 34.4% post-intervention. Concerning the complications of oxygen therapy, only 10.5% did not have complications in the control group versus 62.9% in the study group, 33.3% of the control group had cyanotic lips and fingernails pre-intervention, versus 7.6% in the study group; 10.5% had oxygen toxicity in the control group, versus 7.6% in the study group, with a highly statistically significant difference at p 0.001 for all. Conclusion: the current results of this study concluded that there was improvement in nurses’ knowledge and practice related to oxygen therapy post-intervention. Moreover, when the standard protocol for safe oxygen therapy was used in a positive way, it led to better health for patients and fewer problems with oxygen therapy.

Background: The spread of coronavirus disease 2019 (COVID-19) throughout the world leads to a series of modifications of several National Health Service organizations, with a potential series of psychological consequences among nurses.Methods: This study was undertaken to assess the psychological stress, anxiety factors, and coping mechanisms of critical care unit nurses during the COVID-19 outbreak. A cross-sectional research design was employed, and the convenience sample consisted of 469 nurses working at several hospitals in Saudi Arabia during the period from July to September 2020. This study used the Generalized Anxiety Disorder, Coping Mechanism, and Nursing Stress scale.Results: Interestingly, more than one-third and one-quarter of the studied nurses had severe and moderate anxiety levels, respectively. In addition, the most anxiety-causing factors included providing care for their infected colleagues and worrying about infecting their families. More than one-quarter and slightly less than half of the studied nurses had high and moderate stress levels, respectively. Furthermore, more than half of the participants had low coping mechanisms and one-quarter had moderate coping mechanisms. In addition, there was a strong positive correlation between anxiety and stress levels, and there was a strong negative correlation between coping mechanisms and stress and anxiety levels.Conclusions: Collectively, this study explored the psychological stress, anxiety factors, and coping mechanisms among critical care unit nurses during the COVID-19 outbreak in Saudi Arabia. Continuous educational programs for nurses on using coping mechanisms should be developed in combination with teaching preventive measures for defining a psychological intervention plan within a mandatory occupational health surveillance program. This study recommends that constructive planning and necessary provision of supportive measures by the legal authorities and policymakers protect nurses and minimize their psychological stress to fulfill high-quality nursing care.

Coronavirus-19 (COVID-19) is an emerging pandemic that has caused significant disruptions to education, resulting in marked scholar closures across the world. The present study documents the student perception of the online educational process at six universities in Saudi Arabia during the COVID-19 lockdown period. The individual variable factors, i.e., institution, sex, and blended learning, that might influence student perception were also investigated. In this respect, a questionnaire that assessed the impact of COVID-19 on the online learning process and student perception was emailed to a total of 17,230 students from 3 institutions (medical, applied health and dental students) affiliated with six universities in Saudi Arabia. Principal component analysis (PCA) was performed to determine the validity of the questionnaire. A total of 4850 (28%) students responded to the questionnaire and 46.9% (n = 2275) of the respondents were highly satisfied with their online education. Analyses of the scores from the students showed a highly significant difference (p = 0.000) between the male and female students. Applied health students (highly satisfied score = 63.13) were the most satisfied with their online education, while medical students (highly satisfied score = 39.3) were the least satisfied with this education. In addition, applied health, dental and medical students showed a significantly higher score in favor of blended learning after schools re-open (p = 0.000). Collectively, student satisfaction with online education was common, and blended learning was preferred over the traditional format by both genders and all the students. The present data provide interesting contributions and evidence for policy makers and implementers, which might be helpful for the judgment side of decision making.

Aim of the study This study aimed to assess the level of serum Mac-2 binding protein (Mac-2BP) as a non-invasive biomarker for the diagnosis of non-alcoholic fatty liver disease (NAFLD). Material and methods Forty patients with NAFLD and 15 healthy sex- and age-matched subjects were included...

Background: The digital transformation of nursing education has heightened screen exposure, raising concerns about Computer Vision Syndrome (CVS), visual fatigue, and sleep disturbances. However, the mediating role of CVS in linking visual fatigue to sleep quality remains underexplored in this population. Aim: To investigate the prevalence of CVS, visual fatigue, and sleep disturbances, and to explore CVS as a mediator between visual fatigue and sleep quality among nursing students. Methods: A cross-sectional study involving 214 nursing students was conducted. Data was collected using validated tools: the Computer Vision Syndrome Questionnaire, Visual Fatigue Scale, and Sleep Quality Scale. Descriptive statistics, Pearson’s correlation, linear regression, and path analysis were employed for analysis. Results: CVS prevalence was 50.9%, with moderate visual fatigue (mean = 18.06) and sleep disturbances (mean = 33.66). CVS and visual fatigue were strongly correlated (r = 0.675, p < 0.001) and positively associated with sleep disturbances (r = 0.455 and r = 0.436, respectively, p < 0.001). Path analysis indicated that CVS directly affected sleep quality (β = 0.296, B = 0.816, p < 0.001) and visual fatigue directly affected CVS (β = 0.675, B = 0.315, p < 0.001). The indirect effect of visual fatigue on sleep quality via CVS was also significant (β = 0.200, B = 0.257, p < 0.001). Conclusion: Computer Vision Syndrome (CVS) and visual fatigue significantly affect sleep quality among nursing students, with CVS partially mediating this relationship. These findings highlight the workplace health implications of digital learning in nursing education, emphasizing the need for interventions to reduce digital eye strain and improve sleep quality in this population.