Globally, tobacco use continues to be a major health care concern. Despite strong recommendations to quit smoking, tobacco users are experiencing difficulties in quitting. The purpose of this integrative review is to discuss self-efficacy theory as an important behavioral therapy for treating tobacco use and nicotine dependence. Moreover, the paper proposes a literature-derived model that employs self-efficacy as a central component for treating tobacco use and nicotine dependence. Eleven relevant articles were included in this review. Self-efficacy has an important role in smoking cessation. Improving self-efficacy enhances the individual’s success in quitting tobacco use and preventing relapse. Moreover, incorporating self-efficacy as a cognitive behavioral intervention has shown various degrees of success for treating tobacco use and nicotine dependence. In order to offer guidance to health care providers assisting in quitting tobacco, a model that integrates self-efficacy as a central component of the quitting process is proposed.

The emergence of the coronavirus disease (COVID-19) has had an impact on nearly every human being with millions of related infections and deaths. The negative impact of the pandemic on individuals' mental health such as fear and stress, particularly among university students, have been reported. While the switch to online teaching and learning played an important mitigating role, it also had presented additional challenges to students' mental health. To examine the prevalence of fear and stress among undergraduate nursing students in Qatar and the factors associated with fear of COVID-19. A cross-sectional design. An online survey was sent to students at the University of Calgary in Qatar. 135 participants completed the survey. The findings showed differences in fear of COVID-19 and stress and satisfaction with the measures proposed by the academic institution based on participants' demographic and COVID-19 profiles. Furthermore, fear of COVID-19 was associated with the age group (26-35), academic year level, and satisfaction with the measures proposed by the academic institution. The study found that switching teaching and learning online had a negative impact on participants' fear and stress. Several strategies were suggested to alleviate students' fear and stress and support them during future pandemics.

Aim: The aim of this study was to validate a job satisfaction scale among acute care nurses in the context of Qatar.Design: Cross‐sectional correlational survey.Methods: A convenience sampling technique was used to recruit 295 acute care nurses between June 2021–September 2021. Exploratory factor analysis followed by confirmatory factor analysis was used for item reduction and convergent and discriminant validity evaluation. Pearson's correlations were conducted to evaluate the concurrent and convergent validity of the revised scale. Reliability was tested using several internal consistency indicators.Results: A revised scale was proposed, the Acute Care Nurses Job Satisfaction Scale‐Revised (ACNJSS‐R) scale; it is composed of 13 items loaded on five factors. The composite reliability and the maximal reliability were >.7 for all factors. The study provides empirical support for the validity and reliability of the ACNJSS‐R scale.

Background/Objectives: Palliative care education is a core component of undergraduate nursing preparation; however, many nursing students report limited exposure and confidence in providing end-of-life care. Digital and web-based educational approaches have increasingly been adopted to address gaps in palliative care training and to provide flexible, scalable learning opportunities. This mixed-methods systematic review examined the use of digital and web-based approaches in palliative care education for pre-registration nursing students. The aim was to synthesize existing evidence on educational outcomes, confidence development, practice preparation, and acceptability to guide future design and implementation of technology-enhanced learning in this field. Methods: The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The search was conducted across Medline (Ovid), Embase, CINAHL, Scopus and PsycINFO in October 2025. Studies employing qualitative, quantitative, or mixed-methods designs were eligible if they evaluated fully digital or web-based palliative care educational interventions for nursing students. Screening, quality appraisal, and data extraction were undertaken independently by multiple reviewers. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Extracted data were synthesized narratively to integrate qualitative and quantitative findings. Results: The search yielded 1826 records; after removing duplicates and applying eligibility criteria, 12 studies were included in the final synthesis. Considerable heterogeneity in design and outcomes was observed. Most included studies reported improvements in students’ knowledge, self-efficacy, and reflective capacity, alongside high levels of acceptability. Conclusions: Digital and technology-enhanced learning appears feasible and acceptable for palliative care education; however, the current evidence base is limited by methodological heterogeneity, reliance on self-reported outcomes, and predominantly short-term evaluations. Further rigorous, large-scale studies with objective outcome measures are required to determine sustained educational and practice impact.