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Evidence-based practice (EBP) has gained significant importance in clinical practice worldwide, including in nursing. This study aimed to explore the potential impact of applying a web-based training program on nurses’ knowledge, skills, and attitudes regarding EBP. A quasi-experimental pretest-posttest research design was utilized with a purposive sample of 64 professional nurses who agreed to participate. The study took place in different hospitals and primary healthcare centers in the Bisha Governorate, Aseer region, Saudi Arabia. A four-week standardized web-based training program was implemented using an online learning approach. Nurses were provided with an online self-rated data collection tool through the Google Forms platform. The findings indicated a highly significant difference in the total knowledge and EBP skills mean scores of the post-intervention (53.08±15.9) and (66.03±8.95), respectively compared to pre-intervention (P<0.05). Additionally, there was marked improvement in the mean scores of the positive attitude of the training sessions post-intervention compared to pre-intervention. The program was also well-received by the nurses in terms of quality and usability. The program has the potential to enhance nurses’ knowledge, skills, and attitudes toward EBP. Therefore, healthcare organizations may consider adopting web-based training as a means of continuing professional education to promote EBP competencies among nurses.

[This corrects the article DOI: 10.1371/journal.pone.0297071.].

Nurses' clinical competence is a significant concern in all healthcare settings due to the necessity of delivering high-quality patient care. Understanding and addressing the factors related to competence are crucial for promoting nurses' clinical competence and ultimately improving patient outcomes. Producing and maintaining a skilled nursing workforce is essential to protect communities. This study aimed to assess the level of self-evaluated clinical competence and its correlation with demographic and occupational variables among registered nurses employed at selected outpatient clinics in Egypt. The study utilized a descriptive cross-sectional design with a self-administered, two-part questionnaire that assessed participants' demographic and occupational variables as well as perceived clinical competence in various healthcare settings. It took place at outpatient clinics of two governmental hospitals and five primary healthcare centers in Mansoura City, Egypt between January, and June 2023. A purposive sample of 450 nurses took part in this study. The average score of nurses' clinical competence was 155.3±7.2 out of 230, indicating a \"moderate level\". In terms of professional behaviors and general performance, the average score for clinical competence was 48.4±3.6 and 40.7±4.1 respectively. Additionally, the average score for clinical competence regarding core and advanced nursing skills were 43.4±3.0 and 22.8±1.5 respectively. Among the domains of clinical competence, the highest average score was associated with \"professional behaviors\" as it forms the backbone of nursing practice. There was a highly significant relationship between the average score of clinical competence and the participant's age, sex, level of education, and years of clinical work experience (P<0.001). Nurses perceived their level of clinical competence as moderate. To enhance nurses' clinical competence, future studies and interventions should focus on promoting supportive work environments, providing ongoing education and training in advanced nursing skills, and the fostering development of critical thinking skills in nurses. Healthcare organizations should implement educational interventions to enhance nurses' clinical competence. These interventions should include continuous professional development opportunities, mentorship programs, inclusive training initiatives, and structured feedback mechanisms. These measures will help nurses stay up-to-date with the latest practices and technologies, create a supportive learning atmosphere, and address the unique needs and challenges faced by nurses of different genders and specialties.

Aim To explore nurses' experiences and perspectives about evidence‐based practice (EBP) implementation in the healthcare context. Design A qualitative descriptive study design using focus group discussions (FGDs). Method Sixty‐four nurses who purposefully selected and worked at various healthcare organizations in Bisha Governorate, Saudi Arabia, were included. Eight FGDs were used to obtain data using open‐ended questions. The collected data underwent inductive qualitative content analysis. Results Two main categories were extracted: experiences and perspectives towards EBP. The experiences category emerged into four sub‐categories: familiarity with concepts and benefits, steps, dissemination sources of EBP and sources of EBP knowledge, while perspectives towards the EBP category included four sub‐categories: application of EBP in clinical practice, barriers, facilitators and EBP application methods. The participants experienced being in a non‐supportive and non‐encouraging atmosphere which results from a lack of organizational commitment to EBP implementation and illuminates the complexities involved in the integration process. Conclusion The nurses' experience with EBP indicated that there was limited support for the implementation of this approach. Furthermore, they experienced varying barriers to EBP implementation. They viewed EBP as a complex technique as they lacked knowledge and skills related to the formulation of research questions, and retrieving, applying and disseminating of EBP in clinical practice decision‐making. That is due to barriers pertinent to the individual, organizational and patient factors. The key to successfully implementing an EBP in nursing practice is to promote professional development, comprehensive and continuous training, a culture of change, organizational support and motivation. Clinical Relevance Through the construction and provision of ongoing educational interventions and mentoring programmes about EBP, healthcare organizations and nursing leadership may develop a comprehensive strategy to encourage staff nurses' participation in the EBP process. This is to enhance nurses' experiences and perspectives towards the EBP approach and overcome the barriers to effective implementation. No Patient or Public Contribution to this Study Patients or the general public were not involved in the design, analysis or interpretation of the data in this study.

Mitochondria are essential organelles in eukaryotic cells, producing ATP through the electron transport chain to supply energy for cellular activities. Beyond energy production, mitochondria play crucial roles in cellular signaling, stress responses, and the regulation of reactive oxygen species. In plants, mitochondria are one of the keys to responding to environmental stresses which can significantly affect crop productivity, particularly in crops like wheat. RNA editing, a post-transcriptional RNA modification process in mitochondria, is linked to regulating these stress responses. This study explores RNA editing patterns in the gene of wheat drought-tolerant (Giza168) and drought-sensitive (Gemmiza10) wheat cultivars under drought stress to understand plant adaptation mechanisms. RNA-seq data for these cultivars were analyzed using CLC Genomic Workbench to identify RNA editing sites in the gene, examining subsequent amino acid changes and predicting secondary structure modifications. These RNA editing sites were validated using qRT-PCR on drought-treated seedlings at 0, 2, and 12 hours post-treatment. Protein models were generated using AlphaFold, with functional predictions and structure verification conducted using various bioinformatics tools to investigate the effect of RNA editing on protein level. The results showed significant RNA editing events, especially C-to-T conversions, in the gene across different drought exposure times. Giza168 had 22 editing sites, while Gemmiza10 had 19, with several showing significant differences between control and stress conditions. RNA editing influenced the NAD9 protein's secondary structure, particularly beta sheets, and 3D modeling highlighted the structural impacts of these edits. The N-terminal region of NAD9 contained important regulatory motifs, suggesting a complex regulatory environment. This study reveals key editing sites that differ between drought-tolerant and sensitive wheat cultivars, impacting NAD9 protein structures and highlighting the role of RNA editing in enhancing drought resilience. Additionally, the study suggests potential regulatory mechanisms, including phosphorylation and ubiquitination that influence mitochondrial stability and function.

Background Postgraduate education is embracing journal clubs (JCs), which provide a platform for members to critically evaluate research articles and extract evidence-based nursing practice. The implementation of JCs by postgraduate nurses, especially in varied educational contexts such as Egypt, remains underexplored. This study aimed to explore and gain valuable insights into the professional experiences of implementing JCs among postgraduate nursing students in Egypt. Methods A qualitative study utilizing focus group discussions (FGDs) was conducted with 42 postgraduate nursing students between September and December 2024. The participants were selected through purposive sampling. The inductive thematic analysis revealed several key themes. Results The study identified five main themes: familiarity with JCs, benefits of JCs, preparation and implementation, challenges, and recommendations for enhancing the effectiveness of JCs. This study highlights the significance of JCs in promoting evidence-based nursing competencies, cultivating a research-oriented culture, and enhancing clinical application. Participants expressed concerns regarding time constraints and insufficient training, highlighting areas for improvement. It suggests integrating JCs into curriculum, aligning professional and academic responsibilities, and offering foundational research methodology training. Conclusions The findings show that JCs are viewed by participants as worthwhile learning experiences that foster research literacy, academic development, and transferable skills including critical thinking, communication, and partnership. To enhance the effectiveness and sustainability of curriculum-integrated JCs, several strategies could be implemented: providing faculty training and introductory workshops in research appraisal; intentionally incorporating JCs into the nursing curriculum; allowing participants’ clinical and academic obligations; utilizing virtual platforms; and ensuring fair access to research materials. These observations, when combined, support the pedagogical worth of JCs as organized, practice-based learning resources that connect clinical education and research. Clinical trial number Not applicable.

Background Virtual journal clubs (VJCs) are innovative technologies with the potential to foster collaboration, facilitate multilingual communication, improve cultural competencies, and expand global professional networks. This allowed participants to be exposed to critical appraisal of the articles. However, its long-term impact on competency development has been debated. This study aimed to investigate the impact of implementing VJCs on developing competencies for critical appraisal among postgraduate nursing students. Methods A quasi-experimental (pretest/posttest one-group) research design was used with a convenience sample of 40 participants from the community health nursing department, Faculty of Nursing, Mansoura University, Egypt who agreed to participate. The participants received an online self-administered knowledge and attitude data collection tool through Google Forms. However, critical appraisal skills were evaluated by an observational checklist with a rubric through synchronized mode. Eleven VJC sessions were conducted for each participant. Descriptive analysis served as the primary method for analyzing participants’ responses. Students’ t-test and one-way analysis of variance (ANOVA) were used to measure differences between the pretest and post-test. The study also used a correlation test to assess the relationship of variables. Results The findings indicated a highly statistically significant difference among the participants regarding knowledge, critical appraisal skills, and attitudes toward VJC before, immediately, and six months after VJC session implementation. In addition, a positive significant correlation with a highly statistically significant difference between the participants’ total knowledge score levels, total practice score levels, and total attitude score levels in the immediate post and after six months of VJC session implementation ( p  < 0.001). Conclusion The findings indicate this intervention has the potential to enhance critical appraisal competencies among postgraduate students. Therefore, VJCs should be included regularly to enhance critical appraisal competencies in academic settings for continued professional development.

Background Polycystic ovary syndrome (PCOS) is a complex endocrine disorder affecting women of reproductive age, and it has emerged as a significant global public health issue. This study aimed to investigate the effects of web-based health education on nursing students’ knowledge, adaptive healthy measures, and attitudes toward PCOS. Methods A two-group randomized controlled trial (RCT) with pre-test and immediate post-test assessments was conducted. Study participants were recruited using a simple random sampling method from the Faculty of Nursing, Mansoura University, Egypt. A questionnaire consisting of six sections was developed to collect data, which was analyzed with the SPSS 23.0 using Student’s t-test, Pearson’s correlation test, and chi-square test analysis of variance. Results The analysis revealed a significant increase in knowledge scores post-intervention, with the web-based learning groups (32.2 ± 10.5) outperforming the traditional learning group (22.1 ± 10.2), with ( p  < 0.05). Similarly, there was a notable improvement in adaptive healthy measures scores post-intervention, with the web-based learning group (8.9 ± 2.4) showing better results than the traditional group (6.5 ± 2.9), with ( p  < 0.05). In terms of attitudes toward PCOS, the web-based group (18.2 ± 4.9) displayed a significant improvement compared to the traditional group (11.7 ± 5.2), with ( p  < 0.05). Conclusions The findings suggest that web-based learning is more effective than traditional methods in enhancing nursing students’ knowledge, adaptive healthy measures, and attitudes toward PCOS. Trial Registration : This study was registered by Clinical Trials.gov Identifier: (NCT06192381|| https://www.clinicaltrials.gov/ ) on 5-1-2024. Key points PCOS is a significant global community health concern among reproductive-aged women due to hormonal disorders, making community health nurses essential in promoting health and preventing disease through health education. Web-based health education is seen as a crucial tool in fostering knowledge, promoting adaptive healthy measures, and shaping attitudes in nursing students’ education. Through web-based health education interventions, students’ understanding of PCOS, adoption of healthy measures, and attitudes are shown to improve compared to traditional methods.

Background Quality is a primary concern of health care agencies worldwide. A conducive clinical training environment is essential for nursing students to be capable of enhancing their learning experiences and achieving the desired training outcomes. Aim This study aimed to examine the satisfaction and anxiety levels during clinical training among nursing students. Type of study A descriptive -analytical cross-sectional study design was utilized. The research was conducted at the Faculty of Nursing, Assiut University and Colleges of Applied Medical Sciences in Alnamas and Bisha, University of Bisha. Sampling method: A convenience sampling technique was used. Sample size: a sample of 1052 undergraduate nursing students. The data was gathered via a structured questionnaire including the socio-demographic characteristics and nursing students’ satisfaction with the hospital and laboratory training. Additionally, Self-Rating Anxiety Scale (SAS) was adopted to measure the anxiety level. Results The mean age of the studied sample was 21.9 ± 1.83 years, and 56.9% are females. Moreover, 90.1% & 76.4% of the nursing students were satisfied with their hospital and laboratory training. Furthermore, 61.1% & 54.8% of the students had mild levels of anxiety regarding their hospital training and laboratory training, respectively. Conclusion The undergraduate nursing students had a high level of satisfaction with their clinical training at the hospitals and laboratories. Moreover, they had mild anxiety related to hospital and laboratory clinical training. Recommendations Developing clinical orientation and training programs and improvement strategies to enhance the effectiveness of the clinical training environment. The establishment of a modern, tastefully designed, and fully stocked skill lab for the college's student training should receive more attention. Clinical relevance Through the provision of ongoing education about different method of practice, nursing was intended to shape future professional nurses who master core competencies of the profession. Organizations may benefit from developing a comprehensive strategy to achieve an effective teaching program.

ObjectivesThe purpose of this study was to evaluate possible factors that might be accompanied by high level of human monkey pox (HMPX) knowledge and to explain the relationship between HMPX knowledge and Beliefs regarding emerging viral infections.Study designA descriptive cross-sectional study was conducted for the implementation of this study.MethodsStudy was conducted at two general hospitals in Mansoura City (Old General Hospital and International Hospital) El Dakahlia Governorate among 620 healthcare workers (HCWs) using a self-managed questionnaire for 1 week (1 to 7 January 2023). The questionnaire has items adapted from the previously published literature to assess HMPX knowledge and Beliefs regarding emerging viral infections.ResultsThe mean age of the study sample was 27.97 years and most of them were female (86.1%). Physicians and other HCWs (nurses, laboratory technicians, radiographer technicians, and pharmacists) had significantly different levels of knowledge of monkeypox for the majority of the questions. A higher belief was found among two items: viruses are biological weapons manufactured by the superpowers to take global control and the government is misleading the public about the cause of the virus.ConclusionThis study discovered lower levels of knowledge of HMPX among HCWs in Egypt. Beliefs about emerging viral infections were widespread, and future research should look into their potential negative impact on health behavior.