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Background Simulation is the most adopted teaching methodology in nursing education. Objectives This article investigated the outcome of repeated simulation experience on self-confidence, critical thinking, knowledge, competence, and satisfaction of nurses and nursing students. Methods The Scholarly literature published in English for the period of 2011 to 2019 was reviewed. Results Repeated simulation enhances students’ self-confidence, knowledge, competence, critical thinking, and satisfaction. Conclusions Repetitive simulation experience is valued by the nurse educators as a valuable teaching methodology to reinforce the student's learning outcomes.

Objective The objective is to explore the barriers and facilitators experienced by mental health care professionals in providing mental health services to Omani children and adolescents. Methods A qualitative descriptive study with semi-structured face-to-face interviews was conducted on a purposive sample of sixteen mental health professionals from a tertiary care psychiatric hospital in Oman. Audio recordings were transcribed verbatim, and the anonymized transcripts were processed with Delve Tool, a qualitative data analysis software that streamlines thematic analysis. Results Barriers to access mental health services were- institutional system and policy limitations; specialized workforce deficiency; lack of systemic interagency coordination; logistical barriers, language barriers, resistance to treatment, inefficient facility design, and cultural stigma. Facilitators were - integrated team-based care; telemedicine and public awareness campaigns; existing expertise and integrated services model. Conclusion This study highlights the urgent need for action in ways to expand mental health education, and breakdown the stigma that often prevents people from seeking help. By integrating care models and ensuring that professionals receive ongoing training, the existing gaps can be closed and mental health services can be made more effective.

Introduction Physical activity and social engagement protect older adults against functional decline and improve their quality of life. Physical inactivity poses an increased risk for noncommunicable diseases. Globally, one in four adults is physically inactive. Enhancing the physical activity of older adults is crucial not only for increasing their life expectancy but also for improving their functional status and quality of life. Objective This study aimed to evaluate the physical activity, functional status, and quality of life of older adults attending the medical outpatient department of a tertiary care hospital in Chennai, Tamil Nadu, India. Methods The study adopted a descriptive cross-sectional research design. A total of 100 female and male patients above 65 years of age with comorbid conditions attending the medical outpatient department participated in the study. The sociodemographic and clinical characteristics of these patients were assessed. In addition, the Rapid Assessment of Physical Activity, Katz Index of Independence in Activities of Daily Living, Lawton Instrumental Activities of Daily Living Scale, and Older People Quality of Life Questionnaire were used to measure the physical activity, functional status, and quality of life of patients. The data were analyzed using descriptive and inferential statistics. Results Among the participants, only 17% were active, and 35% were underactive for regular light activities. Approximately 81% did not perform any activity to improve their muscle strength or flexibility. In 56% of the participants, disability was present. The majority mentioned that they experienced difficulties in preparing food and shopping. Regarding the quality of life of the participants, the mean ± standard deviation score was 77.38 ± 9.03. Significant results were found in the domains of independence, control over life, and freedom. The overall quality of life was not related to leisure and activities, financial circumstances, the Instrumental Activities of Daily Living Scale score, the Rapid Assessment of Physical Activity 2 score, and the Rapid Assessment of Physical Activity 1 score. The quality of life was weakly related to emotional and psychological well-being, control over life, home and neighborhood, freedom, independence, and social relationships. Conclusion Limited physical activity and poor functional status impact the quality of life of older adults. Therefore, educational and physical interventions should be implemented at the hospital and community levels to improve the physical activity, functional status, and quality of life of older adults.

Introduction Surgical care has been a vital part of healthcare services worldwide. Several patient safety measures have been adopted universally in the operating room (OR) before, during, and following surgical procedures. Despite this, errors or near misses still occur. Nurses in the OR have a pivotal role in the identification of factors that may impact patient safety and quality of care. Therefore, exploring the OR nurses’ understanding of their roles and responsibilities for patient care and safety in the intraoperative practice, which could lead to optimal patient safety, is essential. Objective This study explored the understanding of OR nurses regarding their roles and responsibilities for patient care and safety measures in the intraoperative practice. Methods The study was conducted in one of the tertiary care hospitals in the United Arab Emirates. Qualitative, descriptive, exploratory research design was utilized. The data were collected using semi-structured face to face interviews. Purposive sampling included eight nurses. Data analysis was performed following Colaizzi's seven-step strategy. Results Seven emerging themes were identified. The main themes are: patient safety, preoperative preparation, standardization of practice, time management, staffing appropriateness, staff education and communication, and support to the patient in the OR. Conclusion OR nurse leaders may take into consideration the current findings as a reference for quality improvement projects in the hospital, considering the specific characteristics of each local setting. Although the participants consider that the environment is safe and the quality of care is high in the study setting, there is still room for improvement on workflows and processes. OR workflow should be improved especially by addressing the potential patient safety issues.

Introduction Utilizing simulation in nursing education is increasingly becoming a popular teaching pedagogy. Simulation provides opportunity to the nursing students to practice the clinical skills through various real life like situational experiences. Simulation improves the clinical decision making skills of the nursing students. Objective A descriptive, cross sectional, correlational study was conducted to evaluate the efficacy of simulation using NLN/Jeffries Nursing Education Simulation Framework on satisfaction and self-confidence of Undergraduate nursing students. Methods 370 undergraduate nursing students participated in the study. Educational practices, Simulation design, Student satisfaction and Self-confidence questionnaires were used. Results Majority of the nursing students perceived agreement on various domains of student satisfaction, self-confidence, educational practices and simulation design used in the curriculum. The students were self-confident to care for similar patients in the clinical area and satisfied with this instructional method. Satisfaction and self-confidence were correlated with educational practices and simulation design. Conclusion Developing simulations using NLN/Jeffries Nursing Education Simulation framework will provide meaningful, engaging, and pedagogically sound experiences for the students. Pre-briefing and de-briefing are meaningful strategies to enhance the learning of students.

An acute shortage of nurses exists all over the world. Part of this shortage appears to be due to nurses’ low job satisfaction, low retention, and high turnover. Happiness at work is identified as a contributing factor that determines the shortage of nurses across the world. This paper critically appraised the existing scientific articles that assessed the individual and organizational predictors of happiness among nurses.The systematic review was conducted from August 2010 to August 2020 using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Scientific articles were searched in the electronic databases (Scopus, Medline, CINAHL, PsychINFO, and Pubmed Central) on the predictors of happiness among nurses.A total of 13 articles were selected following the literature search and a thematic analysis was done. This review provides updated evidence on the predictors of nurses’ happiness. Job-related predictors were identified as organizational predictors; and personal, psychological, family, social, and spiritual predictors were reported to be the individual predictors.As both individual and organizational predictors determine the happiness of nurses, the authors recommend the need for future interventional studies to increase the nurses’ happiness, their mental health, and health-related quality of life.

Background The ongoing global crisis of Higher Education (HE) institutions during the post-COVID-19 pandemic period has increased the likelihood of enduring psychological stressors for staff. This study aimed to identify factors associated with job insecurity, burnout, psychological distress and coping amongst staff working at HE institutions globally. Methods An anonymous cross-sectional study was conducted in 2023 with staff at HE institutions across 16 countries. Job insecurity was measured using the Job Insecurity Scale (JIS), burnout using the Perceived Burnout measure question, psychological distress using the Kessler Psychological Distress Scale (K10), and coping using the Brief Resilient Coping Scale. Multivariable logistic regression with a stepwise variable selection method was used to identify associations. Results A total of 2,353 staff participated; the mean age (± SD) was 43(± 10) years and 61% were females. Most staff (85%) did not feel job insecurity, one-third (29%) perceived burnout in their jobs, more than two-thirds (73%) experienced moderate to very high levels of psychological distress, and more than half (58%) exhibited medium to high resilient coping. Perceived job insecurity was associated with staff working part-time [Adjusted Odds Ratio 1.53 (95% Confidence Intervals 1.15–2.02)], having an academic appointment [2.45 (1.78–3.27)], having multiple co-morbidities [1.86 (1.41–2.48)], perceived burnout [1.99 (1.54–2.56)] and moderate to very high level of psychological distress [1.68 (1.18–2.39)]. Perceived burnout was associated with being female [1.35 (1.12–1.63)], having multiple co-morbidities [1.53 (1.20–1.97)], perceived job insecurity [1.99 (1.55–2.57)], and moderate to very high levels of psychological distress [3.23 (2.42–4.30)]. Staff with multiple co-morbidities [1.46 (1.11–1.92)], mental health issues [2.73 (1.79–4.15)], perceived job insecurity [1.61 (1.13–2.30)], and perceived burnout [3.22 (2.41–4.31)] were associated with moderate to very high levels of psychological distress. Staff who perceived their mental health as good to excellent [3.36 (2.69–4.19)] were more likely to have medium to high resilient coping. Conclusions Factors identified in this study should be considered in reviewing and updating current support strategies for staff at HE institutions across all countries to reduce stress and burnout and improve wellbeing.

Background: Case study analysis is an active, problem-based, student-centered, teacher-facilitated teaching strategy preferred in undergraduate programs as they help the students in developing critical thinking skills. Objective: It determined the effectiveness of case study analysis as an effective teacher-facilitated strategy in an undergraduate nursing program. Methodology: A descriptive qualitative research design using focus group discussion method guided the study. The sample included undergraduate nursing students enrolled in the Maternal Health Nursing Course during the Academic Years 2017 and 2018. The researcher used a purposive sampling technique and a total of 22 students participated in the study, through five (5) focus groups, with each focus group comprising between four to six nursing students. Results: In total, nine subthemes emerged from the three themes. The themes were “Knowledge development”, “Critical thinking and Problem solving”, and “Communication and Collaboration”. Regarding “Knowledge development”, the students perceived case study analysis method as contributing toward deeper understanding of the course content thereby helping to reduce the gap between theory and practice especially during clinical placement. The “Enhanced critical thinking ability” on the other hand implies that case study analysis increased student's ability to think critically and aroused problem-solving interest in the learners. The “Communication and Collaboration” theme implies that case study analysis allowed students to share their views, opinions, and experiences with others and this enabled them to communicate better with others and to respect other's ideas which further enhanced their team building capacities. Conclusion: This method is effective for imparting professional knowledge and skills in undergraduate nursing education and it results in deeper level of learning and helps in the application of theoretical knowledge into clinical practice. It also broadened students’ perspectives, improved their cooperation capacity and their communication with each other. Finally, it enhanced student's judgment and critical thinking skills which is key for their success.

Introduction During 100 BC, the world perceived that the nurses are meant for rendering care to the sick individuals. During 600 to 700 BC, the nurse was considered as the one who attends to the patient, is pleasant in his or her demeanor, does not speak ill of anybody, is attentive to the requirements of the sick, and follows the instructions of the physicians. The men who were wise and passionate to help the sick were trained by a medical teacher for years together who later became a doctor. India is the pioneer country in developing the formal nursing curriculum. With the emergence of British and establishment of East Indian Company and Imperial Government, the nursing education became more formalized. No men came forward to nursing. Only women have opted nursing and were employed as nurses. Very few men were trained as nurses informally and were sent for war field to take care of the injured soldiers. It took several years to elevate the standards of male nurses. Methods The data were retrieved from the records of Tamil Nadu Archives and Historical Research, Chennai, Tamil Nadu, India. The written permission was obtained from the commissioner for collecting the data retrospectively. All the collected data were checked for its consistency by matching the data again with the retrieved database. Results Great British Government has brought the reformations in bringing up the working standards of male nurses. The reformation and renaissance of male nurses started in 1938, and it reached a level of recognition in 1950. The male nurses were recruited in 1938, but they reached the position of a head nurse by 1950. Conclusion The male nurses had a long journey to overcome the hurdles in their practice and professional advancement. In recent years, the male nurses are identified for their extraordinary contribution in the delivery of health care.