Background: Artificial intelligence (AI) is rapidly permeating health systems, yet undergraduate nursing students often report limited AI literacy and uncertainty about safe, appropriate use. Aim: To evaluate the effect of a standardized 10-session blended curriculum on nursing students’ AI knowledge and acceptance and to examine theory-consistent associations between knowledge and acceptance. Design: One-group pretest–posttest quasi-experimental study. Methods: A stratified random sample of undergraduates (n=1,000) from the Faculty of Nursing, Sohag University (Egypt) completed a self-administered questionnaire at baseline and one month after the program. Outcomes were the AI Knowledge Scale (AIKS-16; 0–32) and the AI Acceptance Scale (AIA-34; 0–136) aligned with Technology Acceptance Model subdomains (Perceived Usefulness [PU], Perceived Ease of Use [PEOU], Attitude/Intention). Analyses used paired t -tests with 95% CIs and Cohen’s d ; Pearson correlations; and exploratory ANCOVA adjusting for baseline to probe subgroup differences (sex, residence). Ethics approval: IRB 88-6-2023. Results: Knowledge increased from 15.01±4.72 to 30.33±3.11 and acceptance from 67.02±13.47 to 122.33±9.21 (both p <0.001; large effects). Gains were observed across PU, PEOU, and Attitude/Intention. Post-test knowledge correlated strongly with acceptance (r=0.647, p <0.001). ANCOVA showed no educationally meaningful differences by sex or residence after adjustment (partial η ² ≤0.006). Knowledge-level transitions indicated marked movement from low/moderate to high categories. Conclusions: A standardized, fidelity-checked blended curriculum produced substantial and equitable improvements in AI knowledge and acceptance among undergraduate nursing students. Framed by the Technology Acceptance Model, results suggest that concept scaffolding, brief hands-on practice, and explicit disclosure/verification routines strengthen perceived usefulness and ease of use, supporting accountable AI adoption. Multi-site controlled studies with performance-based outcomes and longer follow-up are warranted. Trial registration: Not applicable. This was an educational pretest–posttest study with no clinical trial component.

Purpose. To maintain the quality of patients care, head nurses (HNs) are confronting various contradicting issues that require the ability to manage polarities and concern coaching behaviors as exploring situations, building alliances, and maintaining communication with nurses. This study aimed to explore the effect of HNs workplace polarity management educational intervention on their coaching behaviors. Design. A quasiexperimental (pre-posttest) research design was used. Method. This study was conducted at Tanta International Teaching Hospital, on 12 HNs and 300 nurses using three tools: (I) a polarity management knowledge questionnaire; (II) a polarity map evaluation observational checklist; and (III) a nurses perception of the HNs coaching leadership behaviors questionnaire. The statistical tests used were as follows: the Kolmogorov-Smirnov test, the significance of the obtained results was judged at the 5 level; the marginal homogeneity test, ANOVA with repeated measures, the Wilcoxon signed ranks test, and the Friedman test. The study was conducted between end of 2021 and beginning of 2022. The educational intervention included 3 sessions: polarity management and the keys to manage it, polarity map (stability versus change), and head nurses role in managing polarity and how it reflects on their coaching leadership behavior. HNs ability to practice polarity management was classified into levels according to cutoff points: high >75, moderate 6075, and low <60. Results. Before intervention (66.7, 100) of head nurses had poor knowledge and low practice that changed after 3 months of intervention to be 58.3 and 41.7, respectively. Before and 3 months after the intervention (70.0, 33.7) of nurses perceived that head nurses had a low and a moderate level of coaching, respectively. 70.0 of working nurses reported that they noticed that head nurses' coaching behaviors were low before the educational intervention, but the percentage decreased by half three months after the educational intervention. Conclusion. Implementing the educational intervention for head nurses about workplace polarity management significantly correlated with the nurses perception of their HNs coaching behaviors.

Explore how the next-generation digital learning environment affects nursing students’ learning, psychological empowerment, and professional identity. The future of the nursing profession depends on leading the next generation of professional nurses, so it is imperative to empower students academically and psychologically to maintain and advance their professional identity. Nursing students will be more confident in their abilities and knowledge and more fulfilled in their roles if they feel empowered. Descriptive, correlational, and cross-sectional research designs were utilized in this study. 384 nursing students, using the following instruments: the next-generation digital learning environment scale (NGDLES), the learning empowering outcomes scale (LEOS), and the nursing students’ professional identity questionnaire (NSPIQ). A significant positive correlation between NGDLES and LEOS as p ≤ .001. Also, there is a significant positive correlation between NGDLES and NSPIQ, as p ≤ .001. There were statistically significant positive correlations between the next-generation digital learning environment, learning and psychologically empowering outcomes, and professional identity among nursing students, so providing faculties with professional development in technology skills and improving the work environment for digital learning can improve nursing students’ adaptability to digital learning.

Background/ Objective: Healthcare institutions may foster environments that support nurses’ professional and personal growth. Therefore, nurses and healthcare facilities must provide a psychologically secure workplace. The purpose of the study is to investigate the relationship between nurses’ psychological safety atmosphere and ambidexterity, as well as the mediating function of adaptive performance. Methods: This investigation employed a descriptive correlational research design, following the STROBE criteria. To retain practical feasibility and guarantee adequate power to identify mediation effects, a target sample of roughly 400 nurses was established from Alexandria Main University Hospital, the largest academic hospital in Egypt, which is connected to Alexandria University, and was judged sufficient to meet the structural equation modeling (SEM) standards. The data gathering approach included three validated instruments: adaptable performance, ambidexterity behavior, and psychosocial safety climate (PSC). Results: Individual ambidexterity (β = 0.130, p = 0.025) and adaptive performance (β = 0.785, p < 0.001) were both strongly impacted by the psychological safety environment. Adaptive performance was a significant predictor of individual ambidexterity (β = 0.536, p < 0.001). Additionally, adaptive performance significantly moderates the relationship between individual ambidexterity and the psychological safety environment, according to a substantial indirect impact (β = 0.421). A satisfactory match was shown by the model fit indices (p < 0.001, CFI = 0.961, IFI = 0.950, RMSEA = 0.072, χ²/df = 9.239/3). Conclusions: psychosocial safety atmosphere greatly improves individual ambidexterity and adaptive performance, underscoring its role in developing a workforce that can successfully navigate between exploration and exploitation tasks while adapting to changing circumstances.