Background: Simulation-based education is essential for preparing nursing students for their professional roles and enhancing their learning experiences and patient care skills. However, there is a gap in understanding how nursing students perceive and engage with simulation-based learning, particularly in the context of Saudi Arabia. This lack of insight limits the ability to develop effective educational strategies. Objective: This study aimed to evaluate nursing students’ perceptions regarding attitudes toward simulation-based learning in Saudi Arabia. Methods: A cross-sectional study was conducted from December 2023 to February 2024, involving 173 nursing students from a single university. Participants completed a structured questionnaire assessing their attitudes toward simulation-based learning, focusing on its relevance, interprofessional education opportunities, communication, situation awareness, and roles and responsibilities. Descriptive statistics were used to analyze the data. Mann-Whitney and Kruskal-Wallis tests were used to examine correlations between variables, with a significance level of p <0.05. Results: The study found that 91.3% of participants had a favorable attitude toward simulation-based learning (Median = 4.43, IQR = 4 - 5). Age and grade level significantly influenced attitudes; younger students (under 20 years) had lower scores (Z = -2.490, p = 0.013), while fourth-year students had higher scores than third-year students, showing a statistically significant difference (H = 8.573, p = 0.014). Additionally, grade point average (GPA) was a significant factor, as students with GPAs between 5.00 and 4.50 scored higher than those in the 3.74–2.75 range (H = 25.893, p <0.001). Conclusion: The study concluded that nursing students in Saudi Arabia have a generally positive attitude toward simulation-based learning, recognizing its importance in enhancing their educational journey and clinical preparedness. These findings highlight the need to integrate simulation-based pedagogical approaches in nursing education to foster critical thinking and improve communication skills, thereby enhancing patient care outcomes.

Background: Healthcare environments expose workers and patients to hazardous substances, leading to sickness and death. Nurses play a critical role in maintaining patient health and managing occupational risks, including biological, physical, chemical, and psychological hazards, highlighting the need for significant commitment. This study aims to explore the occupational health hazards and control measures among nurses and nurse managers in Saudi Arabia. Methods: A descriptive, cross‐sectional study was conducted using a convenience sample of 222 nurses and nurse managers in Northern Border Hospitals. A Google survey questionnaire was utilized for capturing data, including demographic information, occupational health hazards, and control measures. Results: Of the 222 nurses surveyed, 20.3% experienced high ergonomic hazards, 14.4% experienced physical hazards, 14.9% experienced chemical hazards, 17.1% experienced biological hazards, and 34.2% experienced moderate psychological hazards. Regarding safety measures, 86.0% of participants reported high levels of control, 80.6% took proactive safety precautions, and 87.8% adhered to comprehensive control measures. There was little correlation between demographic characteristics, occupational hazards, and control measures. A significant negative association was found between control measures and occupational hazards ( p value ≤ 0.001). Conclusion: Nurses face a range of occupational hazards, including ergonomic, physical, chemical, biological, and psychological risks. Addressing these hazards is essential for the well‐being of nurses, the quality of patient care, and the creation of a healthier work environment. While control measures are generally effective, some healthcare workers lack access to adequate safety protocols. The results indicated a negative correlation between exposure to occupational health hazards and the implementation of control measures.

Background: Artificial intelligence (AI) is increasingly embedded in clinical decision-making, making trust in AI-generated recommendations essential for safe and effective healthcare delivery. Nursing students, as future practitioners, are critical stakeholders in this transition; however, their trust in AI within rapidly digitizing educational and clinical contexts in Saudi Arabia remains underexplored, despite national digital health initiatives aligned with Vision 2030. Objective: This study examined nursing students’ trust in AI-driven clinical recommendations across Saudi universities and investigated how perceived risks, perceived benefits, AI education, and academic progression influence trust development. Methods: A multicenter cross-sectional survey was conducted between September and November 2025 across five Saudi nursing institutions (three all-male, one all-female, and one mixed-gender university). A total of 622 undergraduate nursing students completed validated instruments measuring functional and ethical trust, perceived benefits, perceived risks, applicability, and barriers to AI learning. Multiple linear regression and moderation analyses were performed using robust standard errors. Results: Although students reported highly positive attitudes toward AI (mean = 3.94/5.00) and strong perceived benefits (mean = 3.98/5.00), overall trust in AI-generated clinical recommendations was low (mean = 2.28/5.00), indicating a trust–optimism paradox. Perceived risks positively predicted trust (β = 0.136, p = 0.010), suggesting that awareness of AI limitations may enhance confidence. This association was substantially stronger among students with prior AI education, whereas senior students demonstrated a weakened risk–trust relationship (β interaction = −0.274, p = 0.009), potentially reflecting skepticism shaped by limited clinical AI exposure. Conclusions: Nursing students’ trust in AI is dynamic and influenced by educational exposure and clinical experience. Transparent, structured AI education integrating technical and ethical dimensions is associated with calibrated trust and support for responsible AI adoption in clinical practice. These findings have direct implications for nursing education policy, suggesting that integrating transparent, evidence-based AI curricula into digital health education frameworks can support workforce readiness and responsible technology adoption aligned with national healthcare transformation initiatives.

Background: The monkeypox (Mpox) outbreak, declared a global health emergency, underscores the urgent need for healthcare workforce preparedness. Nursing students represent a critical frontline group but often lack structured training in emerging infectious disease response. This study aimed to evaluate the effectiveness of a multimodal interprofessional educational intervention, compared with digital-only learning, in enhancing measured knowledge and self-reported preparedness outcomes related to Mpox among Saudi nursing students. The intervention was theoretically grounded in the Health Belief Model (HBM), which guided confidence-building and attitude modification, and Kolb’s Experiential Learning Theory (ELT), which informed the design of interactive workshops to facilitate concrete experience, reflective observation, abstract conceptualization, and active experimentation. Methods: A quasi-experimental design with propensity score matching was employed, involving 480 undergraduate nursing students from six Saudi universities. Participants were allocated to either a digital learning-only control group or a multimodal intervention group that combined digital modules with interprofessional workshops. Propensity score matching (PSM) was conducted using age, gender, academic year, cumulative GPA, prior infectious disease training, geographic region, and baseline outcome scores to achieve covariate balance (all standardized mean differences < 0.10). Post-matching balance is detailed in Table 1. Validated instruments assessed Mpox knowledge (objectively measured), confidence, attitudes, and self-reported clinical practices. The Mpox Knowledge Assessment Questionnaire was adapted from validated instruments previously used in infectious disease education research, with modifications to reflect current Mpox-specific epidemiology and clinical guidelines. Content validity was established through expert review by infectious disease specialists and nursing educators (Content Validity Index = 0.94). Data were analyzed using descriptive statistics and robust comparative analyses, with sensitivity testing to account for non-normal data distributions. Results: Students in the multimodal intervention group demonstrated significantly greater improvements across all outcome measures compared to the digital-only group ( p < 0.01). Knowledge gains were sustained at 4-month follow-up, while confidence, attitudes, and self-reported practice scores showed moderate to large between-group effect sizes. Specifically, Cohen’s d effect sizes were interpreted as medium for knowledge ( d = 0.62), large for confidence ( d = 0.78), medium for attitudes ( d = 0.58), and medium for self-reported practices ( d = 0.65), based on established benchmarks for educational interventions. Observed effect magnitudes were interpreted conservatively, considering baseline knowledge gaps and potential ceiling effects in selected measures. Ceiling effects were particularly noted in hand hygiene and personal protective equipment (PPE) subdomain scores, where post-test means approached 88% of maximum possible scores. Conclusion: A multimodal interprofessional educational approach combining digital learning with experiential workshops resulted in superior improvements in nursing students’ Mpox preparedness, particularly for applied knowledge, self-efficacy, and perceived readiness. These findings support integrating interprofessional experiential learning into nursing curricula to strengthen preparedness for emerging infectious disease threats.

Background: Leadership competency is vital in nursing education to advance Saudi Arabia’s Vision 2030 healthcare reforms. Emotional intelligence (EI) and self-esteem (SE) are known predictors of leadership, yet their gender-specific influence among Saudi nursing students remains unclear. Purpose: This study examined how EI and SE predict leadership competency among male and female Saudi nursing students, guided by Gender Role Theory, Trait Leadership Theory, Granular Interaction Thinking Theory, and the Bayesian Mindsponge Framework. Methods: A comparative cross-sectional design included 260 nursing students from Northern Border University. Participants completed the Leadership Competency Scale (40 items; α = 0.91), Wong and Law Emotional Intelligence Scale (16 items; α = 0.88), and Rosenberg Self-Esteem Scale (10 items; α = 0.82). Confirmatory factor analysis validated all instruments. Data were analyzed using Mann–Whitney U tests and hierarchical multiple regression with moderation analysis. Results: Males reported higher leadership competency ( M = 139.33, SD = 30.45) than females ( M = 94.89, SD = 32.14; p < 0.001, d = 1.42). Conversely, females scored higher in EI ( M = 95.39, SD = 23.04) than males ( M = 67.45, SD = 25.75; p < 0.001, d = −1.14). This paradox suggests EI does not translate into leadership equivalently across genders. Gender-stratified regressions revealed distinct pathways: for males, EI predicted leadership ( β = 0.28, p = 0.004), with academic year ( β = 0.275, p = 0.005) and age ( β = 0.223, p = 0.023) as contributors, while SE acted as a suppressor ( β = −0.315, p < 0.001), explaining 22.9% of variance. For females, SE was the strongest predictor ( β = 0.293, p = 0.001) alongside academic year ( β = 0.244, p = 0.007), while EI showed no predictive utility ( β = −0.037, p = 0.63), accounting for 29.9% of variance. A significant EI × Gender interaction ( β = −0.37, p = 0.020) confirmed differential patterns. Conclusion: Leadership competency among Saudi nursing students follows gender-specific pathways. For males, EI enhances leadership, while for females, SE is the key predictor. Educational strategies should prioritize EI development for males and SE for females to achieve equitable leadership outcomes aligned with Vision 2030.

Background: Leadership is crucial in nursing as it influences decision-making autonomy and work performance. Studies have shown that leadership styles affect nursing outcomes and patient care, but there is limited understanding of how these styles affect nurses' autonomy and performance.Study Aim:This study aims to evaluate the role of leadership styles in fostering work performance and autonomy in nurses’ decision-making at Northern Region Hospitals.Methodology:This study used a descriptive exploratory design. The data was collected using a cross-sectional survey. Convenience sampling, with a sample size of 102, was used to recruit participants. The instruments used were the Multi-Factor Leadership Questionnaire−Adapted Version questionnaires, the Individual Work Performance Questionnaire, and the Autonomy Scale.Results: The study found a linear relationship between transformational leadership style and nurse work performance and autonomy. Transformational leaders foster support, collaboration, and empowerment, enhancing nurses' autonomy in clinical decision-making. Healthcare organizations should prioritize developing transformational leadership among nurse managers to improve job satisfaction, patient care outcomes, and effective nursing management strategies.Conclusion: The study found a linear relationship between transformational leadership style and nurse work performance and autonomy. Transformational leaders foster support, collaboration, and empowerment, enhancing nurses' autonomy in clinical decision-making. Healthcare organizations should prioritize developing transformational leadership among nurse managers to improve job satisfaction, patient care outcomes, and effective nursing management strategies.