Background: Knowledge of the recovery of acute high‐risk abdominal (AHA) surgical patients after discharge is sparse. Discharge from hospital after emergency surgery can be a stressful experience due to serious illness, anxiety, pain, a life‐changing situation and new information. At discharge, patients may not fully comprehend the situation, and worries about how to cope at home without professional help may prove stressful.Aim: The aims of this study were to explore how patients undergoing AHA surgery experienced their physical and mental status during the first month after discharge and possible returning to daily activities and work, as well to explore whether nurse‐led telephone follow‐up was feasible after acute high‐risk surgery.Method: A single‐centre prospective study with an exploratory descriptive design. A total of 91 patients participated in the study. Quantitative data were collected using telephone follow‐up calls. Data were analysed using descriptive statistics.Results: The main problem for patients was severe fatigue, but most patients regained normal life within 30 days after discharge. Patients’ positive statements about receiving a phone call after discharge and other findings demonstrate the feasibility of nurse‐led telephone follow‐up calls.Conclusion: Knowledge of how patients recover following AHA surgery can facilitate the targeting of discharge information to patients’ needs. Our study indicates that telephone follow‐up calls were feasible and beneficial for patients’ convalescence, but whether follow‐up affects the patient course regarding readmittance and complications needs to be investigated in the future. Contact to a nurse in the surgical specialty of gastroenterology seems to be important and can benefit patients’ convalescence.

Introduction Cultural sincerity is an emerging construct that requires a comprehensive theoretical framework to better understand and apply it in practice. Review Method Walker and Avant’s method guided this concept analysis. Findings Defined as the practice of engaging patients without hypocrisy, judgment, or fear, cultural sincerity encompasses three core attributes: lack of pretension (authentic care), candidness (honest communication), and earnestness (genuine cultural accommodation). Building upon cultural competency, cultural sincerity promotes deeper, trust‐based relationships. This paper integrates emic and etic approaches and connects sincerity to existing frameworks such as Leininger’s Culture Care Theory, Ramsden’s Cultural Safety, and Papadopoulos model of Compassionate Cultural Competence. Conclusions Future research and practice recommendations include integrating sincerity into nursing curricula, self‐reflection strategies, and potential outcome‐based measurement tools.

Background: Trauma‐informed approaches are gaining traction in delivering clinical education. While andragogy reflects more accurately with adult learning principles, the term pedagogy is often used as a blanket reference to approaches in clinical education, which overlooks the nuanced needs of adult learners.Aim: This study argues the need to achieve lexical clarity by transitioning trauma‐informed pedagogy to trauma‐informed andragogy in clinical education to align education practices with the principles of adult learning.Method: A dialogic duo‐ethnography was used between two nurse educators with diverse clinical and academic backgrounds. Co‐constructed discussions were centered on reflecting on their experiences and perspectives in delivering or receiving education in the clinical environment, as it relates to trauma‐informed approaches. Dialogic conversations were recorded via Microsoft Teams with transcripts cleansed and thematically analyzed. Ethical exemption was obtained through The University of Queensland in Australia, for being a negligible‐risk research (2025/HE000122).Results: Three major themes were generated from the discussions and reflexive notes: (i) adopting andragogy over pedagogy for lexical clarity, (ii) the ethics of shared learner–educator responsibility, and (iii) the ethics of using appropriate terminology. The study underscores the ethical responsibility of achieving lexical clarity to acknowledge the unique needs of adult learners and educators and to foster a shared learner–educator responsibility, which highlights the limits of pedagogy. The distinction is not only a semantics issue—the lack of precision is an epistemic injustice that also represents ethical implications—as it may inadvertently deny adult learners the linguistic and conceptual tools to articulate their unique experiences.Conclusion: Shifting from pedagogy to andragogy aligns with the professional demands of clinical education and underscores the importance of shared responsibility in trauma‐informed learning, as it aligns with the principles of adult learning and ethical practice.

Academic failure (AF) among university students, especially in nursing programs, is a significant challenge for educational institutions. Due to the increasing demand for nurses, this issue negatively affects both students, who miss the opportunity to complete their academic career, and the healthcare system. It is crucial to synthesize the literature on approaches to prevent AF and promote educational success (AS) to develop effective support strategies. This scoping review followed the Joanna Briggs Institute (JBI) guidelines and PRISMA‐ScR framework. Studies analyzing approaches implemented in nursing education to prevent AF were included. Sources were identified through electronic databases such as PubMed, Scopus, CINAHL, PsycINFO, and Web of Science, without time restrictions. All study designs were considered, and the approaches, facilitators, and barriers were mapped. The database search yielded 495 results. After the screening process, 8 articles were included. The approaches to prevent AF were tutoring programs, peer tutoring, support groups, performance improvement plans, and psychological support. This review highlights the importance of tailoring interventions for at‐risk students and underscores contextual differences between general and nursing education, particularly in terms of professional preparedness. The review highlights the effectiveness of tutoring, peer tutoring, and psychological support in reducing AF, especially among at‐risk students, underscoring the need for early identification of these students through reliable and shared screening tools. Universities should implement comprehensive support programs, including strategies identified across diverse academic contexts, while carefully considering how to adapt them to the specific nursing students’ needs, to improve educational outcomes and meet healthcare system demands.

Background: Positive patient outcomes result from increased empathy and self‐awareness. One of the strategies utilized to improve empathy and self‐awareness was a high‐fidelity simulation (HFS).Purpose: This study aimed to see how HFS impacted students’ empathy and self‐awareness before and after HFS intervention in Jordanian university psychiatric nursing classes.Methods: A quasi‐experimental research with a pretest–posttest design was conducted on 235 undergraduate students registered in a psychiatric course at Al al‐Bayt University’s Faculty of Nursing from September to December 2023. The HFS was held in the form of 5 weeks’ scenarios. The study data collection tools included a demographic questionnaire, The Empathy Toward the Mentally Ill Scale and the Self‐Consciousness Scale: A Revised Version. The data were analyzed using descriptive statistics (frequency, mean, and standard deviation), and inferential statistics (t‐test).Results: Before and after the HFS intervention, a significant difference in students′ empathy (t234 = −26.90, p < 0.001) and self‐awareness (t234 = −19.70, p < 0.001) was found.Conclusions: HFS interventions, particularly in psychiatric courses, can be used to close the gap in nursing education and enhance traditional clinical learning.

Background Depression is one of the most common comorbidities in various medical conditions including heart failure (HF). There is a bidimensional association between depression, anxiety, and cardiovascular diseases. Aim This study sought to examine depression and associated factors among HF patients in Oman. Methods This was a cross‐sectional study. A total of 180 participants were recruited for the study’s sample. Inclusion criteria of participants included age of 18 years of age and older, diagnosed with HF, ability to self‐report experiences, and speak Arabic or English. Depression was measured using the 9‐Item Patient Health Questionnaire (PHQ9). This study was carried out in five governorates in the Northern and Southern part of Oman, recruiting patients from the outpatient clinics of 7 tertiary care facilities after ethical approval. Results The sample average age was 70.28 ± 9.675 years. Most of the participants were men ( n = 93, 51.7%), married ( n = 122, 67.8%), and unemployed ( n = 130, 72.2%). Given the average age of the participants (70.28 ± 9.68 years), employment status is considered as a demographic descriptor. Most patients (55%) reported having three or more than one disorder and 62.8% were primarily in NYHA functional class II. This sample’s primary HF etiology was caused by ischemic factors (65.6%). The systolic type of HF accounts for 78.3% of the cases. Sample’s mean EF was 37.74% ± 10.737%. The mean depression score in this sample was 8.93 (SD = 5.66), with a range minimum of 0 and a maximum of 25. About 8.9% of the participants had moderately severe depression, while 6.7% exhibited severe depression. Conclusions To our knowledge, this study is among the first few to investigate depression in HF patients in Oman. The results showed significantly that depression is more common among this population, emphasizing the critical need for integrated mental health services in addition to cardiovascular care. Improving the mental health of HF patients is essential to raising their quality of life and achieving better health results.

Background The special demands of the nursing profession, which place a strong emphasis on technical proficiency, emotional intelligence, and advanced knowledge, have led to a growing recognition of the significance of learning self‐efficacy among nursing students. Aim This study aimed to explore the predictors of learning self‐efficacy among undergraduate nursing students at Al‐Quds University learning. Methods A cross‐sectional design, utilizing a self‐administered questionnaire among nursing students using the convenience sample technique. Results A total of 307 nursing students participated in this study. The analysis shows that participants reported a moderate mean score of self‐efficacy ( M = 3.51, SD = 0.60). The results revealed that there were statistically significant differences in learning self‐efficacy based on sex ( t 305 = 2.789, p = 0.006). The females have higher learning self‐efficacy mean scores ( M = 3.57, SD = 0.582) than males ( M = 3.35, SD = 0.632). The model that predicted nursing students’ learning self‐efficacy using multiple linear regression was significant ( F 3, 303 = 6.663, p < 0.001) and accounted for 5.3% of the variance. The learning self‐efficacy of nursing students was found to be predicted by sex ( β = 0.159, p = 0.05). Additionally, it was reported that nursing students’ learning self‐efficacy was predicted by the academic year ( β = 0.173, p = 0.03). The learning self‐efficacy of nursing students was finally determined to have a cumulative average ( β = 0.116, p = 0.045). The academic year was the most reliable of these. Conclusions One of the most crucial elements of nursing students’ education and post‐graduation careers is their sense of learning self‐efficacy, which influences their confidence in their abilities and talents. The moderate level of learning self‐efficacy among nursing students, however, leads us to the conclusion that the faculty of health professions at Al‐Quds University is focusing on the development of nursing students and using the learning self‐efficacy approach, which helps to raise the degree of learning self‐efficacy among nursing students.

Objective(s): To assess the prevalence of job burnout and its associated factors in female nurses and midwives in the obstetric and gynecological sectors of Ho Chi Minh City.Methods: A cross‐sectional study was conducted with female nurses and midwives aged 22–55 years in obstetrical departments of nine hospitals (one specialty, two general, two private, and four district hospitals) in Ho Chi Minh City from February to March 2023. The Maslach Burnout Inventory‐Human Services Survey (MBI‐HSS) toolkit was used to determine exhaustion status, and the Female Sexual Function Index (FSFI) was used to determine sexual dysfunction.Results: The prevalence of emotional exhaustion, depersonalization, and personal achievement were 31.4%, 14%, 9.2%, and 21.8%, respectively (n = 800). The prevalence of sexual dysfunction in the study was 8.8%, and reduced libido was observed in 41.1% of participants. There was an association between high emotional exhaustion and reduced libido (POR = 2.25, 95% CI: 1.43–3.59). The factors associated with occupational exhaustion included marital status, patient exposure time, sleep disorders, job overburden, and quality of life.Conclusion: The prevalence of burnout among midwives and nurses is relatively high. Management teams should consider burnout prevalence among health workers as a qualitative indicator that requires periodic assessment to improve hospital human resources. Therefore, there should be an appropriate intervention strategy to enhance the working quality of health workers.

Introduction. Effective​ self-reporting of medication administration errors (MAEs) is crucial for patient safety globally, yet underreporting persists as a significant challenge, hindering policy interventions. Despite extensive studies on barriers to MAE reporting by nurses, limited attention has been given to this issue in Ghana. This study aimed to explore the reasons behind nurses’ reluctance to report MAEs, contributing to a broader understanding of this critical issue. Methods. A cross-sectional study was conducted among registered nurses at two public health facilities in the Ashanti Region, Ghana. Self-administered questionnaires were distributed to 153 respondents using stratified and simple random sampling. Descriptive and inferential statistics, including chi-square and logistic regression, were employed to analyze 150 completed questionnaires using SPSS version 23, with a significance level set at P<0.05. Results. The majority (60.7%) of nurses reported MAEs, primarily to the ward in-charge (72.0%) and documented in the incidence book (54.3%), while only 9% reported to patients. Reasons for nonreporting included fear of criticism (34.5%), litigation (19.5%), losing practice licenses (18.6%), and stigma (17.7%). Significant correlations were found between nurses’ sociodemographic characteristics (age, marital status, years of practice, and rank) and their self-reporting of MAEs (P<0.05). Conclusion. Despite high levels of self-reported MAEs among nurses, fear remains a pervasive barrier to reporting. Addressing the culture of blame, criticism, and stigma is imperative to enhance nurses’ confidence in reporting MAEs globally, transcending geographical boundaries and fostering patient safety on a broader scale.

Introduction. Falls among hospitalized patients continue to pose a serious threat to patient safety worldwide. Effective fall-prevention education is considered vital for fall prevention. Nurses’ resilience and proactivity may improve the fall-prevention education nurses provide to patients, but how to motivate nurses’ proactivity remains unsolved. This study aimed to examine whether (1) nurse’s resilience and social capital are jointly associated with nurse proactivity and (2) adherence to procedures further moderates the relationships between nurse proactivity and the fall prevention education provided to patients by the nurse. Methods. A nested (∼3 patients per nurse) cross-sectional observational design has been employed in this study. 101 bedside registered nurses were recruited from fourteen internal and surgical wards at a medium-size hospital. For each nurse, ∼3 of their newly admitted patients were recruited (total of 271 patients). Nurses completed validated questionnaires on personal resilience, social capital, following procedures, and sociodemographic data. Fall-prevention education was assessed via a short-structured interview with patients. Hypotheses were analyzed using the Hayes PROCESS macro. Results. Social capital, nurse resilience, and their interaction were associated with proactive behavior. Proactive behavior, adherence to procedures, and their interaction (β = −0.57, p<0.01) were associated with patient education for fall prevention given by nurses. The moderated-mediation model was significant under medium and high levels of social capital and low levels of adherence to procedures. Conclusion. The study highlights the importance of nurse proactivity in educating patients about fall prevention, especially when adherence to procedures in the ward is perceived as low. Furthermore, nurses’ proactivity can be promoted by nurturing both their resilience and their social capital. Nursing managers should nurture proactivity at the work environment of the 21-century, by fostering resilience and enculturing social capital. Concomitantly, employees should be educated at ways to promote personal resilience and engage in wise proactivity.