Background: The use of standardized patient simulation in psychiatric nursing education addresses the unique challenges presented by mental healthcare settings. Students’ attitudes toward clinical simulation remain predominantly favorable, with many expressing enthusiasm for the opportunities it provides in terms of embracing challenges, enhancing realism, and promoting critical thinking through problem solving, decision-making, and adaptability. Methods: This quantitative study used a cross-sectional, descriptive, correlation design to investigate the effectiveness of standardized patient simulation as a teaching method in the Psychiatric and Mental Health nursing course in a university setting. A total of 84 nursing students were recruited for the convenience sample. Data were collected using a three-part questionnaire survey which included the following: a demographic data sheet, the Student Satisfaction and Self-confidence in Learning Scale, and a narrative open-ended question asking the participants to write the advantages and disadvantages of their simulation experience. Data were analyzed using the statistical software JMP pro17. Results: The total satisfaction with learning subscale score ranged between 5 and 25 with a mean score of 19.36 ± 6.32. The total self-confidence subscale score ranged between 8 and 40 with a mean score of 30.87 ± 9.1. Pearson’s correlation coefficient r revealed a statistically significant positive relationship between the participants’ satisfaction with the learning experience and their self-confidence (t = 0.923, p < 0.0001). Approximately 91.7% of the students recommended using simulation. The results confirmed the students’ recommendations of simulation use in teaching psychiatric and mental health courses; furthermore, the results showed a statistically significant positive correlation with the total SSLS (p = 0.01) and satisfaction with learning subscale (0.003). Participants reported that authentic, practical, comfortable, and safe learning environments contributed to an enriched learning experience. Additionally, factors such as timesaving, access to information, cost-effectiveness, standardized teaching, varied exposure, skill development, and immediate feedback also enhanced the learning experience through patient simulation in psychiatric and mental health nursing. Conclusion: Simulations can contribute efficiently and positively to psychiatric and mental health nursing education in a manner that optimizes the learning experience while ensuring the consistency of student learning in a safe learning environment.

Background: COVID-19 pandemic had seriously impacted various aspects of all societies globally. The pandemic has the potential to affect all people including college students, with a large number of students experiencing psychological distress which became a growing universal concern. Objective: The aim of this study was to examine the impact of COVID-19 on mental health and quality of life among undergraduate nursing students and nurse internes. Methods: A cross-sectional research design was used, and data was collected from 264 participants using a demographic data sheet, the Patient Health Questionnaire-4, and the WHOQOL-BREF Scale. Data were analyzed using JMP Pro 15. Results: The sample consisted mostly of nursing students (88.64%) from various academic levels, including 30% nurse interns. Among them, 34.85% had a history of COVID-19 symptoms, and 43.18% tested positive for COVID-19. Overall, participants reported high satisfaction with their quality of life, receiving necessary information for daily life, having improved relationships and support from friends and family compared to normal times, and having good access to healthcare services. Additionally, their faith and spiritual practices showed improvement. Regarding mental health, there was a significant correlation between perceived mental health and previous COVID-19 symptoms, while social support showed a significant correlation with quality of life. Conclusions: Those nursing students and nurse interns who experienced negative psychological health impacts due to COVID-19 need to be referred for proper mental health counseling and other treatment services.

Background: Premenstrual dysphoric disorder (PMDD) represents the most severe form of premenstrual symptoms, markedly affecting emotional well-being, physical health, and academic functioning. Medical students are particularly susceptible due to high academic demands and stress exposure. However, evidence from Saudi Arabia remains limited. This study examined the proportion of participants who screened positive for PMDD based on PTSS criteria, its associated triggering factors, and coping strategies among female medical students in the central region of Saudi Arabia. Methods: A cross-sectional descriptive study was conducted among 492 female students enrolled in medical colleges. Participants were recruited through convenience sampling. Data were collected using a self-administered questionnaire consisting of sociodemographic and menstrual-related items and the validated Premenstrual Symptoms Screening Tool (PSST). Data analysis was performed using JMP Pro 17. Ethical approval was obtained from the Institutional Review Board at KAIMRC (SP23R/242/11). The study adhered to STROBE reporting guidelines. Results: The proportion of participants who screened positive for PMDD based on PTSS criteria of PMDD was 11%, while 42.5% of participants met criteria for moderate-to-severe premenstrual syndrome (PMS). The most frequently reported symptom triggers included stress (70.33%), poor general health (43.90%), poor nutrition (38.82%), and academic examinations (38.62%). Common coping strategies included rest (70.33%), consumption of warm herbal drinks (49.59%), and the use of heat therapy (48.58%). Only 21% reported seeking medical consultation. Significant associations were identified between PMS/PMDD severity and marital status ( p = 0.010), college type ( p = 0.029), menstrual blood amount ( p < 0.001), dysmenorrhea ( p < 0.001), and menstrual cycle regularity ( p < 0.001). Symptom severity demonstrated a strong positive correlation with absenteeism due to dysmenorrhea (r = 0.402, p < 0.001). Conclusion: PMDD and moderate-to-severe PMS are common among female medical students and are influenced by stress, lifestyle factors, and menstrual health characteristics. Despite the considerable impact on academic functioning and attendance, most students adopt self-management approaches and rarely seek medical care. These findings underscore the need for targeted health education, stress management support, and enhanced menstrual health services within academic institutions.

Implementation strategies (SP) are carried out as a means of evaluation, in other words strategies used to carry out self-introspection in order to demand that oneself achieve better goals and results and minimize the possibility of deficiencies or failures.. The research aims to determine psychoreligious experiences in controlling emotions in patients at risk of violent behavior. The research used was descriptive qualitative, with data analysis using the Colaizzi method, with five participants. The inclusion criteria for participants were inpatients with a nursing diagnosis of risk of violent behavior and cooperative patients. This research was conducted at RSJD Dr. Amino Gondohutomo, Central Java Province. The results of interviews related to psychoreligious experiences in controlling emotions in patients at risk of violent behavior, all participants admitted that psychoreligious practices: prayer, dhikr and supplication were able to reduce emotions. Participants stated that they felt calmer when they were close to their God. These psychoreligious activities can be applied into daily activities for patients especially with violent behavior, this method can also be applied in daily life to feel calmer and able to live life well again.

BACKGROUND Health profession education students exhibit a higher rate of excessive digital technology use compared to their peers. Although the interaction of technology with student well-being has become more pronounced, the lack of awareness about digital detox among students in technology-intensive healthcare disciplines, along with the scarcity of studies exploring their practices, is concerning. OBJECTIVE This study aimed to investigate the patterns of social media usage and potential relationships between digital detox practices, mental well-being, physical health, and academic performance. METHODS A cross-sectional survey design was employed at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) in Riyadh. The sample consisted of 471 students from the health professions. Validated surveys were used, including the Social Media Disorder Scale, Digital Detoxification Awareness Questions, Kessler Psychological Distress Scale (K-6), and physical health assessments. The relationships between the study variables were analyzed using the chi-square test and ANOVA, with a significance level of 0.05. RESULTS A total of 471 students were included, with the majority being female (n = 291, 61.8%), single (n = 440, 93.4%), and aged between 18 and 37 years (M = 21.62, SD = 2.30). Participants reported an average daily social media usage of 7.07 ± 4.11 hours, with 31.6% of the sample classified as problematic users. Digital detox awareness was 59.7%, and 58.6% reported having experienced a digital detox. The most common strategies reported were avoiding phone use (69.1%) and muting notifications (70.3%). Participants reported eye strain (59.0%), neck pain (56.7%), and back pain (49.7%) due to the use of smartphones. Significant associations were found between social media use, gender, college affiliation, awareness of digital detox, level of physical activity, and sleep patterns (p < 0.005). A positive correlation was found between GPA and digital detoxification (p = 0.01). Social media use was significantly associated with the mental well-being of the participants (F = 214.096, p < 0.001) and with their academic performance (p = 0.04) CONCLUSIONS The relationships between digital behavior, physical health, mental well-being, and academic performance of health profession students are complex and intertwined. The practice of digital detox, as observed, offers improvements in various aspects of students' lives; therefore, incorporating digital wellness strategies into the curriculum is vital for preparing students as professionals and enhancing student outcomes. CLINICALTRIAL NRR24/007/11