Background: Digital competence is increasingly crucial for academic success and lifelong learning, especially in health education fields such as nursing. However, limited research examines the relationship between digital competence, academic motivation, and lifelong learning among nursing students. Aim: To assess the relationship between digital competence, academic motivation, and lifelong learning among undergraduate nursing students and explore the mediating role of academic motivation in this relationship. Methods: A descriptive comparative cross-sectional study was conducted, guided by the STROBE guidelines. Using systematic random sampling, 500 undergraduate nursing students were selected from Mansoura University, Egypt. Data were collected from July to August 2024 using three validated scales: the Students’ Digital Competence Scale, the Lifelong Learning Scale, and the Academic Motivation Scale. Descriptive statistics, Pearson correlation, and multiple regression analysis were used to analyze the data. Results: The results showed a strong positive correlation between digital competence and academic motivation (r = 0.53, p < 0.001), as well as between digital competence and lifelong learning (r = 0.61, p < 0.001). Students with higher digital competence scores also had significantly higher academic motivation (4.21 ± 0.45) and lifelong learning tendencies (4.37 ± 0.48). Multiple regression analysis confirmed that digital competence significantly predicted both academic motivation (β = 0.38, p < 0.001) and lifelong learning (β = 0.44, p < 0.001). Conclusion: Digital competence significantly enhances academic motivation and promotes lifelong learning among nursing students. The findings emphasize the need for nursing curricula to integrate digital competence training to improve educational outcomes and prepare students for future challenges in healthcare. Clinical trial number: Not applicable.

The increasing prevalence of chronic illnesses among the elderly affects their physical and psychological well-being, contributing to emotional burdens and feelings of burdensomeness. This study aims to investigate the mediating and moderating role of social support in the relationship between psychological well-being and burdensomeness among elderly individuals with chronic illnesses. A cross-sectional descriptive design was employed, involving 311 participants aged 60 and older, recruited through purposive sampling. Data were collected using validated instruments via structured interviews conducted from June to August 2024. The results indicate that perceived burdensomeness has a strong negative effect on psychological well-being (r = -0.654). Social support significantly mediates this relationship, with higher social support associated with lower burdensomeness (β = -0.646) and improved psychological well-being (β = 0.318). Strengthening social support networks can mitigate feelings of burdensomeness and promote mental health, ultimately enhancing the quality of life for older adults facing chronic health challenges.

Background: Caregivers of pediatric cancer patients often face significant stress and emotional strain, which can negatively impact their well-being and the quality of care provided to their children. Understanding the socio-demographic factors influencing caregiver stress and identifying the specific needs and resources required by caregivers are crucial for improving support systems in pediatric cancer care. Aim of the study: This study aimed to analyze the levels of caregiver stress and their resource needs within pediatric cancer care. Methods: A cross-sectional descriptive design was used, and the study was conducted at El-Minia Oncology Center outpatient clinics, Egypt. The sample included 258 pediatric cancer caregivers selected based on predefined eligibility criteria. Data were collected using the Caregiver Needs and Resources Assessment (CNRA) and the King Stone Caregiver Stress Scale (KCSS), both of which demonstrated strong reliability and validity. Descriptive statistics, t-tests, ANOVA, and Pearson correlation coefficients were employed for data analysis using SPSS version 29, with a significance level set at p < 0.05. Results: Caregivers reported moderate to high stress levels, with an average stress score of 34.59 (SD = 7.649). Age, education level, marital status, and income were significant predictors of caregiver stress (p < 0.001), with lower income and higher educational levels contributing to increased stress. The number of children, child’s age, and duration since cancer diagnosis also significantly impacted stress levels (p < 0.001). Correlation analysis revealed that psychological needs were positively related to stress (r = 0.488, p < 0.001), while spirituality was negatively associated with stress (r = -0.241, p < 0.001). Regression analysis indicated that physiological needs (ß = 0.331) and role conflict (ß = 0.294) were the strongest predictors of stress (R² = 0.636). Conclusion and implications: This study emphasizes the impact of socio-demographic factors on caregiver stress in pediatric cancer care. Targeted interventions that address caregivers’ psychological, social, and financial needs are essential to alleviate stress. Implementing caregiver-centered support programs in pediatric oncology can enhance the well-being of both caregivers and patients. Future research should explore sustainable strategies to further reduce caregiver burden. Clinical trial number: Not applicable.