Cultural competence intentionally enhances the quality improvement process in healthcare. Therefore, the goal of this study was to evaluate the knowledge, skills, and comfort level of cultural competence and determine the important factors contributing to health disparities among male nursing students. A cross-sectional, descriptive paper-based study was conducted among male nursing students at a Saudi University between March and May 2024. Data was collected using structured, pre-validated 47-item questionnaires and analyzed using the statistical package for social science version 27. For bivariate analysis, Chi-square or Fisher’s Exact test was employed. A p-value < 0.05 was considered statistically significant. The response rate obtained was 86%. Approximately half of the students (50.8%; n = 131) believed they were somewhat knowledgeable about the demographics of diverse racial and ethnic groups, while only 5% (n = 13) were very knowledgeable. Lifestyle (14%) and environment (12%) were important factors contributing to health disparities. The mean score for knowledge and skills of cultural competence was 67.99 ± (SD = 16.21), while it was 31.29 ± (SD = 12.31), for cross-cultural encounters and 43.32 ± (SD = 13.72) for factors contributing to health disparities. In this study, 50.4% (n = 130) of students reported good levels of knowledge and skills of cultural competence, and 53.5% (n = 138) of students showed good attitudes towards factors contributing to health disparities. There was a significant association between students’ grade point average (GPA) and knowledge and skills in cultural competence, with those having higher GPAs demonstrating higher levels of knowledge and those with GPAs above 3.5 reporting higher levels of comfort than those with GPAs below 2 (p = 0.045). Conversely, a significant association was found between students’ age group and GPA and their attitudes regarding variables contributing to health disparities (p = 0.0001). In addition, findings reveal that there is a statistically significant linear relationship between knowledge and skills of cultural competence and comfort in dealing with cross-cultural encounters (r = 0.438, p = 0.01) and factors contributing to health disparities (r = 0.376, p = 0.01). This study found that male nursing students demonstrated a relatively good level of cultural competence, showing comfort in interacting with diverse cultural backgrounds and awareness of social, economic, and cultural determinants of health inequities. To further enhance their preparedness for diverse patient populations, structured training programs, real-world exposure, and reflective learning are recommended. Not applicable.

Aims: Artificial intelligence (AI) is reshaping healthcare by enhancing the quality and efficiency of patient care. Nursing students, as future healthcare providers, must be prepared to integrate AI into practice. However, limited research exists on their perceptions and readiness to use AI at King Saud University (KSU) in Saudi Arabia. This study aimed to assess the perceptions and readiness of nursing students toward the use of AI in healthcare and to identify the predictors of their readiness for medical AI. Design: A descriptive, cross‐sectional, correlational study was conducted among 304 nursing students selected through convenience sampling. Methods: The General Perceptions of the Use of Artificial Intelligence Applications Scale was used to assess perceptions, while the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS‐MS) measured readiness. Data were analysed using appropriate statistical methods. Results: Overall perception of AI was high (mean = 3.67, SD = 0.91), with the ‘advantages of AI’ scoring the highest (mean = 3.99, SD = 0.81). Readiness for medical AI was also high (mean = 3.79, SD = 0.74). Among the MAIRS‐MS dimensions, ethics scored highest (mean = 3.91, SD = 0.71), followed by ability (mean = 3.86, SD = 0.71), cognition (mean = 3.72, SD = 0.76) and vision (mean = 3.69, SD = 0.78). Predictors of readiness included highest educational attainment ( p = 0.007), advantages of AI ( p = 0.004) and overall perceptions of AI applications. Patient or Public Contribution: No patient or public contribution.

Purpose: This study aimed to explore the lived experiences of Saudi female nurses working in mixed-gender healthcare environments and understand how they navigate professional identity while managing cultural expectations in Saudi Arabia’s evolving healthcare landscape. Methods: A descriptive phenomenological qualitative study grounded in symbolic interactionism was conducted using in-depth semi-structured interviews with 20 Saudi female nurses working in mixed-gender healthcare settings in Riyadh. Interviews were conducted in Arabic and systematically translated using forward–backward translation protocols. Data were analyzed using Colaizzi’s phenomenological analysis framework to identify essential themes and meanings. Trustworthiness was established through credibility, dependability, confirmability, and transferability strategies, including member checking with 6 participants, peer debriefing, and comprehensive audit trails. Results: Four major themes emerged: (1) Reconciling Traditional Values with Professional Duties, (2) Negotiating Gender Dynamics in Clinical Practice, (3) Developing Professional Identity Amid Cultural Tensions, and (4) Organizational Support and Environmental Adaptation. Participants demonstrated remarkable resilience in balancing cultural expectations with professional responsibilities while developing sophisticated coping strategies. Conclusions: Saudi female nurses actively construct their professional identities while navigating complex cultural landscapes. The study reveals the need for organizational policies that support cultural sensitivity while promoting professional growth and gender equality in healthcare settings. These findings may inform healthcare workforce development in other Islamic and culturally transitioning contexts.

School-age children with overweight or obesity continue to be problematic in the United States, and are associated with many health, social, and financial problems. Schools provide an excellent venue in which to promote healthy weight in students, and school nurses are well-positioned to play an essential role in controlling obesity. The number of studies reporting relationships among school health infrastructure and prevalence of elevated Body Mass Index (BMI) is limited. The present study explored associations between three components of school health infrastructure (staff, services, budget) and the proportion overweight or obese 1st, 3rd, and 6th grade students, after controlling for selected factors (race, county education level, county poverty level, rurality). Study results supported an independent association between elevated BMI and school health staff. Additionally, independent associations between elevated BMI and the following covariates were supported: household income, race, and parents’ educational level. There is an ultimate need for well-designed studies addressing these associations.

Background: Nursing faculty shortages, burnout, and high turnover represent an escalating workforce crisis in Saudi governmental colleges of nursing. The Job Demands–Resources (JD-R) model offers a theoretically grounded framework for examining how occupational demands are associated with reduced well-being and how resources moderate these effects. Objective: This study aimed to examine the direct associations between job demands and stress outcomes and the moderating roles of job and personal resources among nursing faculty in Saudi Arabia, accounting for gender and nationality as structural covariates. Methods: A quantitative cross-sectional survey was conducted with 268 nursing faculty members from five governmental colleges using a voluntary survey of all eligible faculty (response rate: 51.1%). Theory-driven hierarchical regression analyses examined direct and moderating effects within the health-impairment pathway of the JD-R model. Results: Job demands significantly predicted all three burnout dimensions, reduced mental well-being, and job dissatisfaction. Trait emotional intelligence moderated the demand–exhaustion (delta-R² = 0.031, p = 0.006) and demand–job satisfaction (delta-R² = 0.028, p = 0.009) relationships. Job resources moderated the demand–mental well-being (delta-R² = 0.024, p = 0.018) and demand–professional efficacy links (delta-R² = 0.021, p = 0.029). Conclusions: Job demands are the primary predictor of burnout and occupational stress. Gender and nationality were associated with systematic differences in stress outcomes, suggesting that interventions should be culturally responsive and account for structural inequities.