Introduction: Academic burnout is a prevalent issue affecting students across different disciplines, including nursing students. Academic burnout negatively impacts students’ clinical performance, patient satisfaction, and care quality. Aim: This study aimed at examining the differences in the mean scores of students’ academic burnout on their demographic characteristics, and evaluating the relationship between academic burnout, self-efficacy, psychological distress, and quality of learning experience among undergraduate nursing students. Methodology: A cross-sectional design with a purposive sampling technique was used to conduct the study. The questionnaire was sent through Microsoft Forms including demographic questions, Maslach-Burnout Inventory- Student Survey, General Self-Efficacy Survey, Kessler Psychological Distress Scale, and Quality of Learning Experience Scale to measure the variables. Results: The total number of participants was 286 nursing students. The results depicted statistically significant effects of three different English proficiency levels on academic burnout F(2, 283) = 4.328, p =.014), program of study (t(284) = 2.270, p =.024, 91% CI: 0.55 to 10.45), GPA (t(284) = 2.011, p =.045, 95% CI: − 0.05 and 9.52), interest in the field of nursing (t(284)=-3.855, p <.001, 95% CI: -16.79 and − 4.83, and support from friends (t(284)=-2.626, p =.009, 95%CI: 95% CI: -13.58 and − 1.92. Nursing students reported moderate levels of self-efficacy (M = 30.22, SD = 5.62), academic burnout (M = 42.08, SD = 17.84), and quality of learning experience (M = 58.97, SD = 11.19). However, the participants reported severe psychological distress (M = 32.20, SD = 9.75). Academic burnout was negatively correlated with self-efficacy (r=-.514, p <.001), psychological distress (r=-.585, p <.001), and the quality of learning experience (r=-.407, p <.001). The weakest correlation with students’ academic burnout was the overall quality of learning experience, while the strongest correlation was psychological distress. Conclusion: Our results suggest that academic institutions should ensure realistic academic workloads and expectations that align with students’ capabilities while avoiding excessive coursework or unrealistic deadlines. Time management skills, coping strategies, problem-solving, goal setting and prioritization should be incorporated into the programs to help students develop a balanced approach to reduce academic burnout and psychological distress. Clinical trial number: Not applicable.

Background: There is limited evidence on the association between psychological distress, academic stress, and burnout among Saudi nursing students. Clarifying such an association is crucial to understanding the factors associated with psychological distress and developing interventions to prevent it. Aim: To explore the prevalence and association of psychological distress with academic stress and burnout among Saudi nursing students. Methods: A cross-sectional design was used, and 237 students participated from a nursing college in Riyadh, Saudi Arabia. Students’ demographics; the Depression, Anxiety, and Stress Scale; the Academic Stress Inventory; and the Maslach Burnout Inventory were used for data collection. Results: Most of the participants reported no-to-mild depression, anxiety, and stress. Stress related to studying in groups, time management, emotional exhaustion, depersonalization, and personal accomplishment were the significant predictors of psychological distress, explaining 52.1% of the variance. Conclusions: This study suggest implementing tailored mental health screenings and support services for nursing students, embedding mental health professionals in the program, and using telehealth or mobile apps for remote monitoring to ensure comprehensive care for nursing students. Future research should consider these predictors while designing strategies to decrease psychological distress among students.

Background: Caring behavior is a major focus of the nursing profession and an important dimension of nursing practice that sets nurses apart from other healthcare professionals. Effective patient-centered care requires ensuring nurses have the emotional intelligence and happiness to address the daily demands of practice. The purpose of this study is to examine the emotional intelligence and happiness among nursing students and their relationship with caring behaviors. Methods: A cross-sectional, descriptive correlational study was conducted on nursing students (n = 363) from Riyadh, Kingdom of Saudi Arabia, via an online survey. Measures include demographic data survey, Oxford Happiness Questionnaire, Trait Emotional Intelligence Questionnaire, and Caring Behaviors Inventory scale. Descriptive and multiple regression analyses were conducted for this study. Results: Nursing students reported their highest degree of caring was in terms of ‘respectful differences to others’, while their lowest was in ‘knowledge and skills’. Emotional intelligence and happiness were significant predictors of caring behaviors and explained the variance in assurance of human presence (17.5%), knowledge and skills (17.5%), respectful differences to others (18%), and positive connectedness (12.9%). In the final regression model, emotional intelligence and happiness were significant predictors of caring behaviors and explained 19.5% of the variance. Conclusions: Emotional intelligence and happiness among nursing students were found to be important factors to improve their caregiving behaviors. Therefore, nursing educators should consider integrating emotional intelligence and happiness interventions for students into their curriculum.

Introduction: Academic demands and stressors put nursing students at increasing risk of depression. The aims of the study examine the perceived level of depression and academic stress and investigate the association between these variables among nursing students in Saudi Arabia.Methods: A cross-sectional design was used in this study. Data was collected using depression subscale from DASS-21 scale and the Academic Stress Inventory scale.Results: A total of 237 students participated in the study. Nursing students perceived normal to mild levels of depression. Students perceived moderate levels of academic stress in all subscales, except for time management and test stress which were high. All academic stress subscales had a positive statistically significant correlation with depression. The regression model explains 49.0% of the variance in the depression scale and indicated that the main significant predictor of depression is studying in group stress, followed by self-inflected stress, study year, and sleep problem. The mean score of depression for first year students was significantly different than students in other study years.Discussion: Nurse educators should facilitate group formation and teach students about time-management, problem-solving, negotiation, and coping strategies to deal with academic expectations and demanding situations. Understanding the causes, limiting the exposure to negative influences, and seeking support as needed are important. To enhance the quality of sleep, students should maintain a consistent sleep schedule, while avoiding stimulating activities before bedtime. Future research should focus on a longitudinal study and other variables such as quality of life, satisfaction with the quality of teaching, and support from others.

The emergence of mucormycosis as a life-threatening fungal infection after the coronavirus disease of 2019 (COVID-19) is a major concern and challenge, but there is limited information on the risk factors for mortality in patients. We conducted a prospective cohort study from May 2021 to April 2022 to determine the in-hospital outcomes of post-COVID-19 mucormycosis during the intensive care unit (ICU) stay. The sample of the study was collected as consecutive sampling using all accessible patients in the study period. The Statistical Package for Social Sciences (SPSS), version 25 (IBM, Chicago, Illinois, USA) was used for statistical analysis. Among 150 patients with post-COVID-19 mucormycosis, the majority had a primary sinus infection (86.0 %), while 11.3 % had both sinus and ocular infections, and 2.7 % had sinus and cutaneous infections. Around 21 % (n = 31) of patients deceased after staying in the ICU for a median (range) of 45.0 (10.0-145.0) days. The majority of the patients who deceased had pneumonia patches on computed tomography (CT) (90.3 %) while none of the patients who were discharged had pneumonia patches (p < 0.001). The deceased group had higher rates of pulmonary embolism (93.5 %) compared to the surviving groups (21.8 %). In a multivariate Cox regression analysis, the risk of death was higher in older patients above 60 years old (hazard ratio (95 %CI): 6.7 (1.73-15.81)), increase among patient with history of steroid administration (hazard ratio (95 %CI): 5.70 (1.23-10.91)), who had facial cutaneous infection with mucormycosis (hazard ratio (95 %CI): 8.76 (1.78-25.18)), patients with uncontrolled diabetes (hazard ratio (95 %CI): 10.76 (1.78, 65.18)), and total leukocytic count (TLC>10 ×103 mcL) (hazard ratio (95 %CI): 10.03 (3.29-30.61)). Identifying high-risk patients especially old diabetic patients with corticosteroid administration and detecting their deterioration quickly is crucial in reducing post-COVID-19 mucormycosis mortality rates, and these factors must be considered when developing treatment and quarantine strategies.

Background: Professional quality of life has received widespread concern in nursing over the last few years. Nurses with a high professional quality of life enthusiastically approach their work and provide excellent patient care. On the other hand, poor professional quality of life may affect nurses’ quality of care, resulting in job dissatisfaction and jeopardizing patient outcomes.Aim: To examine the relationship between the professional quality of life and job satisfaction among registered nurses.Method: A cross-sectional correlational design and convenience sampling were used. Data were collected using the Professional Quality of Life Scale-Health and the Job Satisfaction Survey.Results: The mean total score for the nurses’ job satisfaction survey was high 117.47 (SD = 27.26). The nature of work subscale had the highest mean, while the fringe benefits subscale had the lowest. The mean total score for the Professional Quality of Life Scale for Health Workers was moderate 98.41 (SD = 12.15). The Compassion Satisfaction subscale had the highest mean score, while the moral distress subscale had the lowest. There was a statistically significant positive relationship between nurses’ job satisfaction and professional quality of life for health workers.Conclusion: Nursing supervisors need to be more aware of the variables influencing nurses’ professional quality of life and job to assess the degree of moral distress and satisfaction. Although nurses offer their patients physical, psychological, and spiritual care, their duties and interactions with patients can have a negative impact on them. As a result, nurses will be better equipped to care for patients if they have the assistance and support they need.