Impostor syndrome is prevalent among undergraduate nursing and medical students. Resilience is the ability to adapt and rebound from challenges, which is

Background: Artificial intelligence (AI) is transforming healthcare delivery, particularly in psychiatric and addiction treatment. Enhancing nurses’ AI competence and perceptions is crucial for improving patient care and advancing AI-driven healthcare. Aim: This study assessed the efficacy of an educational program aimed at improving nurses’ understanding and perceptions of AI in mental health and addiction services. Methods: A quantitative quasi-experimental approach was employed, involving a purposive sample of nurses working in a psychiatric hospital in Jeddah, Saudi Arabia. The study included nurses from the psychiatric services department who met the inclusion criteria and agreed to participate. Data collection was conducted between February and April 2024 using three validated and reliable instruments: demographic, knowledge, and attitude questionnaires. Results: The findings demonstrated the effectiveness of the intervention. Participants exhibited significant knowledge improvement, with post-knowledge scores increasing from 115.22 to 131.71. Additionally, a positive shift in attitudes was observed, with post-attitude scores rising from 72.61 to 83.31. Conclusion: The intervention successfully enhanced nurses’ knowledge and attitudes, emphasizing the importance of continuous professional development to ensure high-quality care for patients with addiction and mental health issues. Recommendations: Implementing similar interventions in other healthcare settings could further improve nurses’ AI-related knowledge and attitudes, ultimately enhancing the quality of care for patients with addiction and mental health conditions.

Maternal mental health is a serious issue that affects both mothers and infants, necessitating increased knowledge and awareness among healthcare

Background: The prevalence of impostor syndrome has been recognized among undergraduate nursing and medical students. Resilience, on the other hand, refers to an individual's ability to adapt and bounce back from adversity. Understanding the relationship between these two constructs is important in promoting student well-being and academic success. Methods: Thiscross-sectional study aimed to investigate the relationship between resilience and impostor syndrome among undergraduate nursing and medical students. A convenience sample of 300 students from King Saud bin Abdulaziz University for Health Sciences participated in the study. Participants completed self-report questionnaires to assess their levels of resilience and impostor syndrome. The results revealed that less than half of the participants experienced impostor syndrome, with 41.7% classified as severe, 37.7% as moderate, and 13.0% as intense among nursing students. For medical students, 4.6% were classified as mild, 4.6% as moderate, 4.5% as severe, and 4.5% as intense. The mean resilience score was 24.3±7.15 among nursing students and 25.6±7.22 among medical students. A significant negative correlation was found between resilience and impostor syndrome scores (r = -0.220, p < .001). Regression analysis indicated that resilience was a significant predictor of impostor syndrome, with higher resilience associated with lower levels of impostor syndrome. Specifically, the odds of experiencing severe impostor phenomenon were significantly higher in the 1st quartile (odds ratio = 13.16, p = 0.023) and the 2nd quartile (odds ratio = 56.00, p = 0.008) compared to the reference category. Conclusion and Recommendations: These findings highlight the importance of resilience in mitigating impostor syndrome among nursing and medical students. Building resilience through interventions may be beneficial in promoting student well-being and academic success. Future research should explore the effectiveness of such interventions and identify other factors contributing to impostor syndrome among healthcare students.

Background: Every child deserves to feel secure and has the right to be free of all forms of bullying. Bullying and prejudice should be opposed and resisted to put an end to this destructive behavior. The aim was to investigate the impact of a training prevention program on reducing bullying and prejudice among adolescents at a specific governmental school (103). Methods: The study employed a randomized experimental design, involving 155 middle-level students who were randomly assigned to either an experimental or a control group. Three assessment tools were utilized, including demographic information, the Bullying Amongst Diverse Populations (BADP) evaluation scale adapted from Ishiyama (2006), and the Basic Empathy Scale (BES) developed by Jolliffe and Farrington (2006). The validity and reliability of these tools were assessed, with reported scores of 83.5 for knowledge, 83.7 for skills, 87.8 for efficacy, 84.8 for intervention, and 7.8 for empathy scales. Results: The mean age of the experimental group was 13.52±1.024, while the control group had a mean age of 13.37±1.210. Significant differences were found between the experimental and control groups in the pre-and post-test assessments regarding knowledge, attitudes, affective and cognitive domains, as well as total empathy, with a significance level of P<0.05. However, no significant differences were observed in terms of witness communication skills and bullying intervention ability. Conclusion and recommendations: The study demonstrates the effectiveness of interventions aimed at reducing bullying and prejudice. It highlights the importance of providing training programs to vulnerable students in schools as a key component for success. Therefore, it is recommended to implement a comprehensive "No Bullying and Prejudice" policy across all schools and establish laws that address harmful behaviors to ensure the safety and well-being of children.

Objective. This research aimed to investigate the experiences of adults with autism spectrum disorder (ASD) as they pursue independence and explore their views on romantic relationships and marriage. Methods and materials. Seven individuals with ASD and co-occurring conditions, such as anxiety, depression, and obsessive-compulsive disorder (OCD), participated in qualitative interviews. The study delved into their educational backgrounds, employment situations, and familial histories of ASD or mental health issues to identify the challenges they face and the support they need. Results. The results revealed significant obstacles, including underemployment and insufficient formal qualifications, exacerbated by co-occurring mental health issues. Despite these difficulties, participants expressed a strong desire for independence and meaningful relationships. The findings emphasize the systemic barriers that hinder autistic adults' capacity for autonomy and relationship building in educational and occupational settings. Conclusions. In conclusion, the research highlights that while autistic individuals possess unique strengths, they face considerable challenges that limit their independence and ability to form and maintain relationships. To empower autistic individuals to lead independent lives and pursue fulfilling relationships, it is essential to develop comprehensive support systems, including customized educational programs, mental health resources, and inclusive policies. Heightened public awareness, expanded specialized services, and policy initiatives that uphold the autonomy of autistic individuals are crucial. Additionally, enhanced training for healthcare professionals and relationship support programs for autistic adults are vital for improving their overall quality of life