Aim: Job security and performance are crucial needs for nurses, greatly influencing their motivation and commitment to work. This study seeks to examine Jordanian nurses’ perceptions of job security and employee performance and to compare these factors between government and private hospitals. Design: A descriptive, comparative cross-sectional design was used for the study. Methods: The study was conducted in two government and two private hospitals. A total of 156 nurses were conveniently sampled to participate. Data were collected using the Job Security Questionnaire and the Six-Dimension Scale of Nursing Performance. Results: The mean job security score was 3.26, indicating a moderate level of job security. The mean employee performance score was 2.68, reflecting a high level of job performance. Nurses in private hospitals had significantly higher scores in both job security (t = -5.53, p < 0.001) and employee performance (M = 2.53, SD ± 0.53) compared to nurses in government hospitals. Conclusion: Nurses with moderate job security levels achieved high job performance scores. Private hospitals demonstrated higher job security and employee performance levels than government hospitals. Future research could investigate specific aspects of the Jordanian nursing work environment that may contribute to the differences observed in job security and employee performance.

Aim: To investigate the perception of undergraduate nursing students in different countries in the Middle East about caring.Design: A cross‐sectional, descriptive, comparative design.Methods: A total of 1,582 nursing students from six different countries in the Middle East completed the Caring Dimensions Inventory.Results: The total mean score of caring was 138.8 (± 15.8), indicating a high level of caring. The highest mean score was for nursing students from Egypt (M = 145.37 ± 15.97), whereas the lowest was for nursing students from Palestine (M = 135.36 ± 13.48). The caring perception was more significant for female students than male students, and no significant correlation was found between students' ages and caring scores.Conclusions: The high level of caring among nursing students reflects the involvement of caring behaviour in the nursing curricula, which motivates nursing schools to continue stressing the importance of caring and to enhance this behaviour among their graduates.Patient or Public Contribution: Improving the students' caring competencies as recommended by the study will influence the caregiving quality in the future that will be reflected in nurse–patient caring relationships and raise the patients' and public satisfaction with nursing care.

Climate change-related environmental impacts, such as heatwaves, droughts, floods, and hurricanes, can significantly impact individuals’ physical and mental well-being. Therefore, leveraging nurses’ awareness of this looming issue is crucial. Despite the correlation between climate change and health, research is scarce in nursing. Therefore, interactive web-based educational programs can effectively leverage nurses’ knowledge of climate change by promoting participatory teaching and expanding their awareness through digital media. To assess the impact of web-based educational programs on improving climate change awareness, climate activism, and pro-environmental behavior of primary health care rural nurses. A randomized control trial design was adopted according to the Consolidated Standards of Reporting Trials guidelines (CONSORT). One hundred twenty-four nurses completed pre- and post-intervention assessments using the Climate Change/Global Warming Knowledge Questionnaire, Environmental Self-Efficacy Scale, and Pro-Environmental Behavior Scale. Then, they are equally divided into intervention and control groups. Effect sizes for climate awareness showed substantial influence, with η² values of 0.351 and 0.229; climate self-efficacy and Pro-Environmental Behavior PEBS demonstrated notable effect sizes (η²=0.292 and 0.141, respectively). Participants who received the web-based educational program demonstrated significant improvements in climate change knowledge, environmental self-efficacy, and pro-environmental behavior. These findings highlight the effectiveness of digital-based interventions in enhancing climate-related competencies among primary healthcare nurses. Future initiatives should explore the scalability of such programs to broader healthcare settings to further promote climate literacy and sustainable practices. Providing primary care nurses working in rural areas with comprehensive knowledge can enable nurse managers to advocate for environmental sustainability and stewardship, promoting community health resilience. Implementing a web-based educational program related to climate change will enable policymakers and decision-makers to ensure that primary care nurses in rural areas optimally contribute to climate advocacy and environmental health initiatives. This approach aligns with the World Health Organization’s Global Strategic Directions for Nursing and Midwifery 2021–2025, which aims to achieve global health goals. NCT: 06196476.

Background: Depressive disorders are prevalent mental health conditions that significantly impair individuals’ social functioning and communication competence. These challenges can exacerbate depressive symptoms, creating a vicious cycle that hinders recovery and overall well‐being. Despite the growing recognition of the impact of depressive disorders on social functioning and communication competence, there remains a significant gap in effective interventions addressing these specific areas.Aims: This research aims to investigate the effect of interpersonal effectiveness skill training on social functioning and communication competence among clients with depressive disorder.Design: A quasiexperimental research design.Setting: The research procedure was carried out in the outpatient clinic of Alexandria University Hospital.Subjects: The study group, which included 42 males and 18 females, and the control group had the same number of patients.Tools: After the preliminary assessment of depression, three instruments were used to collect data: a structured interview schedule that gathered sociodemographic and clinical information, the Scale of Communication Competence, and the Social Functioning Scale.Results: The study group showed a positive difference in their social functioning and communication competence score compared with the control group.Implication: The findings of this study have significant implications for the treatment and support of clients with depressive disorder by incorporating structured skill‐building programs into therapeutic regimens for individuals with depressive disorders.Conclusion: IESTI can enhance patients with depression’s ability to communicate competently and function socially.

Aim: The purpose of this study is to assess the effect of a distance education training program on nurse interns' readiness for distance education and their perceptions of lifelong learning.Design: A quasi‐experimental research approach with one‐group, pre/post‐test was used.Methods: The study used a quasi‐experimental research approach and was carried out at Damanhour University's Faculty of Nursing. A study was carried out on 345 interns' students. All nursing interns enrolled in the 2020–2021 internship training year. The researchers employed a program that contained a distance education readiness assessment as well as a questionnaire about the perceived advantages of lifelong learning.Results: The majority (99.7%) of nurse interns were highly ready for distance education, whereas only 0.3 percent were moderately ready following the training program implementation immediately. In comparison to pre‐training, the majority (91.9%) of them were somewhat ready for distance education, while just 7.2 percent were highly prepared. Furthermore, the majority (97.1%) of them had high total skills of distance education after implementation of the training program by 3 months, and 95.4 percent had high total skills of learning immediately after the training program, whereas 26.1% of nurse interns had high total skills before the training program, at p value 0.01.