Background & Aim: Nowadays, hospitals all over the world adopt hospital policies that prioritize the prevention of CAUTI in critically ill pediatric patients. Aim of the preset study was to investigate the association between evidence based clinical guidelines and catheter associated urinary tract infection prevention in critically ill pediatric patients.,Methods & Materials: This study was conducted at Assiut University Children Hospital's pediatric intensive care unit. This trial enrolled 40 pediatric nurses and 50 children. In the control group, 25 children were assessed before the implementation of the guidelines, while 25 children in the case group were assessed after the guidelines were introduced. Tool I: Background information form. Tool II: Pediatric nurses' knowledge about urinary catheter and CAUTI. Tool III: Pediatric nurses’ observational checklists. Tool IV: Checklist for catheter associated urinary tract infection.,Results: The results of this study showed that (22.5%) of the studied nurses had satisfactory level of knowledge pre guidelines compared with (87.5%) post guidelines. It was observed that (35%) of the studied nurses had competent level of practice pre guidelines compared with (88%) post guidelines with a highly statistically significant differences between nurses' level of knowledge and practices pre and post guidelines p value 0.001**. There was negative correlation between total nurses' knowledge and practices and incidence of catheter associated urinary tract infection.,Conclusion: the prevention of CAUTI rate has significantly improved in critically ill pediatric patients with urinary catheters after applying CAUTI prevention evidence based clinical guidelines.

Background: Pushing technique may influence maternal effort, labor progression, and birth outcomes, yet evidence comparing physiological and directed pushing remains inconsistent, particularly for early maternal recovery. This study compared the two approaches in relation to postpartum fatigue and perceived energy, second-stage duration, and selected maternal and neonatal outcomes. Methods: This non-randomized quasi-experimental comparative study included 120 women assigned during two sequential labor-unit implementation periods to physiological pushing (n = 60) or directed pushing (n = 60). No individual random allocation sequence was used. The physiological-pushing intervention was provider-guided open-glottis, short-duration pushing with urge-led initiation, whereas directed pushing used coached closed-glottis Valsalva efforts. The primary outcome was fatigue at 24 h postpartum. Covariate-adjusted regression was used for 24 h fatigue and perceived energy, mixed-effects models for repeated scores, proportional-odds regression for categorized second-stage duration, and exact methods for binary outcomes. Propensity-score overlap weighting evaluated the robustness of the primary result. Results: At 24 h postpartum, no between-group difference in fatigue was detected after adjustment for baseline fatigue, age, body mass index, education, gravidity, gestational age, first-stage duration, and oxytocin use (physiological-minus-directed difference, 0.20 points; 95% CI, −2.05 to 2.45; p = 0.860). Adjusted perceived energy was also similar (difference, −0.79 points; 95% CI, −2.18 to 0.59; p = 0.260). Across both groups, fatigue decreased and perceived energy increased over time (both time effects p < 0.001), with no group × time interaction. The overlap-weighted analysis supported the primary finding (difference, 0.25 points; 95% CI, −1.79 to 2.29; p = 0.809). Physiological pushing was associated with lower odds of occupying a longer second-stage-duration category in the adjusted proportional-odds model (adjusted OR, 0.20; 95% CI, 0.09 to 0.45; p < 0.001; Holm-adjusted p = 0.0007). None of the six binary maternal or neonatal outcomes differed after Holm correction. Conclusions: Compared with directed pushing, physiological pushing was not associated with lower fatigue or higher perceived energy at 24 h postpartum. Directed pushing likewise showed no consistent advantage over physiological pushing across the evaluated maternal and neonatal outcomes. The observed association between physiological pushing and lower odds of a longer second-stage duration represents an exploratory secondary finding and should be interpreted cautiously in view of the non-randomized design and the possibility of residual confounding.

Introduction: Heart failure (HF) is a major chronic condition associated with high morbidity, mortality, and reduced quality of life (QoL). Self-care behaviors based on Orem’s theory play a critical role in symptom management and in improving health-related QoL. Aim: This study aimed to examine the relationship between self-care and quality of life among patients with heart failure based on Orem’s Self-Care Theory.Method: Research design: A descriptive correlational research design was employed at the Heart Center of Al-Qurayyat General Hospital in Saudi Arabia. Sampling: A purposive sample included 100 adult HF patients classified as New York Heart Association (NYHA) Class II or III. Tool: Data was collected using a structured questionnaire: The questionnaire consisted of three main sections: Patients’ demographic and clinical data, the heart failure-specific health-related quality of life scale, and the European heart failure self-care behavior scale.Results: Nearly two-thirds of participants (64%) demonstrated good self-care, 26% moderate, and 10% poor self-care. The mean self-care score was 26.81 ± 9.69, indicating moderate adherence. The overall mean QoL score was 1.74 ± 0.85, indicating mild to moderate impairment. Self-care was significantly and positively correlated with all QoL domains—physical (r = 0.369, p < 0.01), emotional (r = 0.383, p < 0.01), social (r = 0.268, p < 0.01), and total QoL (r = 0.360, p < 0.01). Conclusion: Incorporating Orem’s Self-Care framework into nursing interventions could enhance patients’ self-care management, reduce disease burden, and improve overall well-being.

Aim: To evaluate the effectiveness of a structured emotional intelligence training program on emotional intelligence and multidimensional self‐efficacy among undergraduate nursing students. Background: Emotional intelligence is recognized as a core competency in nursing education, supporting emotional regulation, interpersonal effectiveness, and academic persistence in demanding clinical environments. Emotional intelligence development remains insufficiently embedded within many undergraduate nursing curricula. Methods: A quasi‐experimental two‐group pretest–posttest study design was conducted with 119 undergraduate nursing students in Saudi Arabia. Students were assigned to an intervention group ( n = 62) or a control group ( n = 57). The Schutte Self‐Report Emotional Intelligence Test and multidimensional self‐efficacy were used to measure the variables. Independent‐samples and paired‐samples t ‐tests were used for between‐ and within‐group comparisons. Results: Postintervention, the intervention group demonstrated significantly higher emotional intelligence scores ( M = 134.19, SD = 9.79) than the control group ( M = 126.32, SD = 16.26), t (90.33) = 3.168, p = 0.002, d = 0.598. The intervention group also showed significant improvements across all five self‐efficacy dimensions ( d = 0.299–1.219), whereas the control group showed minimal change. Within‐group analyses revealed large to very large pre–post improvements in the intervention group ( d = 0.275–1.066), with no significant changes in the control group except academic self‐efficacy ( d = 0.284, p = 0.036). Discussion: Emotional intelligence competencies can be developed through brief, structured educational interventions and that emotional intelligence enhancement is linked to gains in students’ self‐efficacy and professional readiness outcomes. Conclusion: Structured emotional intelligence training significantly enhances emotional intelligence and multidimensional self‐efficacy among undergraduate nursing students. Implications for Nursing: Integrating emotional intelligence training into undergraduate nursing curricula may strengthen students’ emotional preparedness and academic confidence. Implications for Nursing Policy: Nursing education policies should recognize emotional intelligence as a core professional competency and support its integration into curriculum standards. Implications for Nursing Management: Nursing education leaders and academic administrators should prioritize structured, competency‐based communication training and language support initiatives within nursing curricula to strengthen students’ humanistic practice abilities and improve future patient‐centered care outcomes.

Background: Mental health nurses work in high-pressure environments where leadership styles strongly influence well-being and job performance. Toxic leadership, including abusive and authoritarian behaviors, can contribute to psychological distress, somatic symptoms, reduced job satisfaction, and lower organizational effectiveness. It may also decrease Organizational Citizenship Behavior (OCB), which reflects voluntary positive workplace behaviors. Intrinsic motivation may help buffer these negative effects by enhancing employees’ internal drive and resilience. Therefore, this study examines the associations between toxic leadership, psychological distress, somatic symptoms, and organizational citizenship behavior among mental health nurses while exploring the potential role of intrinsic motivation. Methods: This descriptive-correlational study, based on Structural Equation Modeling (SEM), was conducted at the Psychiatric Inpatient Department of Mansoura University Hospital. A total of 117 mental health nurses were recruited through simple random samplings. Data were collected using four standardized tools: the Toxic Leadership Scale, the Brief Symptom Inventory (BSI), the Intrinsic Motivation Inventory (IMI), and the Organizational Citizenship Behavior (OCB) Scale, starting from the end of May and completed by the end of June 2024. Data analysis was conducted using IBM SPSS 22 and AMOS 22, employing descriptive statistics, Pearson’s correlations, independent t-tests, and Structural Equation Modeling (SEM). Results: Toxic leadership was positively associated with psychological distress (β = 0.46, p < 0.001). Psychological distress was strongly associated with somatic symptoms (β = 0.99, p < 0.001). Intrinsic motivation was positively associated with organizational citizenship behavior (β = 0.31, p < 0.001). However, intrinsic motivation was not significantly associated with psychological distress or somatic symptoms, and no significant direct association was observed between toxic leadership and organizational citizenship behavior. Conclusions: Toxic leadership was significantly associated with higher levels of psychological distress among mental health nurses, while psychological distress was strongly associated with somatic symptoms. Intrinsic motivation was positively associated with organizational citizenship behavior. However, the hypothesized mediating role of intrinsic motivation was not supported by the structural model. These findings highlight the importance of addressing toxic leadership and promoting supportive workplace environments to enhance nurses’ well-being and organizational outcomes. Relevance for Clinical Practice: Addressing toxic leadership is essential for enhancing nurses’ well-being and organizational outcomes. Interventions targeting leadership behaviors and promoting supportive workplace environments may help reduce psychological distress and its associated somatic symptoms among mental health nurses. In addition, creating workplace conditions that support intrinsic motivation may encourage organizational citizenship behavior and professional engagement, ultimately benefiting clinical practice and patient care quality.

Background: Asthma during pregnancy is associated with adverse maternal and neonatal outcomes. Nursing education, self-management support, and mobile health (mHealth) technologies may support asthma management during pregnancy. Aim: This study evaluated the effect of a structured nursing intervention supported by an mHealth application on asthma control, treatment adherence, and self-monitoring, and maternal and neonatal outcomes among pregnant women with asthma. Design and Setting: A quasi-experimental pretest–posttest design with a control group was conducted at two Maternal and Child Health Centers in Shebin El-Kom, Menoufia Governorate, Egypt. Participants: A convenience sample of 140 pregnant women with physician-diagnosed asthma was recruited and allocated non-randomly according to the center attended to a study group (n = 70) and a control group (n = 70). The sample size was calculated a priori based on a previous study using a 5% significance level and 80% statistical power, with a 1:1 allocation ratio, resulting in a required sample of 70 participants per group. All recruited participants completed the study, with no withdrawals or loss to follow-up. Intervention: The study group received routine antenatal care plus an eight-week structured nursing intervention consisting of four individualized weekly educational sessions (60–90 min each) addressing asthma management, medication adherence, self-monitoring, trigger avoidance, warning signs, inhaler technique, lifestyle modification, and rhythmic breathing exercises. Participants were trained to use the Airlyn mHealth application for guided breathing exercises, practiced 2–3 times daily, and received telephone/WhatsApp follow-up during weeks 6–8. The control group received routine antenatal care according to usual MCH center procedures. Measures: Asthma control was assessed using the Asthma Control Test (ACT). Treatment adherence and self-monitoring were assessed using the Asthma Adherence and Self-Monitoring Questionnaire. Maternal outcomes included hypertensive disorders, gestational diabetes, infections, preterm labor/PPROM, hemorrhage, and mode of delivery. Neonatal outcomes included birth weight, Apgar scores, respiratory distress and respiratory support, NICU admission and length of stay, and condition at discharge. The researcher-developed instruments underwent expert assessment of content validity and assessment of internal consistency before use. Results: Baseline ACT scores were comparable between the study and control groups (14.5 ± 4.2 vs. 14.1 ± 4.3; mean difference = 0.4; p = 0.580). Following the intervention, ACT scores were higher in the study group than in the control group (19.7 ± 3.6 vs. 15.2 ± 4.2; mean difference = 4.5; 95% CI: 3.189–5.811; p < 0.001; Cohen’s d = 1.147). Well-controlled asthma was observed in 75.7% of the study group compared with 17.1% of the control group (p < 0.001). Treatment adherence and self-monitoring scores were also better in the study group (5.6 ± 2.7 vs. 9.1 ± 3.1; mean difference = −3.5; 95% CI: −4.476 to −2.524; p < 0.001; Cohen’s d = 1.199). The overall maternal outcome score was more favorable in the study group (3.5 ± 1.7 vs. 6.1 ± 2.6; mean difference = −2.6; 95% CI: −3.340 to −1.860; p < 0.001; Cohen’s d = 1.174), as was the overall neonatal outcome score (7.7 ± 2.2 vs. 5.5 ± 2.1; mean difference = 2.2; 95% CI: 1.480–2.920; p < 0.001; Cohen’s d = 1.022). Significant between-group differences were also observed in birth weight, Apgar scores, respiratory distress, and NICU admission. Conclusions: Participants who received the structured nursing intervention supported by the Airlyn mHealth application were associated with improved asthma control, treatment adherence, and self-monitoring, as well as more favorable maternal and neonatal outcomes, compared with those receiving routine antenatal care. However, the quasi-experimental design, convenience sampling, and non-randomized allocation limit causal interpretation and the generalizability of the findings. Therefore, the findings should be interpreted cautiously. Recommendations: Larger randomized controlled trials with standardized protocols, adequate sample sizes to evaluate maternal and neonatal outcomes, and longer follow-up periods are recommended to confirm these findings and further assess their clinical relevance.