Background: Quality Nursing Care (QNC) is fundamental to the profession of nursing practice. Perception of QNC differ across the globe because of differences in social norms, cultural values and political ambiance and economy. This study aimed to develop a QNC instrument congruent with the Mongolian (QNCS-M) healthcare system and cultural values and societal norms.Methods: Exploratory sequential mixed-method design was implemented to develop and assess performance of QNCS-M. First, we focused on developing the components of QNCS-M and their operational definitions. Second, we dedicated to ascertaining psychometric performance of QNCS-M. The field testing consisted of assessing the construct validity and internal consistency reliability. Correlation between QNCS-M and the criterion tool, Quality of Nursing Care Questionnaire-Registered Nurse was evaluated.Results: The initial version of QNCS-M contained 66 items of which 7 (I-CVI < .78) were deleted after item-content validity assessment. The total-item correlation analysis yielded to exclusion of another 3 items (<.3). Additional 12 items were excluded after inter-item correlation (<.3, >.7). Results from Spearman rank-order correlation analysis of the remaining 44 items indicated relationship between social desirability and 6 items (r = −.09 tor = .11). These items were excluded to reduce the likelihood of potential information bias. A total of 38 items remained for exploratory factor analysis. Results from exploratory factor analysis yielded eigenvalues > 1.0 for the 9 domains. Three domains contained items fewer than 3. These domains and 2 items (factor loading <.4) were eliminated, yielding to 6 domains with 36-item. Results from internal consistency reliability yielded an overall Cronbach’s α = .92; the coefficient values for the 6 domains ranging between .72 and .85 and Pearson correlation for stability reliability yielded an acceptable (r = .82,P < .001).Conclusion: Improving the quality of healthcare services delivered by nurses is a priority for the Mongolian government. The development of QNCS-M is a major stride in addressing this concern. The final version of QNCS-M which contains 36 items, loaded into 6 domains, was morphed to the specifics of the Mongolian healthcare systems and cultural values and societal norms. QNCS-M demonstrates a high level of content and construct validity with acceptable reliability.

Mongolian government has set improvement of clinical proficiency of nursing students as one of its priorities. Nursing professionals have the sentinel role in providing healthcare services in rural areas. Outcome-based education (OBE) offers a promising pedagogical approach to actively mentally engage students to strengthen their clinical proficiencies. We implemented a pilot project with the objective of comparing students’ clinical performance under OBE with our traditional didactic techniques. The researchers implemented a non-equivalent two-armed quasi-experimental post-test-only’ design approach study. The intervention arm (n = 34) received OBE pediatric training, while the control arm (n = 32) received the traditional pedagogical pediatric nursing training. Each arm of the study completed 16 hours of theory, 32 hours of clinical skills practice and 32 hours of seminars in pediatric nursing care. Data were collected using a five-section instrument, Demographic, Competency Inventory, Nursing Students’ Satisfaction, Course Experience, and Objective Structured Clinical Examination. Performance and knowledge proficiencies were evaluated by applying the two-sided independent T-test. The distributions of categorical variables were assessed by Fisher’s exact test or chi-squared test of significance. The intervention arm had higher mean score value in the competency inventory ( = 238.70, SD = ± 23.07) compared to the control arm ( = 222.11, SD = ± 39.94) (P = 0.04); similarly, the mean value for nursing students’ satisfaction was higher for the intervention arm ( = 117.87, SD = ± 15.94) compared to the control group ( = 109.76, SD = ± 16.94) (P = 0.049). Additionally, the difference in the mean value for course experience questionnaire between the intervention arm ( = 125.33, SD = ± 19.30) and the control arm ( = 110.41, SD = ± 11.28) was statistically significant (P = 0.0001). Finally, the intervention arm had a higher mean value ( = 85.40, SD = ± 6.11) for objective structural clinical examination compared to the control arm ( = 81.56, SD = ± 7.01) (P = 0.023). OBE pedagogical approach offers promising benefits to improving nursing students’ clinical competencies; additionally, the OBE approach seems to increase students’ satisfactions with their clinical curriculum.

Purpose: Due to the shortage in the healthcare workforce, insufficient qualifications, a lack of infrastructure and limited resources in Mongolia, it is not always possible for healthcare workers in rural areas who wish to attend continuous training and retraining courses to do so. However, in order to provide high-quality care, the demand for distance learning and the upgrading of knowledge and practice of many medical topics (especially related to morbidity and mortality) are necessary for the rural population. This study aimed to assess the needs of e-learning medical education, of graduates in Mongolia.Methods: A cross-sectional research design was implemented. We collected data from 1,221 healthcare professionals (nursing professionals, physicians, midwives, and feldshers) who were randomly selected from 69 government hospitals in Mongolia. Data were collected using self-assessment questionnaires which captured the needs assessment in a survey for online continuous medical education in Mongolia. Data were analyzed using descriptive statistics and Kruskal-Wallis statistical test.Results: Ninety percent of the respondents reported that they plan on attending online continuous medical education with the most preferred specialty area being emergency medicine. Results using the Kruskal-Wallis statistical technique suggested the preferred specialty area, educational content, appropriate time schedule, available devices, and tools were statistically significant and were different between the nursing professionals, physicians, midwives, and feldshers (p<0.05).Conclusion: Findings provide important evidence for the implementation of measures and strategies which can assist healthcare professionals in low and middle-income areas/countries to constructively address their need for enhanced knowledge and practice through distance learning.

Medication non-adherence, potentially influenced by psychological and social factors, is a major barrier to effective treatment of tuberculosis. This study aimed to examine the associations between anxiety, depression, and social support with medication adherence. A cross-sectional study was conducted among 215 inpatients at the National Center for Communicable Diseases. Data were collected using Hospital Anxiety and Depression Scale (HADS), Medication Adherence Rating Scale (MARS), Oslo Social Support Scale (OSSS-3). Associations with medication adherence were examined using chi-squared tests and multivariable logistic regression. Among the participants, 53.0% (n = 114) exhibited clinical signs of depression, and 44.2% (n = 95) had borderline or abnormal anxiety. Medication non-adherence was reported in 56.7% of patients. Abnormal anxiety was linked to a threefold higher risk of non-adherence (OR = 3.829, 95% CI = 1.495–9.807, P = 0.005). Poor (OR = 2.769, P = 0.024) and moderate (OR = 2.409, P = 0.043) social support also significantly increased risk. Depression was common but not significantly associated with adherence. Anxiety and social support influence TB patients’ adherence with their treatment repertoire. Screening for anxiety and implementing interventions to enhance social and family support may improve adherence and optimize treatment outcomes in this patient population.

Background: Nursing students experience stress while pursuing their education. Chronic anxiety and psychological duress can increase the risk of adverse physical and mental health conditions, academic absenteeism, and even relinquishment of nursing education. To increase the size of the nursing workforce, the Mongolian government has implemented policies to attract the younger generation to the profession of nursing. One of these policies is the amelioration of academic stress and prevention of mental health issues among nursing students. Method: We implemented a cross‐sectional study with the primary objective of assessing the prevalence of stress and discerning factors that influence the resilience and psychological well‐being of undergraduate nursing students in Mongolia. We collected data from 331 nursing students from the School of Nursing, Mongolian National University of Medical Sciences. Data were collected using a four‐section instrument comprising demographic items, the Perceived Stress Scale (PSS), the Resilience Scale (RS), and the Psychological Well‐being Scale (PWBS). The Pearson product–moment correlation coefficient was used to examine the relationship between PSS, RS, and PWBS. We applied the two‐sided statistical method of an independent t ‐test to compare the distribution of continuous variables of the students in the diploma program and the baccalaureate program. Distributions of categorical variables were assessed using the chi‐squared test of significance. Predicting factors of psychological well‐being were tested using multiple regression analysis. Result: Prevalence of moderate and high levels of stress among nursing students was 84.9% and 7.3%, respectively. Results of our statistical analysis suggested statistically significant differences in the level of stress between students in the baccalaureate ( = 19.80, SD = 4.74) and the diploma programs ( = 18.23, SD = 4.40) ( t = 2.343, p = 0.02). Results from the multiple regression analysis suggested that both perception of stress and resilience were significant predictors of psychological well‐being. Among the diploma students, 37.6% of variability in psychological well‐being ( R ² = 0.376) could be explained by their resilience and perception of stress; meanwhile, among the students who were pursuing their baccalaureate degree in nursing sciences, 29.9% of the variability in psychological well‐being ( R ² = 0.299) could be explained by their resilience and perception of stress. Conclusion: High prevalence of stress among Mongolian students is alarming. Academic training and curricula focusing on constructive means to address students’ stress should be developed and implemented. Mongolian academic leadership should encourage members of the faculty to embrace policies of openness to facilitate constructive interactions with their students to reduce their level of fear and anxiety, especially during their clinical training.

Background/Objectives: Person-centered care (PCC) and the Technological Competency as Caring in Nursing (TCCN) theory are increasingly emphasized in nursing leadership, but no published study has evaluated a PCC/TCCN training program among Mongolian nurse managers. This uncontrolled, single-group pilot pre–post study examined immediate changes in nurse managers’ self-reported PCC and TCCN perceptions following a one-day collective training program. Methods: The program was delivered on 30 October 2025 during the 2nd International Nursing Symposium in Mongolia. Using convenience sampling, hospitals were invited to send nurse managers who were currently in post or senior nurses who had been formally nominated for such a role. Of 50 attendees, 30 met a pre-specified role-eligibility criterion and formed the matched pre–post analytic sample. Participants completed Mongolian versions of the Person-Centered Care Instrument (PCCI) and the Perceived Technological Competency as Caring in Healthcare Providers Instrument (TCCHI) immediately before and after the program. Pre–post differences were assessed with Wilcoxon signed-rank tests, effect sizes for the Wilcoxon signed-rank test (r = z/√N), and Holm–Bonferroni correction across 16 comparisons. Results: Total and all concept-level PCCI and TCCHI scores were higher after the program than before it, all 16 comparisons remained significant after correction, and the effect sizes were moderate to large (r = 0.41–0.61). The median within-person change was +22.0 points (95% CI 7.0 to 35.5) for the total PCCI score and +24.0 points (95% CI 10.5 to 38.0) for the total TCCHI score (Hodges–Lehmann estimates). Conclusions: In this small convenience sample of Mongolian nurse managers and senior nurses formally nominated for managerial roles, self-reported PCCI and TCCHI scores increased immediately after a one-day training program. Because the study used a single-group design without a control group, employed instruments not yet fully validated in Mongolian, and included no follow-up, these findings are preliminary evidence of an association rather than proof of program effectiveness. Larger, controlled studies with follow-up are needed. Trial Registration: TCTR20260513001, registered retrospectively on 13 May 2026, after data collection had been completed.