Background: Obtaining a postgraduate nursing education in Egypt requires substantial resources, including a robust academic drive and supportive relationships. These resources help students overcome challenges and navigate their educational journey. This study examines the relationship between academic motivation and social support among nursing graduate students. Design: A cross-sectional survey was conducted at two nursing colleges in Egypt, involving 410 randomly selected graduate students. Measures: The Academic Motivation Scale—College Version (AMS-C 28) and the Multidimensional Scale of Perceived Social Support (MSPSS) were used. Findings: Findings revealed a statistically significant positive relationship between academic motivation and perceived social support (r = 0.515, p < 0.001). Hierarchical regression analysis revealed that 12.9% (Adjusted R² = 0.129) of the variance in academic motivation could be explained by perceived social support and level of education. Conclusion: This study pinpointed intrinsic motivation as the primary impetus for graduate nursing students. Robust social support and active participation in social and recreational activities were also significant motivators. Nursing education programs can enhance intrinsic motivation by integrating authentic learning experiences, providing empowering mentorship, offering condensed doctoral programs, and ensuring substantial peer support. The exploration of the role of novelty in graduate nursing education, facilitated by innovative teaching methods such as collaborative virtual reality simulations, gamification, and team-based research projects, can be advantageous. Building robust social networks is vital for establishing a supportive and motivating learning environment for nursing graduates in Egypt.

Objective: This study aimed to investigate the mediating role of psychological safety in the relationship between inclusive leadership and implicit absenteeism among nurses. Design: A descriptive, correlational cross-sectional design was conducted in accordance with the STROBE guidelines. Methods: Data were collected from 407 nurses working in two public hospitals in El-Behara Governorate, Egypt, using validated Arabic versions of the Inclusive Leadership Scale, Psychological Safety Scale, and the Stanford Presenteeism Scale (SPS-6). Descriptive statistics, Pearson’s correlations, multiple regression, and structural equation modeling (SEM) were employed to analyze the data using SPSS and AMOS (version 26). Results: Inclusive leadership was significantly and negatively associated with implicit absenteeism (r = − 0.207, p = 0.030) and positively associated with psychological safety (r = 0.204, p = 0.036). Psychological safety was also negatively correlated with implicit absenteeism (r = − 0.202, p = 0.041). Regression analysis revealed that both inclusive leadership (β = − 0.098, p = 0.049) and psychological safety (β = − 0.091, p = 0.048) significantly predicted lower implicit absenteeism. Furthermore, SEM results confirmed that psychological safety partially mediated the relationship between inclusive leadership and implicit absenteeism (indirect effect β = − 0.010). The model demonstrated an acceptable fit (RMSEA = 0.091; CFI = 1.000; IFI = 1.000; χ² = 9.748, p < 0.001). Conclusion: The findings highlight the critical role of inclusive leadership in reducing implicit absenteeism by fostering psychological safety. Promoting inclusive leadership practices and psychologically safe work environments may enhance nurse engagement, reduce presenteeism-related productivity loss, and ultimately improve patient care outcomes. Clinical trial registration: Not applicable.

Background: Among people with bipolar disorders, there are high rates of impulsivity and suicide attempts. Efforts to reduce suicide are hindered by the lack of conclusive evidence on interventional programs for those at risk. Thus, this work evaluated the efficacy of acceptance and commitment therapy on impulsivity and suicidality among bipolar clients. Methods: In a randomized controlled trial, 30 eligible clients with bipolar disorders were given Acceptance and Commitment Therapy, and 30 eligible clients for the control group were chosen randomly at a 1:1 ratio using Research Randomizer version 4.0. Clients completed the Acceptance and Action Questionnaire II, the Short Arabic Version of the Impulsivity Behavior Scale, and the Arabic Version of the Beck Scale for Suicide Ideation. Results: It can be observed that there was a statistically significant decrement in the mean scores of psychological inflexibility among the study group between baseline value (T0), posttest measurement (T1), and post-two-month follow-up (T2), from 32.91 SD (6.03) to 23.06 SD (6.22) post and 26.83 SD (3.49) post-two months, with an effect size of 0.846 (P < 0.001), compared to the control group, which revealed an increase in the mean score. The overall impulsivity among the study group between T0, T1, and T2 was 61.27 SD (4.57) to 46.83 SD (4.47) post- and 43.0 SD (5.30) post-two months, with an effect size of 0.906 (P < 0.001). Compared to the control group, which revealed a relative increase in the mean impulsivity score at the post- and post-two-month intervals, the Arabic Versions of the Beck Scale for Suicide Ideation Scale mean score before the intervention was 16.33 SD (6.08), then the post was 7.23 SD (4.72), and the post-two-month mean was 10.13 SD (5.49) with an effect size of 0.878 (P < 0.001) among the study group. On the other hand, mean scores of “suicide ideation” among clients in the control group increased posttest and nearly returned to the same value after two months. Conclusion: For bipolar clients suffering from suicidal thoughts and impulsive behaviors, acceptance and commitment therapy, an emerging third-wave behavior therapy, is an effective intervention. Trial registration: The study was registered retrospectively with reference number NCT05693389 on 23/1/2023, available at: https://clinicaltrials.gov/ct2/show/NCT05693389.

Introduction: As Saudi Arabia advances its Vision 2030 agenda, which emphasizes artificial intelligence (AI) integration in healthcare and education, understanding students’ acceptance of AI in academic settings is increasingly important. Objective: To examine the relationship between nursing students’ attitudes toward AI, perceived usefulness, perceived usability, and their critical thinking motivation. Methods: A multicenter cross-sectional correlational study was conducted across three Saudi universities. Data were collected from 390 undergraduate nursing students using the General Attitudes towards AI Scale, the technology acceptance model questionnaire, and the critical thinking motivation scale. Analysis included Pearson correlations and multiple linear regression. Results: Students reported positive attitudes toward AI, with strong correlations among AI attitude, usefulness, and usability ( r = .63–.78, p < .001). Weak but significant positive correlations were found between AI-related factors and critical thinking motivation ( r = .20–.40, p < .001). Higher academic level, the belief that AI will not replace nursing roles, and greater AI usability significantly predicted critical thinking motivation (adjusted R ² = .245, p < .001). Conclusion: Acceptance and perceived usability of AI tools are positively associated with critical thinking motivation in nursing students. These findings underscore the potential of AI to support cognitive skill development in nursing education. Educators should integrate AI early in nursing curricula, provide structured training, and frame AI as a support tool in clinical decision-making. Doing so can foster both critical thinking and digital competence among future nurses.