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.

The introduction of the vicarious resilience concept in psychology and mental health nursing literature is a highly promising advancement. By utilizing this novel concept, experts in various domains can enhance their comprehension of how to foster resilience in individuals by observing and learning from the resilience of others. This concept analysis aims to elucidate the concept of vicarious resilience in mental health nursing by defining its related attributes, antecedents, and consequences. Walker and Avant’s strategy for concept analysis method was used. This review specifically examined mental health nurse providers. A comprehensive literature search was performed in the PubMed, Medline, the Cochrane Library, and CINAHL databases. The inclusion criterion was English-language documents on vicarious resilience within mental health nursing. A total of 24 articles were included. The concept’s attributes were empathy, hope, resourcefulness, awareness, and spirituality. Antecedents were associated with listening to patients’ trauma narratives, self-care, self-awareness, and support from colleagues. Consequences were enhanced well-being, changes in life goals, adaptation, personal growth, and increased personal resilience. Currently, there is only one tool in the empirical reference. Interpreting the concept of vicarious resilience in mental health nursing and determining its characteristics can be utilized to design nursing interventions to develop vicarious resilience and enhance the quality of care in mental health facilities.

Falls in acute care settings are associated with negative consequences to patients and the healthcare system. Despite growing awareness of the importance of fall prevention in healthcare, there remains a notable lack of comprehensive reviews specifically evaluating nurse-led fall prevention programs in acute care settings. This integrative review aimed to synthesize the current evidence on the nurse-led programs designed to prevent falls among adult inpatients in acute care settings. This integrative review has been registered on the International Prospective Register of Systematic Reviews (PROSPERO). The review was guided by Whittemore and Knafl's five-stage integrative review framework. A systematic literature search was conducted across the CINAHL, Scopus, Medline, Web of Science, and ProQuest databases. Only studies published in English between 2016 and 2024, involving adult populations in acute care settings, were included, regardless of geographic location. Three reviewers independently reviewed and assessed the data extraction and methodological quality of each study using the Mixed Methods Appraisal Tool. The results were then analyzed and synthesized through narrative synthesis. Of 873 articles screened, 23 were included in the review. Four primary themes related to fall prevention strategies have been identified: the fall prevention strategies, nursing training and education, fall rate outcomes, and organizational and environmental factors. This integrative review highlights the critical role of nurse-led interventions in reducing inpatient falls within acute care settings. Analyzing the key features of these prevention strategies may enable future researchers to enhance and recommend employing multiple intervention strategies for more effective methods for minimizing fall incidents in such environments. Using a single fall prevention strategy demonstrated lower effectiveness than the multiple strategies.

Background: Heart failure (HF) is a chronic condition requiring ongoing management. Telehealth may improve HF outcomes. This review examines effects on complications, rehospitalizations, costs, and mortality. It aims to inform guidelines and policies. The objective is to evaluate and synthesize evidence about the effectiveness of telehealth interventions in improving self-care behaviours among HF patients. Method: A systematic review and meta-analysis of randomized controlled trials (RCTs) from PubMed, CINHAL, Web of Science, and manual search through Google Scholar from 2016 until March 2025. Continuous data were pooled using the standardized mean difference. ROB 2 criteria assessed bias risk, while JBI evaluated the evidence level. This review protocol has been registered in PROSPERO. Results: Ten studies were included, totaling 2,128 patients. A meta-analysis showed improved self-care behaviours across six studies using the European Self-care Scale. The Standardized Mean Difference was significant between intervention and usual care groups (SMD = 1.075, t = 3.637, p < 0.001; 95% CI [0.495, 1.655]). This indicated that interventions were associated with a very large effect size and almost certainly a clinically meaningful improvement in self-care behaviours compared to the control group. However, there was no difference in self-care behaviours across the Management, Maintenance, and Confidence subscales of the Self-care Heart Failure Index between groups. Discussion: This meta-analysis found that Telehealth care significantly improved self-care in HF patients across 6 studies, as measured by the European Self-care Measure. However, no differences were noted in four studies utilizing the heart failure index. Future studies should have larger sample sizes and longer follow-ups to evaluate telehealth care’s effectiveness on self-care behaviours in HF patients. The findings of this review regarding telehealth interventions would empower nurses’ ongoing health coaching and enhance the quality and accessibility of patient care.

Background: Academic performance and self-efficacy are closely related within educational systems. Students with higher self-efficacy across various subject areas typically exhibit higher academic achievement and students who adopt a variety of learning strategies are more likely to demonstrate high-order learning behaviors and skills. However, evidence on the relationships among e-learning satisfaction, self-efficacy, and academic performance remains inconclusive. This study was guided by Albert Bandura’s theory of self-efficacy. Aim: This study aimed to assess self-efficacy, satisfaction with e-learning, and perceived academic performance among nursing students engaged in synchronous virtual learning. Methods: This was a multisite cross-sectional, correlational, study. The authors adhered to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist. A convenience sampling method was used to recruit the participants from different universities nationwide. Data were collected from 163 nursing students using the student outcome survey, General Self-Efficacy Scale (GSE), and perceived academic performance scale. Data were analyzed using independent sample t-test, Pearson’s product moment correlation, and multiple linear regression. Results: The overall e-learning satisfaction was relatively low. Participants generally reported moderate to high levels of general self-efficacy. Undergraduate students had greater satisfaction with e-learning (M= 3.06, SD = .69, p <.01) and higher perceived academic performance (M= 3.46 , SD= .67, p <.05) compared to graduate students. General self-efficacy was significantly associated with satisfaction with e-learning (r = .579, p < .001) and academic performance (r = .511, p < .001). The regression analysis explained 35% of the variance and indicated that both general self-efficacy (β = 0.047, p <.001) and satisfaction with e-learning (β = .37, p <.001) were significantly associated with perceived academic performance. Conclusions: The present results underscore the critical roles of self-efficacy and e-learning satisfaction in relation to academic performance, which is consistent with Bandura’s self-efficacy theory. These insights can inform targeted interventions to strengthen these factors, ultimately improving nursing students’ academic performance and overall e-learning satisfaction