Background: People’s perceptions of pandemic-associated risk are key factors contributing to increased public participation in disease preventive measures. The aim of the study was to investigate risk perceptions regarding the coronavirus disease 2019 (COVID-19) outbreak, among the general population. A descriptive, cross-sectional design was used with a convenience sample of 723 participants, recruited from the general population of Saudi Arabia, Egypt, and Jordan. Data collection was performed using a standardized risk perception assessment questionnaire, in April 2020. Results: The mean score for the perception of COVID-19 seriousness was significantly higher and the mean scores for the perception of disease susceptibility and extent of anxiety were also higher among Saudi Arabian participants than participants from Egypt and Jordan. Participants from Egypt had significantly lower mean scores for the perception of efficacy and self-efficacy to cope with COVID-19, and significantly lower intention to comply with COVID-19 precautionary measures than the other populations. A significant positive correlation was detected between the perception of COVID-19 seriousness and self-efficacy to handle COVID-19, for the entire sample. The primary reasons reported by participants driving their willingness to perform certain preventive measures against COVID-19 was a feeling of responsibility toward their own health, followed by preventing transmission to other people and the feeling that COVID-19 can be serious. Most of the study sample reported a desire to receive information about COVID-19 treatment, ways to prevent disease contraction, and the incubation period for the novel coronavirus. Also, most of the study sample reported that they prefer receiving COVID-19 updates from national authorities. Conclusions: During the COVID-19 pandemic, communications designed to promote the adoption of preventive behaviors should focus on increasing the perception of seriousness, the risk perception, self-efficacy to cope with the COVID-19 pandemic, and the effectiveness of the adopted behavioral measures for reducing risk. Health education programs that are tailored to various sociodemographic categories, to improve public awareness, perceptions, and attitudes, are vital for increasing the adoption of outbreak preventive measures.

To date, little knowledge exists about perceived stress or emotional intelligence among Saudi students specialising in health sciences. This study uses sociodemographic factors to assess the correlations and divergences between emotional intelligence and perceived stress among health-science students in Saudi applied health-science colleges. The present study adopted a cross-sectional, descriptive correlational design and recruited a convenience sample of 274 nursing and paramedic students. The participants were invited to complete a self-report questionnaire, which covered demographic factors, emotional intelligence (the MindTools test), and perceived stress (the Perceived Stress Scale). Almost all participants (97.1%) had average-to-high levels of emotional intelligence (mean = 50.58 in a 15–75 ranged scale); this was particularly true for nursing students and students in their first and third academic years. Overall, the students had a moderate level of perceived stress (mean = 1.75 in a 0–4 ranged scale), with assignments and workload causing the highest levels of stress. A negative non-significant correlation was found between emotional intelligence and perceived stress. The research findings show that emotional intelligence does not differ significantly by nationality, gender, or specialty satisfaction. The students' gender, nationality, specialty, specialty satisfaction, and academic year were not significantly associated with levels of perceived stress. However, higher (although non-significant) levels of emotional intelligence were associated with lower levels of perceived stress. It is therefore essential to educate health-science students about emotional intelligence and teach them to identify and overcome stressors. Information about emotional intelligence and perceived stress should be incorporated into health-science curricula.

Background: Emotional intelligence is considered to be one factor that helps individuals control their feelings. Objectives: This study aimed to investigate the emotional intelligence and uncertainty among undergraduate nursing students during the COVID-19 pandemic outbreak. Methods: A descriptive, cross-sectional design was used on a convenience sample, consisting of 284 undergraduate nursing students at the Faculty of Nursing, Zagazig University, Egypt, Faculty of Applied Medical Science, Taibah University, and Al-Ghad International Colleges, Kingdom of Saudi Arabia (KSA). Data were collected as responses to a questionnaire, which incorporated a sociodemographic datasheet, the Emotional Intelligence Scale, and the Intolerance of Uncertainty Scale. Results: The results showed significant differences in emotional intelligence mean scores between Saudi nursing students, who scored higher than their Egyptian counterparts, whereas the uncertainty mean scores were significantly higher among nursing students in Egypt than those in Saudi Arabia. Students in Saudi Arabia were significantly more satisfied with online education and online exams compared with those in Egypt. A negative correlation was identified between emotional intelligence mean scores and uncertainty mean scores among nursing students. Conclusion: A focus on the concept of emotional intelligence during university education may assist in the establishment of a supportive environment that can reduce uncertainty among nursing students. Improving, updating, financing, and facilitating online education technology should be a focus of educational institutions and ministries of education worldwide.

Background: The parental role is crucial in the management of children with epilepsy before, during, and after the seizures. It is crucial to ascertain the sufficient knowledge, attitude, and proper practice of the caregivers about epilepsy; however, caregivers with high self-efficacy are more able to achieve caregiving tasks of epilepsy children at the best level.Purpose: To assess the effect of an educational intervention on the knowledge, attitude, reported practice and self-efficacy of caregivers of children with epilepsy.Methods: A pretest-posttest quasi-experimental design was used to carry out the study, in which a convenient sample of 60 caregivers for epilepsy children was chosen from the outpatient clinics of Al-Ahrar Zagazig Teaching Hospital. The candidates were asked to fill up a questionnaire as a pretest, and then were exposed to a tailored educational intervention about epilepsy before being reassessed again using the same questionnaire.Results: Most of caregivers were married females, and mainly mothers. Although caregivers generally had low level of knowledge, attitudes, reported practices, and self-efficacy about epilepsy before the educational intervention, they improved significantly after the educational intervention. The educational program was a significant independent positive predictor of caregivers' scores of knowledge, attitudes, practice and self-efficacy.Discussion: The study findings demonstrate significant improvements in the knowledge, attitude, and reported practice as well as the self-efficacy scores of caregivers of children with epilepsy following the implementation of the educational intervention, which reflects the importance of providing educational intervention to improve the knowledge, attitude, practice, and self-efficacy of epilepsy children caregivers.

Background: The quality of life (QoL) among health professional students is available in the literature, yet there is a paucity of information concerning QoL among African students. The study aimed to measure the QoL with the World Health Organization Quality of Life-BREF (WHOQOL-BREF) tool among African medical and health science students. Methods: A cross-sectional study was conducted involving 349 African medical and health science students from various disciplines at the International African University in May 2024. A purposive sampling method was used to recruit participants from five different faculties. Data were collected using the WHOQOL-BREF tool, and analyzed using descriptive statistics, chi-square test and multiple linear regression to determine the predictors of QoL among students. Results: The overall QoL among 349 African medical and health science students was moderate, with a mean score of 67.5% ± 10.8%. The highest mean scores were observed in the physical health domain (69.3% ± 12.0%), while the lowest scores were in the environmental domain (62.9% ± 12.0%). The multiple regression analysis using demographic data as predictors of QoL revealed that dentistry students were significant predictors of higher overall QoL scores compared to other student groups (β = 7.059, p < 0.05), as well as specific QoL domains including physical health (β = 6.328), psychological health (β = 8.415), social relationships (β = 7.823), and environment (β = 7.017). Furthermore, students from the fields of laboratory sciences and medicine significantly predicted higher scores in the physical health domain (β = 5.223) and the psychological health domain (β = 4.433), respectively. Age was also a significant predictor; students aged between 20 and 23 years showed a positive impact on social relationship domain of QoL (β = 10.296). However, second year (β = −11.146), third year (β = −13.629), and fourth-year students (β = −10.144) exhibited lower social relationship domain of QoL scores. Conclusion: Students of medical and health sciences in Africa exhibited moderate quality of life (QoL). The findings indicate that dentistry students generally experience higher QoL across multiple domains, which contrasts with students from other disciplines, such as pharmacy and nursing. Age and academic year were also significant predictors of QoL, with younger students and those in their initial years of study reporting lower scores. These results align with existing literature and underscore the need for targeted interventions to support students, particularly those in high-stress disciplines or at earlier stages of their education.