Mapping out competencies of emergency department nurses: Its influencing factors and barriers

Introduction: The need to determine the factors affecting nurse competency is to assist determine practical approaches to enhance competency. Aim: The study aims to map the competencies of emergency department (ED) nurses, its influencing factors, and barriers. Subjects and Methods: This study employed a cross-sectional approach conducted at the government hospitals in Hail, including village hospitals. The participants of this study were the 227 ED nurses as a result of convenience sampling. The researchers utilized the Google Form survey to collect the data. The data collection was conducted between August and September 2022. Results: Nurses in this study were highly competent (227/275). Clinical care competency has emerged as the highest competency (3.79 ± 0.646), followed by leadership (3.53 ± 1.053). Those who are 26–30 years old (B = 0.766; P < 0.000); 95% confidence interval (CI) (0.623–0.909) are far better than the other age groups. Furthermore, 5 years and above were competent compared to those with <5 years of experience (B = −1.135; P < 0.000; 95% CI [−1.271–0.998]). Moreover, those who have training in the ED (B = 1.127; P < 0.000; 95% CI [0.588 ± 1.666]) have better competencies than those who have no training in ED. Barriers were that the training was not in line with the ED nurses' needs and lack of leaders' support (92.5%). Conclusion: The ED nurses were highly competent, especially in the clinical care leadership competency. The older age group and <5 years of experience and training with ED were influential to their competency. Barriers were that the training was not in line with the needs of the ED nurses and lack of support from leaders. Study findings suggest that the measurement of competency be continuous to improve the competency of the ED nurses. Training needs assessment specifically in the ED, to be conducted periodically and offer continuous nursing education based on the identified needs of the nurses

Effects of simulation in improving the self-confidence of student nurses in clinical practice: a systematic review

Abstract Background Considering the positive influence of simulation from previous literature may encourage educators to regard it as a valuable teaching strategy in nursing schools. This literature review aims to investigate whether the use of simulation improves undergraduate nurses’ self-confidence during clinical practice. Methodology This study employed a literature-based design. Five academic databases, including CINAHL, EBSCO, ProQuest, PubMed and Medline, were utilised to extract relevant studies using appropriate keywords and Boolean operators. Studies published in the last 15 years (2005–2020) were included in the search. Studies were retrieved using the Exclusion and Inclusion criteria. The Critical Appraisal Skills Programme (CASP) was used to critically appraise the studies. Results A total of 15 primary research studies were extracted for review. Four major themes emerged from the review: Improved self-confidence to carry out clinical tasks, Increased ability to work in teams, Improved self-confidence to perform community work and Improved self-confidence in communicating with patients and team members. Conclusion Clinical simulation is a useful tool in increasing the self-confidence of nursing students to perform clinical tasks, make clinical judgements, communicate with patients and team members and improve their teamwork. To improve the quality of care received by patients, it is recommended that clinical simulations be integrated into the nursing curriculum in Saudi Arabia. Increasing the confidence of students has been shown to be associated with greater confidence in performing clinical tasks

Resilience and Emotional Intelligence of Staff Nurses during the COVID-19 Pandemic

Although numerous scholars have studied resilience during the COVID-19 pandemic, research exploring its relationship with emotional intelligence is scarce. The aim of this study was to determine the relationship between the resilience and emotional intelligence (EI) of staff nurses during the COVID-19 pandemic. Data for this quantitative correlational study were gathered from the staff nurses of hospitals in the city of Hail, Saudi Arabia. The researchers employed simple random sampling, which yielded 261 staff nurses. Nationality (t = 6.422; p &lt; 0.001) was found to have a significant relationship with resilience. Sex (t = 5.22; p &lt; 0.001), ward assignment (t = 5.22; p &lt; 0.001), age (F = 6.67; p &lt; 0.001), and years of experience (F = 6.67; p &lt; 0.001) revealed significant relationships with emotional intelligence. Resilience had a moderate positive relationship with EI (r = 0.55; p &lt; 0.023), a weak positive relationship with self-emotion (r = 0.21; p &lt; 0.003), and a very strong relationship with emotional appraisal (r = 0.85; p &lt; 0.001). Improving emotional-intelligence skills is critical for assisting nurses during pandemic outbreaks. This can increase their individual and social resilience, while also improving their professional and life outcomes. These research findings suggest that emotional intelligence should be integrated into clinical practice and that EI data should be integrated into decision-making

The Impact of Mental Well-Being, Stress, and Coping Strategies on Resilience among Staff Nurses during COVID-19 in Saudi Arabia: A Structural Equational Model

Previous studies have revealed various factors related to nurses’ resilience and predictors of resilience. However, there are no studies analysing the association of three variables—mental well-being, coping strategies, and stress—with resilience. This study aims to assess the impact of mental well-being, levels of stress, and coping strategies on resilience using path analysis. This study used a cross-sectional approach that involved 763 nurses from 16 major hospitals in the eastern and northern regions of Saudi Arabia during the COVID-19 pandemic. The data gathering was conducted from August to November 2022. The staff nurses possessed positive mental wellness (3.75 ± 1.08), moderate stress levels (3.06 ± 1.21), adequate coping skills (3.33 ± 1.23), and a low level of resilience (2.90 ± 1.040). Age had a small effect on resilience (β = 0.040; p p > 0.139) and marital status (β = 0.019; p > 0.072) were not significant. Conversely, mental well-being (β = 0.043; p p p < 0.001) had a large effect on resilience. Therefore, coping strategies must be reinforced at all times to assist nurses and other healthcare professionals in identifying contributing elements that maintain these workers’ resilience in the face of unforeseen and protracted pandemics and other life events

Children patients with COVID‐19: How can parental and peer support lessen the psychological burden of isolation

Abstract Aim To assess the effect of parental and peer support on children's self‐esteem during the isolation period in COVID‐19‐infected children is the main objective of this study. Design This is a descriptive cross‐sectional study. One hundred ninety children with a confirmed diagnosis of COVID‐19 were included. Methods A survey questionnaire to assess family and children's demographic characteristics was used for this study. A 13‐item scale to assess parental support during the isolation period and a 10‐item scale to assess peers' support during the isolation period were evaluated. Along with it, a 10‐item scale to assess self‐esteem during the isolation period was also measured. Results Home isolation was associated with higher parental and peer support scores than hospital isolation. The mean age of study participants was 13.23 ± 4.05 years; 52.6% were isolated at home versus 47.4% in hospital isolation. Phone calling and WhatsApp/messenger chat were methods of communication for 44.2% and 33.2% of patients, respectively. 6.3% of them had no method of communication. Child self‐esteem was significantly affected by both parental and peer support during isolation. The increase in pronounced negative psychological effects such as disorientation, anger, low self‐esteem and post‐traumatic distress may be caused by a lack of parental care. 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. The study's aim and objectives were developed based on children's self‐esteem, which was limited by questionnaire data information, so the researchers completed demographic and disease‐related questionnaires by interviewing them