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: Nurses often experience high levels of Work-Family Conflict (WFC) due to the demanding nature of their profession, which can negatively affect their job performance (JP). Emotional Intelligence (EI) has been identified as a factor that helps individuals manage stress and conflicts effectively, potentially mediating the relationship between WFC and JP. However, the interaction between these variables in the context of the nursing profession, especially in Saudi Arabia, has not been fully explored. This study aims to examine the impact of WFC on JP and assess the mediating role of EI in this relationship among staff nurses. Methods: A descriptive multivariate correlational design was conducted in a Saudi hospital in Riyadh. A convenience sample of 227 nurses was recruited. Three validated instruments: the Work-Family Conflict Scale, the Six-Dimension Scale of Nursing Performance, and the Wong and Law Emotional Intelligence Scale were utilized for data collection. Descriptive and inferential statistics and path analysis were used to analyze the data. Results: A statistically significant inverse relationship between WFC and JP (β = -0.08, p < 0.01) was reported, suggesting that higher levels of WFC are associated with lower JP. However, WFC did not significantly affect EI (β = -0.02, p = 0.35). Importantly, EI had a significant positive impact on JP (β = 0.47, p < 0.01) and partially mediated the relationship between WFC and JP, explaining 22% of the variance in JP. Conclusion: WFC negatively affects JP among nurses, but EI acts as a crucial mediator in improving JP despite WFC. Developing EI among nurses could mitigate the adverse effects of WFC and enhance JP. These findings provide significant implications for healthcare administrators and nurse managers aiming to improve nurse performance, retention, well-being, and organizational outcomes.

Psychiatric nurses experience unique emotional and ethical challenges, including moral distress, associative stigma, and compassion fatigue, that can negatively affect their mental health and clinical performance. The complex relationship among these variables has not been clearly defined. Thus, this study aimed to determine the levels of compassion fatigue, associative stigma, and moral distress and to investigate how these factors interact with an emphasis on the role of compassion fatigue in mediating the relationship between associative stigma and moral distress. A convenient sampling technique was used to recruit nurses from Erada Mental Health Complex in Riyadh. In addition to sociodemographic data, three validated tools were used to collect data: the Compassion Fatigue Scale, Clinician Associative Stigma Scale, and Moral Distress for Healthcare Professionals Scale. The structural equation modeling was used to examine the relationship among the three variables using the ‘lavaan’ package. Mediation analysis revealed that compassion fatigue significantly mediates the relationship between associative stigma and moral distress, with 80% of the total effect mediated (β = 6.38, p < 0.001). Direct and indirect effects were confirmed, with associative stigma impacting moral distress both directly (β = 1.64, p < 0.001) and through compassion fatigue (84% of the effect). Structural equation modeling showed a satisfactory model fit (χ²/df = 2.84, CFI = 0.90, RMSEA = 0.075) and supported the central role of compassion fatigue in this relationship. Our findings underscore the importance of addressing compassion fatigue and associative stigma to alleviate moral distress among psychiatric nurses. To ensure nurses’ well-being and the delivery of high-quality mental health care, interventions such as peer support groups, resilience training, and organizational initiatives to decrease stigma and compassion fatigue should be considered for all nurses working in psychiatric mental health settings. Not applicable.

Polycystic ovarian syndrome (PCOS), which is a significant cause of infertility, has a significant impact on more than just physical health. It frequently results in emotional stress, a low quality of life, and body image issues. The purpose of this study was to determine how a nursing program that considers social, emotional, and physical factors would benefit women with PCOS. A quasi-experimental research design was conducted from February 2023 to May 2024 on 60 PCOs patients distributed as study and control groups at the obstetric and gynecological outpatients' clinics department of Shebin Elkom, Teaching Hospital, Menoufia Governorate, Egypt. Four tools were used for data collection: A structured interview questionnaire, the Depression, Anxiety, and Stress Scale (DASS-21), the Body Self-Image Questionnaire-Short Form (BSIQSF), and the Modified Polycystic Ovary Syndrome Health-Related Quality of Life Questionnaire (MPCOSQ). Numbers and percentages were used to represent Categorical data. The chi-squared test was used to compare variables with categorical data. Data analysis was conducted using SPSS v20 software. There was a highly statistically significant difference (P < 0.001) between the two groups pre- and post-intervention regarding body image and quality of life for women with PCO. There was a statistically significant difference between women in the studied groups at follow-up after 12 months regarding FSH level and anthropometric (P = 0.007). Also, there was a highly statistically significant difference between the study and control group regarding depression, anxiety, and stress at follow-up after 12 months (P < 0.001). Biopsychosocial nursing intervention had a significant effect on improving body image, depression, anxiety, stress, and the overall quality of life in women with PCOS. Women with PCOS should be managed based on a holistic, multidisciplinary approach that incorporates not only physical and medical needs but also psychological and educational needs to enhance awareness, promote early recognition, improve psychological well-being, and health-related quality of life. Not applicable.

Aim: This study aimed to investigate how Emotional Intelligence and Locus of Control contribute to the academic performance of nursing students at the Jeddah and Riyadh campuses at Saudi ArabiaMaterial and methods: A cross-sectional study design was employed, involving 424 nursing students from Jeddah (N=213) and Riyadh (N=211) campuses, recruited through convenient sampling. Two validated and reliable assessment tools were used to measure Emotional Intelligence and Locus of Control. Data were collected between January and April 2024.Results: In Jeddah, 58.2% of students were aged 20–23, while in Riyadh, this age group accounted for 74.9%. More students in Jeddah (63.4%) were at the 8-12 academic level compared to Riyadh (54.1%). A strong positive correlation was found between emotional intelligence (EI) and locus of control (LOC) (r = .730, p < .001), indicating that higher EI is significantly associated with a stronger internal LOC. Additionally, both LOC and EI had weak but statistically significant positive correlations with GPA, with LOC showing r = .171 (p < .01) and EI showing r = .122 (p < .05)Conclusions: This study underscores the importance of Emotional Intelligence and Locus of Control in shaping academic performance among nursing students. The findings contribute to a deeper understanding of psychological dynamics within nursing education. Therefore, Institutions should integrate targeted training programs and mentorship initiatives to foster EI and an internal LOC among nursing students.

Introduction: Domestic violence against women (DVAW) is a global health issue, particularly in areas with patriarchal norms and a lack of culturally relevant assessment tools. We developed a culturally adapted questionnaire to measure community attitudes toward DVAW in Saudi Arabia. Methods: We conducted a cross-sectional study involving expert review, exploratory factor analysis (EFA), and assessments of internal consistency. The study included a convenience sample of 831 adult participants, comprising 417 males and 414 females. Results: The adapted instrument showed excellent psychometric properties (Cronbach’s alpha = 0.93) and strong validity across demographic groups. Although excluding acceptance-oriented items narrowed the conceptual scope, the remaining items effectively measure key dimensions of DVAW rejection, reflecting community attitudes and their mental health implications. Discussion: This reliable instrument measures community attitudes toward DVAW. Future work may explore cognitive neuroscience methods to study attitude change and the long-term effects of culturally adapted interventions on mental health.