Background: Self-esteem is a subjective assessment of one’s own value and worth as a person. Self-esteem is recognized as an indicator of a person’s mental health, with lower levels associated with mental conditions such as stress and depression. In the context of nursing education, self-esteem has been linked to student’s academic performance, clinical competence, and overall well-being. Existing literature suggests that self-esteem among student nurses varies across countries and cultures. Assessing the self-esteem level among student nurses is essential for identifying students at risk of experiencing academic difficulties or mental health problems. Objective: The study aimed to assess the self-esteem level among student nurses at Al-Majmaah University, Saudi Arabia. Methods: A cross-sectional design was employed and conducted with 346 nursing students conveniently selected at Majmaah University in Saudi Arabia in May 2023. A self-reported questionnaire utilizing the Rosenberg Self-Esteem Scale (RSES) was employed. Data were analyzed using SPSS Statistics software, including descriptive and inferential statistical techniques. Results: The findings revealed that 265 students (76.6%) had moderate self-esteem levels, 53 students (15.3%) had low self-esteem, and 28 students (8.1%) had high levels of self-esteem. Examination of self-esteem in relation to socio-demographic variables resulted in statistically significant correlations with the year of study, physical health, psychological health, and father’s education (p <0.05). Conclusion: The study’s results offer valuable insights for nurse educators, which can serve as a compass for designing educational and awareness programs to boost self-esteem among student nurses. These initiatives hold significance in equipping students with the necessary attributes for their upcoming roles as professional nurses. Nonetheless, further investigations are warranted to delve into self-esteem and associated factors.

Background: Emotional intelligence is an individual’s capacity to comprehend, use, and control their own emotions to communicate and connect with people successfully. The emotional intelligence level among nursing students indicates their ability to regulate their emotions, possess self-awareness, demonstrate empathy, have motivation, and display social skills, impacting how they adapt during their education and preparation for nursing care. However, studies investigating emotional intelligence in the Saudi Arabian context are scarce. Objective: This study aimed to evaluate the degree of emotional intelligence and its differences according to sociodemographic variables among nursing students in Saudi Arabia. Methods: A cross-sectional study was undertaken with 322 nursing students conveniently selected at Majmaah University, Saudi Arabia. Data were collected between May and June 2023 utilizing the Schutte Self-Report Emotional Intelligence Test (SSEIT). Descriptive statistics, such as mean, standard deviation, frequency, and percentage, independent t-test, and one-way ANOVA were used for data analysis. Results: Most of the students had emotional intelligence levels ranging from moderate to high (96.6%). There were significant differences in emotional intelligence levels according to the age of students, gender, year of study, marital status, mother’s education, physical and psychological health, and grade point average (p <0.05). Conclusion: The study findings may offer valuable insights for nursing educators in universities, emphasizing the importance of enhancing emotional intelligence and integrating it into nursing curricula. Additionally, it highlights the need to develop effective strategies and training sessions and workshops according to sociodemographic factors to enhance emotional intelligence levels among nursing students.

Background: The learning process for nurses, including internships, was affected during the COVID-19 pandemic, which may have made the nurse internship program more challenging and stressful for participants. Therefore, it is significant to explore the experiences of nurse interns during COVID-19. Aim: This study aimed to explore Saudi nurse interns’ field experiences during the pandemic. Design: The study utilised descriptive phenomenological qualitative research and a thematic approach. Methods: A total of 19 nurse interns participated in the study, which was conducted in Saudi Arabia. Participants undertook an internship program at different government hospitals in five cities in Saudi Arabia. Unstructured individual interviews were conducted to gather data from the participants. Results: The findings revealed five themes: being passionate, lacking knowledge and skills, being concerned about their families, being cautious, and being unoriented. Conclusion: The study findings document that the struggles of nurse interns in their internship programs during COVID-19 were related to their lack of knowledge, their family, and the working environment.

Background: The effects of COVID-19 on the attitude of student nurses toward the nursing profession remain unclear because few studies have been conducted on this topic. Thus, this study examines the influence of the psychological effects of COVID-19 on student nurses’ attitudes toward the nursing profession and their desire to become nurses. Method: The study utilised a quantitative, cross-sectional, and observational design. It surveyed a convenience sample of 726 student nurses in Saudi Arabia during the first semester of the 2021–2022 academic year. Results: The students reported low levels of COVID-19 fear, anxiety, stress, phobia, and obsession. The students reported positive attitudes toward the nursing profession and 86.0% highlighted their desire to continue with nursing as their future profession. Gender, knowing someone infected with COVID-19, confidence in the government’s pandemic response, fear, anxiety, and phobia were significant predictors of the nurses’ attitudes. Community, family members in the profession, “COVID-19-related anxiety”, and “preference for the nursing profession” were significant predictors of the student’s desire to continue nursing. Conclusions: Living in a rural community, having family members in the nursing profession, having low levels of COVID-19-related anxiety, and having positive attitudes toward nursing increased the likelihood of nursing students continuing their nursing careers during the COVID-19 pandemic.

The aim of this study was to investigate the predictors of self-assessed and actual knowledge of diabetes among undergraduate nursing students. Nursing education plays an important role in preparing future nurses and ensuring that they are knowledgeable and competent in diabetes care. A descriptive, cross-sectional study was conducted with a convenience sample of 330 undergraduate Saudi student nurses. We collected data from October to December 2019 using the Diabetes Self-report Tool (DSRT) and Diabetes Basic Knowledge Tool (DBKT). We performed a multiple regression analysis to identify the predictors of self-reported and actual knowledge of diabetes. The students’ overall mean (SD) scores in the DSRT and DBKT were 48.31 (5.71), which is equivalent to 80.52% of the total score and 22.54 (8.57), respectively. The students’ university, gender, year level and experience in providing direct care to diabetic patients were the significant predictors of self-reported knowledge, whereas their university, age and perceived diabetes knowledge were the significant predictors of actual diabetes knowledge. The findings underscore the necessity to improve student nurses’ actual knowledge of diabetes and its management. Our findings provide a solid basis for planning and implementing educational interventions with diabetes-related information to ensure adequate diabetes knowledge among nursing students.

The leadership behaviours and practices of nurse managers play a pivotal role in shaping staff performance, retention, and the overall quality of patient care, making them critical components of healthcare system efficiency and outcomes. These behaviours and practices are attributed to different management strategies and leadership styles, which have a strong influence on how leaders act and make decisions. This study aims to assess the leadership behaviours and practices of nurse managers within Riyadh Second Health Cluster. A cross-sectional quantitative study was conducted using the Leadership Practices Inventory (LPI), a validated 30-item self-assessment tool. A total of 342 nurse managers working in Riyadh Second Health were recruited using convenience sampling. Data were analyzed using descriptive statistics, independent t-tests, and ANOVA to examine differences across their demographics. Significant differences were found in leadership behavior scores across gender, nationality, age, education, and experience, with female, non-Saudi, mid-career, and bachelor’s-prepared nurse managers demonstrating higher self-reported leadership practices across all domains. Nurse managers exhibited very high leadership scores across all five domains of the leadership practices (average M = 4.57); Model the Way (M = 4.57), Inspire a Shared Vision (M = 4.56), Challenge the Process (M = 4.56), Enable Others to Act (M = 4.57), and Encourage the Heart (M = 4.57). The results indicated a very high level of all leadership practices among the nurse managers in Riyadh Second Health Cluster. The study findings highlight a strong leadership abilities among the nurse managers, emphasizing the need for continued investment in leadership training and development programs to enhance staff performance, retention, and quality of care.