COVID-19 social distancing restrictions provided unprecedented insights into online research methodologies and approaches for both participants and researchers. Field research traditionally conducted face-to-face had to be transferred online, highlighting the great strides made in communication technologies (particularly live video streaming) over the last two decades for online qualitative research. However, dedicated research on these phenomena is tentative, including with regard to specific methods such as Think Aloud. This paper contributes to literature on online Think Aloud in qualitative research, evaluating new insights on its adoption online. It draws on findings from an online piloting study of Think Aloud tasks to explore the implications of using real-time internet video calls via SoIP applications by MS Teams. To assess the online Think Aloud process, this review called upon some of the comments made by participants during the semi-structured interview or comments made during the Think Aloud process, when they were relevant to the online process itself. It focuses on different dimensions of benefits, rapport in the session’s encounter, challenges, and ethical concerns. Overall, the findings indicate that online Think Aloud sessions cannot completely replace in-person sessions for some particular and highly in-depth research areas, but they can greatly facilitate qualitative data collection in most conventional contexts. It is necessary to carry out further studies exploring the use of this and other online approaches and instructions.

Background/Objectives: The transition from theoretical knowledge to clinical practice poses significant challenges for nursing students globally. This critical period requires comprehensive educational support to build confidence and competence. While short-term preparatory courses have shown promise internationally, their effectiveness within the Saudi Arabian context remains understudied. This study aimed to evaluate nursing students’ satisfaction and self-confidence following participation in short-term preparatory courses conducted before clinical placements at Taibah University, Saudi Arabia. Methods: A descriptive cross-sectional study was conducted from February to April 2025. Data were collected from 117 undergraduate nursing students (response rate: 80.7%) using a validated questionnaire adapted from the National League for Nursing’s Student Satisfaction and Self-Confidence in Learning instrument. The preparatory courses included nursing care plan development, hospital orientation, and infection control procedures delivered over two weeks. Statistical analysis included descriptive statistics and Pearson correlation analysis. Results: Students reported high levels of satisfaction (mean = 4.29 ± 0.92) and self-confidence (mean = 4.31 ± 0.81) scores. The highest satisfaction was with instructor effectiveness (mean = 4.31 ± 1.05) and teaching methods (mean = 4.32 ± 1.01). Students demonstrated strong confidence in personal learning responsibility (mean = 4.44 ± 0.88) and skill development (mean = 4.32 ± 0.95). A strong positive correlation existed between satisfaction and self-confidence (r = 0.79, p < 0.001). Conclusions: Short-term preparatory courses effectively enhanced nursing students’ satisfaction and self-confidence in the Saudi Arabian context. The strong correlation between these constructions suggests that educational interventions improving one dimension is likely to benefit the other. These findings support integrating structured preparatory programs into nursing curricula to facilitate successful clinical transitions.

Nursing students can access massive amounts of online health data to drive cutting-edge evidence-based practice in clinical placement, to bridge the theory–practice gap. This activity requires investigation to identify the strategies nursing students apply to evaluate online health information. Online Think-Aloud sessions enabled 14 participants to express their cognitive processes in navigating various educational resources, including online journals and databases, and determining the reliability of sources, indicating their strategies for information-seeking, which helped to create this scoring system. Easy access and user convenience were clearly the instrumental factors in this behavior, which has troubling implications for the lack of use of higher-quality resources (e.g., from peer-reviewed academic journals). The identified challenges encountered during resource access included limited skills in the critical evaluation of information credibility and reliability, signaling a requirement for improved information literacy skills. Participants acknowledged the importance of evidence-based, high-quality information, but faced numerous barriers, such as restricted access to professional and specialty databases, and a lack of academic skills training. This paper develops and critiques a Performative Tool for assessing the process of seeking health information using an online Think-Aloud method, and explores factors and strategies contributing to evidence-based health information access and utilization in clinical practice, aiming to provide insight into individuals’ information-seeking behaviors in online health contexts.

Introduction: Nursing care plans are fundamental learning tools for assessing students’ clinical judgment, yet documentation quality is influenced by resource accessibility and information-seeking competence. Despite growing emphasis on evidence-based practice and digital literacy, limited research examines how nursing students identify, evaluate, and apply information sources—particularly artificial intelligence—when developing care plans during clinical placements. Objectives: To examine undergraduate nursing students’ online information-seeking behaviours when developing nursing care plans during clinical placements, including their use of artificial intelligence tools. Methods: Convergent mixed-methods study at a single Saudi university. Eligible undergraduate nursing students were engaged in clinical courses requiring care plan development. Sixteen final-year students were purposively sampled for four focus groups, and all 192 eligible students were invited to a cross-sectional survey; 157 responded (81.7%). The survey used a validated 17-item information-seeking assessment tool. Qualitative and quantitative strands were collected concurrently, analysed separately—thematically and via descriptive statistics—and integrated at interpretation; no inferential tests were performed. Results: Qualitative findings revealed persistent challenges including time constraints and variable clinical staff collaboration; students used cross-checking and peer consultation to ensure credibility, though concerns about artificial intelligence reliability persisted. Quantitatively, students reported high confidence in online information-seeking (aggregate mean 4.14/5.0), drawing on multiple sources including professional databases and artificial intelligence tools. Conclusions: While nursing students demonstrate confidence as information seekers, gaps exist between perceived competence and actual critical appraisal skills. Although derived from a single Saudi university using a descriptive design, findings may be transferable to programmes facing similar challenges in integrating digital health literacy and emerging technologies into clinical training.

Background/Objectives: Nursing internship students face significant clinical stressors that may compromise wellbeing, self-efficacy, and coping. Evidence on structured faculty-led support in Middle Eastern nursing education remains limited. This study examined changes in nursing interns’ self-efficacy and coping over a six-month internship period during which a Faculty Clinical Support Model (FCSM) was implemented. Methods: A quasi-experimental, single-group pre-post design without a control group was employed. Of 172 eligible interns at Taibah University, Madinah, Saudi Arabia, 114 completed paired assessments at baseline (T0) and six months (T1). Self-efficacy was measured using an internship-contextualized Generalized Self-Efficacy Scale (GSE) and coping using the Placement Coping Scale (PCS); a five-item form assessed perceptions of the FCSM. Wilcoxon signed-rank tests on total scores were the primary analyses, with paired t-tests as sensitivity analyses; item-level (Holm-corrected) and gender-stratified analyses were exploratory. Results: Self-efficacy (M = 8.07 to 8.11; mean difference 0.04, 95% CI 0.005–0.08; p = 0.022; d = 0.21) and coping (M = 7.41 to 7.54; mean difference 0.14, 95% CI 0.07–0.20; p < 0.001; d = 0.39) increased slightly, but most participants’ scores were unchanged and mean changes were below each scale’s minimal detectable change. No gender × time interaction was found. The FCSM was rated favorably (M = 4.12/5.0), with 85.1% recommending it. Conclusions: Small, statistically significant increases in coping and self-efficacy followed FCSM implementation, but their educational significance is uncertain and, without a control condition, they cannot be attributed to the model. Controlled evaluations of structured faculty mentorship are warranted.

Background: Despite established guidelines, enteral nutrition (EN) practices among critical care nurses (CCNs) often vary, leading to suboptimal nutritional delivery. Evidence regarding EN practices in Saudi Arabian intensive care units (ICUs) is limited. This study aimed to assess CCNs’ EN practices in Al-Madinah and evaluate their alignment with current evidence-based guidelines. Methods: A cross-sectional survey was conducted among CCNs working in adult ICUs of governmental hospitals in Al-Madinah Al-Munawarah, Saudi Arabia, using a census sampling approach. Data were collected using a 61-item self-administered questionnaire comprising three sections: ICU and nurse characteristics (11 items), EN practices (34 items), and assessment and management of EN intolerance and complications (16 items). An online survey was distributed via social media platforms between November 2023 and January 2024. Results: Of 500 eligible nurses, 178 completed the questionnaire (35.6% response rate) and were included in the final analysis. Most reported the availability of EN guidelines (62.4%), performing nutritional assessments (66.9%), initiating EN early within 48 hours or less (87.2%), and using gastric access (98.31%). However, significant inconsistencies were observed in tube placement verification, monitoring and management of gastric residual volume (GRV) and feeding intolerance. Outdated methods for confirming tube placement, such as auscultation, remained common (67.4%). GRV was frequently measured more often than recommended (78.7%), and EN was often withheld at GRV thresholds below recommended (72.5%). Management of diarrhea involved non-recommended practices, although adherence to recommended tube-flushing procedures was high. Conclusion: The self-reported EN practices among CCNs showed partial adherence to guidelines, with notable gaps in tube placement verification, GRV and feeding intolerance monitoring and management. These findings underscore the need for standardized protocols, targeted training, and quality improvement initiatives to optimize EN delivery and prevent underfeeding in critically ill patients.