To examine faculty perceptions of artificial intelligence (AI) chatbots in nursing education, focusing on their usage patterns, perceived benefits, and limitations. A cross-sectional study. The study surveyed nursing faculty from Jordan and the United States using a self-reported questionnaire. Data were analyzed using descriptive statistics and Multivariate Analysis of Covariance to assess variations in perceptions based on AI chatbot usage frequency and faculty characteristics. Among 474 faculty members, 82.5% were familiar with at least one AI chatbot. Faculty generally acknowledged the benefits of AI chatbots, including enhanced teaching experiences, improved student engagement, support for independent learning, and quick access to medical knowledge. However, concerns about misinformation, reduced faculty-student interaction, and inadequacies in addressing complex clinical scenarios were prevalent. Legal and ethical issues, particularly the risk of misuse of AI-generated information, were also highlighted. Frequent AI chatbot users demonstrated significantly greater awareness of both the advantages and limitations of AI chatbots compared to infrequent users. Frequent users demonstrated greater awareness of both the advantages and challenges of AI chatbots, highlighting the role of hands-on experience in shaping adoption. However, faculty adoption is primarily driven by perceived benefits rather than limitations, emphasizing the need to showcase practical advantages while addressing concerns. To enhance faculty adoption of AI chatbots in nursing education, institutions should focus on demonstrating their practical benefits while addressing concerns through targeted training and ethical guidelines. Providing hands-on experience and structured exposure can increase faculty confidence, reinforcing both the usefulness of AI chatbots and strategies to mitigate their limitations. Future research may examine the effectiveness of hands-on training programs in shaping faculty perceptions and adoption behaviors, providing valuable insights for enhancing AI integration in nursing education.

Inadequate pain management affects the patient outcome. Pain assessment and management are fundamental in nursing care, and nurses must be equipped with adequate knowledge and a positive attitude toward pain assessment and management. This study aims to evaluate nurses’ knowledge and attitudes regarding pain assessment and management at King Fahad Hospital, Al-Madinah, Kingdom of Saudi Arabia. A quantitative, cross-sectional survey, using a self-administered questionnaire, was conducted from January to February 2020 with 660 registered nurses working in the Emergency Department, critical care units, inpatient and outpatient departments at King Fahad Hospital in Al-Medinah, Kingdom of Saudi Arabia. The data were analyzed with descriptive and inferential statistics. Of the 660 nurses, 291 responded, resulting in a response rate of 44.09%. The participants’ scores ranged from 17.7% to 100%, with a mean score 45.29%. The majority of the participants (70.1%) had a poor level of knowledge and attitudes (score < 50%). Nurses working in the outpatient department scored significantly higher than the group working in the Emergency Department and inpatient wards. Deficient knowledge and negative attitudes were found and nurses continue to underassess and undertreat pain. Nursing school curricula and in-service continuous education must equip nurses with the required knowledge and attitudes to enable them to manage pain effectively.

Background: Concept mapping and mind mapping are increasingly applied in nursing education to strengthen critical thinking, knowledge integration, and clinical performance. In pediatric nursing, these strategies hold promise for enhancing both professional competence among practicing nurses and academic outcomes for nursing students, ultimately improving the quality of care for children and their families. Objective: This systematic review aimed to evaluate the effectiveness of concept mapping and mind mapping as educational interventions for pediatric nurses and nursing students, with a focus on their impact on learning outcomes and professional practice. Methods: A systematic literature review was conducted in accordance with PRISMA 2020 guidelines. Searches were performed across six major databases, yielding 988 initial records. Following screening and critical appraisal using the Joanna Briggs Institute (JBI) checklists, 12 studies met the eligibility criteria, including 9 studies involving nursing students and 3 involving pediatric nurses. Eligible studies were published between 2010 and 2025, employed experimental or quasi-experimental designs, and assessed outcomes such as knowledge acquisition, clinical performance, critical thinking, and self-efficacy. Data were extracted using a standardized form, and a narrative synthesis was applied due to heterogeneity in interventions and outcomes. Results: Evidence consistently indicated that concept mapping and mind mapping were effective educational strategies for both pediatric nurses and nursing students. Among pediatric nurses, interventions improved knowledge of congenital heart disease, infection control, and peripherally inserted central catheter (PICC) care, while also enhancing clinical performance and training satisfaction. Among nursing students, the interventions were associated with improved critical thinking, self-efficacy, problem-solving, academic achievement, cardiopulmonary resuscitation (CPR) skill acquisition, and overall satisfaction with learning. Conclusion: Concept mapping and mind mapping are effective educational methods for strengthening pediatric nursing education and practice. They enhance knowledge, clinical reasoning, self-efficacy, and satisfaction among both pediatric nurses and nursing students. Integration of these strategies into curricula and professional development programs is recommended. Future research should focus on standardized interventions, long-term evaluations, and direct measures of patient-centered outcomes to establish the sustained impact of these strategies on pediatric care.

Critical care and emergency nurses work in complex and demanding environments that may affect their occupational well-being, psychological health, and job

Tobacco smoking is a major preventable cause of cardiovascular and respiratory morbidity worldwide. Although conventional cigarettes are strongly linked to serious chronic diseases, e-cigarettes generally result in lower toxicant exposure than conventional cigarettes but are not risk-free, and their long-term effects remain uncertain. Waterpipe smoking also contributes to harmful toxicant exposure and cardiopulmonary risks. Health sciences students who currently smoke are an important population because their tobacco-related knowledge and behaviors may influence future cessation counseling and health promotion practices. This study aimed to assess current-smoking health sciences students’ knowledge, attitudes, and beliefs regarding the cardiovascular and respiratory harms of cigarettes, e-cigarettes, and waterpipe smoking; examine smoking patterns and cessation perceptions; determine nicotine dependence using the Heaviness of Smoking Index (HSI); evaluate perceptions of secondhand smoke (SHS) and addictive properties; and identify factors associated with confidence to quit. A descriptive cross-sectional multicenter study was conducted among 492 current-smoking health sciences students from universities in Saudi Arabia during the 2024–2025 academic year. Data were collected using an anonymous online questionnaire assessing demographic characteristics, tobacco use patterns, perceived health risks, cessation readiness, nicotine dependence, and tobacco-related knowledge and beliefs. Descriptive statistics, independent-samples t-tests, and one-way ANOVA were used for data analysis. Most participants were male (89.0%), aged 21–23 years (67.1%), and nursing students (48.0%). Cigarette smoking was the most common modality (40.2%), followed by e-cigarettes (27.2%) and waterpipe (24.4%). Most cigarette smokers exhibited moderate nicotine dependence (54.5%). Although knowledge of cigarette-related cardiovascular and respiratory harms was high (> 90%), e-cigarettes and waterpipe were perceived as less harmful. Awareness of SHS risks and health benefits of cessation was moderate. Fewer than half (39.8%) had attempted quitting, and perceived quitting difficulty was high. Confidence to quit was moderately high and was significantly associated with age, academic performance, prior quit attempts, nicotine dependence, and perceived difficulty (p < 0.05). Among current-smoking health sciences students in Saudi Arabia, knowledge of cigarette-related harms was generally strong, but gaps remain in understanding the relative risks, limitations, and cessation implications of different nicotine products. These findings support the need for comprehensive tobacco education that promotes accurate risk communication and strengthens cessation support among future healthcare professionals.