Across the Middle Eastern countries, there is a lack of studies exploring the connection between the quality of life (QoL) and academic resilience of nursing students. This study determines the association between nursing students’ profile variables and their QoL and academic resilience (AR). A descriptive cross-sectional design with structural equation modeling (SEM) was adopted. This study was conducted at the College of Nursing at the University of Ha'il, KSA. Survey questionnaires using the 12-item Brunnsviken Brief Quality of Life Scale (BBQ) and 30-item Academic Resilience Scale (ARS-30) were utilised to collect data from nursing students (n = 384). SEM via latent variable analysis (lavaan) software version 0.6–7 was used for statistical derivation and analysis. SEM revealed no correlation with QoL and AR when compared using the participants’ profile variables (gender, year level, and enrolled units). There was a correlation between the grade point average (GPA) and QoL. However, no association was found between QoL and AR. GPA exhibited a positive correlation with QoL; thus, nursing students with higher GPA have a more stable and desirable QoL. Additionally, our findings illustrate the individuality of nursing students despite their shared characteristics.

Background: Holistic practices have been found beneficial for patients as well as nurses. They increase both the nurses and the patients’ health-promoting behaviors, spirituality, and interpersonal relationships. Objective: This study aimed to determine holistic nursing care and compare its differences based on individual characteristics. Methods: This study employed a quantitative-cross sectional approach. It was conducted at the hospitals of Hail region, Kingdom of Saudi Arabia, from February 2020 to March 2020. Selected through convenience sampling, 154 operating room nurses participated in the study. Frequency and percentages were used to analyze the demographic information, and t-tests and analysis of variance were used to test for differences. Results: Holistic nursing dimensions such as physiological (4.72 ± 0.40), socio-cultural (4.53 ± 0.45), psychological (4.66 ± 0.32), and spiritual aspects (4.22 ± 0.73) were consistently carried out in the operating room. On the physiological dimension, no significant differences were found in years of experience [(t) -0.073; p > 0.942], gender [(t) -1.113; p > 0.27], or age [(F) 0.558; p > 0.57), but there was a significant difference with nationality [(t) -3.328; p < 0.001]. On the socio-cultural dimension, the length of experience [(t) 0.599; p > 0.550], gender, [(t) -1.420; p > 0.158], and age [(F) 0.148; p > 0.862] were not significant, but a significant difference was found with nationality [(t) -7.516; p < 0.001]. Regarding the psychological dimension, the length of experience [(t) -1.101; p > 0.276], gender [(t) -1.545; p > 0.129], and age [(F) 1.259; p > 0.287] were not significant, but there was a significant difference with nationality [(t) -5.492; p < 0.001]. Finally, with the spiritual dimension, no significant difference was found on length of experience [(t) -1.101; p > 0.276] or age [(F) 0.584; p > 0.559], but there were significant differences on gender [(t) -3.890; p < 0.001] and nationality [(t) -3.653; p < 0.001]. Conclusion: Nationality is a causal factor to physiological, socio-cultural, psychological, and spiritual dimensions, while gender is significant to spiritual aspect. Regardless of nationality or gender, nurses must be knowledgeable regarding the significance of adopting holistic care to improve the quality of their care to their patients.

Introduction: Healthcare-associated infections are a significant risk to patients and the healthcare system. Differences in knowledge, attitudes, and practices among nurses have limited standardized precautions. Improving self-efficacy can enhance compliance with standard precautions, protect patients, and preserve the credibility of healthcare institutions. Aim: This study aimed to determine the mediating effects of self-efficacy on nurses’ knowledge, attitude, and compliance with standard precautions in Saudi Arabia. Methods: This cross-sectional study was conducted in four hospitals in Dharan, Saudi Arabia, between July and October 2023. The respondents were selected through a multistage sampling of 305 nurses from wards and special areas. Results: participants demonstrated a moderate level of knowledge (M = 19.00, SD = 2.17), positive attitudes (M = 55.86, SD = 10.22), intermediate compliance (M = 72.44, SD = 11.47), and moderate self-efficacy (M = 29.99, SD = 11.40). Respondents who possessed more knowledge demonstrated positive attitudes toward standard precautions (r = 0.256, p < 0.001) and were more likely to comply (r = 0.376, p < 0.001). Higher self-efficacy levels were significantly positively correlated with knowledge (r = 0.391, p < 0.001), attitude (r = 0.311, p < 0.001), and compliance (r = 0.385, p < 0.001). The direct effect of knowledge on compliance was estimated to be 0.115 (p < 0.001), while the direct effect of attitude was slightly weaker (0.014, p = 0.049). Self-efficacy indirectly increased compliance through its influence on knowledge and attitude, with indirect effects of 0.039 (p < 0.001) and 0.008 (p = 0.002), respectively. Conclusions: Nurses with higher knowledge of infection control and positive attitudes toward established protocols were more likely to comply consistently. This association is further strengthened by self-efficacy. This confidence enhanced their understanding of the specific procedures, reinforced their positive beliefs about the importance of protocols, and ultimately led to greater adherence.

Introduction: Gap remains in understanding how students perceive the impact of simulations on their development of critical thinking skills and how their emotional well‐being is affected during high‐fidelity simulations. This gap occurs because little attention is paid to what students think about such specifics in learning activities. Aim: This study aimed to explore the strengths and weaknesses of simulation as perceived by students, with a focus on understanding the associated scenario design, emotional impact, and skills development. Methods: This qualitative study was conducted at a government university in central Saudi Arabia. Twenty nursing students participated in one‐to‐one interviews between November 2023 and January 2024. Results: Five themes and six subthemes emerged from the students’ verbatim accounts: (1) conceptual understanding (subtheme: preparation for real‐world practice), (2) development and refinement of clinical skills (subtheme: identifying weaknesses), (3) trepidation to triumph (subthemes: stepping outside the comfort zone and reframing difficulty), (4) technical and scenario limitations of advanced simulation (subtheme: gap between simulation and reality), and (5) yearning for the cutting edge (subtheme: interest in immersive learning technologies). Conclusion: Participants reported positive experiences, including increased confidence, skill development, and an improved understanding of complex clinical concepts. However, limitations such as unrealistic scenarios and technical difficulties were identified. This study emphasizes the potential of advanced technologies, such as virtual and augmented reality, to overcome these challenges and create more immersive and engaging learning experiences.

Background: The Saudi Arabian health care sector is transforming under Vision 2030 with the goal of digitizing its services. This necessitates a digitally prepared nursing workforce; however, there is evidence suggesting that nursing students have limited informatics competency and that these skills are minimally covered in their training programs. Objective: This study measured the baseline informatics competency and technology self-efficacy of undergraduate nursing students at the University of Hail, Saudi Arabia. Methods: Using a descriptive cross-sectional design, data were collected from 243 undergraduate nursing students at the University of Hail through an online survey. The survey measured demographics, informatics competency (Canadian Nurse Informatics Competency Assessment Scale), and digital technology self-efficacy. Data analysis used descriptive statistics, 2-tailed t tests, ANOVA, and hierarchical regression analysis. Results: Students reported a moderate level of informatics competency, with a mean Canadian Nurse Informatics Competency Assessment Scale item score of 2.57 (SD 0.84) on a scale from 1 to 4. They also showed moderate to high self-efficacy for digital technology, with a mean item score of 2.7 (SD 0.56) out of 4. Informatics competency scores were substantially higher in students with prior informatics training and frequent electronic health record exposure. In the underpowered exploratory hierarchical regression model, self-efficacy for digital technology showed a small positive association with informatics competency that approached statistical significance; however, the overall model was not statistically significant and explained only a limited proportion of the variance. Conclusions: This single-site study of undergraduate nursing students at the University of Hail found moderate self-reported informatics competency despite higher digital technology self-efficacy, indicating a need for strengthened informatics education to support the Saudi Vision 2030. While underpowered, exploratory analyses and self-report data mean that these institution-specific findings should be interpreted cautiously and used primarily to guide future multisite and mixed methods research.

Background: The integration of digital health technologies into nursing education in Saudi Arabia requires reliable tools to assess nursing informatics competency and digital technology self-efficacy among students. Objective: This study aimed to evaluate the reliability and validity of the Canadian Nursing Informatics Competency Assessment Scale (C-NICAS) and Digital Technology Self-Efficacy (DT-SE) scale among undergraduate nursing students at a Saudi university. Methods: A descriptive cross-sectional survey of 243 undergraduate nursing students at the University of Ha’il was conducted using the C-NICAS and DT-SE. Internal consistency was examined using Cronbach α, and construct validity was assessed using exploratory and confirmatory factor analyses. Results: A total of 243 students participated (mean C-NICAS score 54.0, SD 16.9; mean DT-SE score 2.7, SD 0.56). Both scales showed good internal consistency (C-NICAS total α=0.90; DT-SE α=0.80). C-NICAS demonstrated a multidimensional factor structure with an acceptable model fit (comparative fit index=1.00; root mean square error of approximation=0.081), whereas DT-SE showed a 3-factor structure with a suboptimal confirmatory model fit (comparative fit index=0.76, root mean square error of approximation=0.146). Conclusions: The C-NICAS and the DT-SE are suitable for assessing informatics competency and digital self-efficacy among undergraduate nursing students at this institution, although further refinement of the DT-SE may improve model fit. These validated tools can inform curriculum reform at this and similar institutions in Saudi Arabia and support the digital health goals of Saudi Vision 2030.