Mohamed Hussein Ramadan Atta’s research while affiliated with Prince Sattam Bin Abdulaziz University and other places

Background Climate change-related environmental impacts, such as heatwaves, droughts, floods, and hurricanes, can significantly impact individuals’ physical and mental well-being. Therefore, leveraging nurses’ awareness of this looming issue is crucial. Introduction Despite the correlation between climate change and health, research is scarce in nursing. Therefore, interactive web-based educational programs can effectively leverage nurses’ knowledge of climate change by promoting participatory teaching and expanding their awareness through digital media. Aims To assess the impact of web-based educational programs on improving climate change awareness, climate activism, and pro-environmental behavior of primary health care rural nurses. Method A randomized control trial design was adopted according to the Consolidated Standards of Reporting Trials guidelines (CONSORT). One hundred twenty-four nurses completed pre- and post-intervention assessments using the Climate Change/Global Warming Knowledge Questionnaire, Environmental Self-Efficacy Scale, and Pro-Environmental Behavior Scale. Then, they are equally divided into intervention and control groups. Results Effect sizes for climate awareness showed substantial influence, with η² values of 0.351 and 0.229; climate self-efficacy and Pro-Environmental Behavior PEBS demonstrated notable effect sizes (η²=0.292 and 0.141, respectively). Conclusion Participants who received the web-based educational program demonstrated significant improvements in climate change knowledge, environmental self-efficacy, and pro-environmental behavior. These findings highlight the effectiveness of digital-based interventions in enhancing climate-related competencies among primary healthcare nurses. Future initiatives should explore the scalability of such programs to broader healthcare settings to further promote climate literacy and sustainable practices. Implication for Nursing Providing primary care nurses working in rural areas with comprehensive knowledge can enable nurse managers to advocate for environmental sustainability and stewardship, promoting community health resilience. Implication for Nursing Policy Implementing a web-based educational program related to climate change will enable policymakers and decision-makers to ensure that primary care nurses in rural areas optimally contribute to climate advocacy and environmental health initiatives. This approach aligns with the World Health Organization’s Global Strategic Directions for Nursing and Midwifery 2021–2025, which aims to achieve global health goals. Trial registration NCT: 06196476.

Background Psychiatric nurses are exposed to patients experiencing severe emotional, psychological and behavioural challenges, which can lead to diminished empathy, compassion and overall well‐being. Compassion fatigue, primarily work‐related burnout, stems explicitly from the emotional strain of caregiving. The increasing prevalence of compassion fatigue among psychiatric nurses is a significant issue that threatens their ability to deliver competent and compassionate care. Aim This study seeks to explore the relationship between compassion fatigue, spiritual care and the competence of psychiatric nurses, emphasising the effect of compassion fatigue on spiritual and competent care. Method This study employed a cross‐sectional and correlational design on 322 psychiatric nurses from four hospitals in Alexandria, Sohag, Portsaid and Cairo, selected using convenience sampling. Data were collected through anonymous self‐administered questionnaires distributed from March to May 2024. The instruments used included the Compassion Fatigue Self‐Test (CFST) scale, the Spirituality and Spiritual Care Rating Scale (SSCRS), the Self‐Liking and Competence Scale‐Revised Version (SLCS‐R) and a demographic questionnaire. Findings The study's findings revealed significant relationships between compassion fatigue, spirituality, spiritual care and competence among psychiatric nurses. Nurses reported a mean compassion fatigue score of 128.22, and the analyses showed that compassion fatigue negatively correlated with both spirituality and spiritual care ( r = −0.411, p < 0.001) and competence ( r = −0.196, p < 0.001). Additionally, spirituality and spiritual care were positively correlated with competence ( r = 0.357, p < 0.001). Also, linear regression analyses indicated that compassion fatigue negatively impacted spirituality and spiritual care ( β = −0.196, p < 0.001). Implication Enhancing nurses' spiritual care competence through training and support can foster a more compassionate and spiritually supportive environment for patients, which is crucial in psychiatric care settings where patients often face complex emotional and mental health challenges. Conclusion These findings suggest that psychiatric nurses can improve their ability to deliver spiritually and professionally competent care by mitigating compassion fatigue, thus improving patient outcomes and nurse well‐being.

Background Academic students often face significant academic pressures that can lead to test anxiety, affecting performance and well-being. Students who are highly sensitive to feedback may experience heightened levels of anxiety due to their perceived ability to meet expectations and their reaction to criticism or praise. Aim This study assessed how hardiness moderates the relationship between feedback sensitivity and test anxiety among nursing students. Methods A multicenter descriptive correlational design was utilized, involving a convenient sample of 1932 Egyptian nursing students. Data were collected conveniently and analyzed to determine the correlations between test anxiety, hardness, and feedback sensitivity scale from January 2024 to February 2024. Results The study revealed that 52.9% of the nursing students experienced a high level of test anxiety. A statistically significant positive correlation was found between feedback sensitivity and test anxiety (P < 0.001), while a negative correlation was observed between hardiness, feedback sensitivity, and test anxiety (P < 0.001). Predictors of test anxiety, based on the linear regression model, included gender, educational level, monthly income, previous grades, history of failure, use of non-prescribed sedatives, hardiness, and feedback sensitivity (P < 0.01 or P < 0.001). Mediation analysis indicated that feedback sensitivity had a direct effect on test anxiety (P < 0.001), as well as an indirect effect through hardiness, which played a mediating role in the relationship between feedback sensitivity and test anxiety (P < 0.001). Conclusion This research underscores the critical role of feedback sensitivity and hardiness in shaping test anxiety among nursing students.

Introduction Adolescents with attention deficit hyperactivity disorder (ADHD) face significant challenges related to stress, inattention and impulsivity, which can impair their creativity self‐efficacy. Social support is a critical protective factor that mitigates stress and enhances resilience, yet its role in fostering creativity self‐efficacy among adolescents with ADHD remains underexplored. Aim To examine the levels of stress, perceived social support and creativity self‐efficacy among adolescents with ADHD and to explore the mediating role of social support in the relationship between stress and creativity self‐efficacy. Methods A cross‐sectional study was conducted with 305 adolescents diagnosed with ADHD from six preparatory schools. Validated tools, including the Adolescence Stress Scale, Creative Self‐Efficacy Scale and Multidimensional Scale of Perceived Social Support, were used to measure key variables. Data were analysed using Pearson correlation and mediation analysis. Results Stress was negatively correlated with CSE ( r = −0.791, p < 0.001), while perceived social support positively correlated with creativity self‐efficacy ( r = 0.548, p < 0.001). Social support significantly mediated the relationship between stress and creativity self‐efficacy, buffering the negative impact of stress on creativity ( B = −0.149, t = 7.987, p < 0.001). Discussion The findings underscore the vital role of social support in alleviating stress and bolstering creativity self‐efficacy among adolescents with ADHD. Supportive relationships from family, peers, and mentors enhance confidence in creative abilities, creating a nurturing framework for resilience and innovation. Conclusion Perceived social support effectively mitigates the adverse effects of stress on creativity self‐efficacy, highlighting its importance in promoting adaptive outcomes for adolescents with ADHD. Implications for Practice Nursing interventions should prioritise strengthening social support systems for adolescents with ADHD. Educating families, schools and communities about the impact of social support can foster resilience, reduce stress and enhance creativity.

Background Ventilator‐associated pneumonia (VAP) is a frequent and severe complication among newborns in neonatal intensive care units (NICUs). It is associated with elevated morbidity and mortality rates, more extended hospital stays and increased health care costs. Implementing preventive care bundles and structured sets of evidence‐based practices reduces VAP incidence. As primary caregivers, nurses are critical in consistently applying these preventive measures in NICU settings. Aim To evaluate the impact of a structured training programme on nurses' practices in the prevention of VAP among ventilated newborns in NICUs. Study Design This prospective, pre‐ and post‐intervention study was conducted with 27 nurses caring for mechanically ventilated newborns. All newborns admitted to the NICU who met inclusion criteria were included in the study (34 newborns pre‐intervention, 38 newborns post‐intervention and 41 newborns 3 months after the intervention). Results The results indicate significantly improved nurses' practices for VAP prevention across the core, equipment‐related general measures, with total mean scores increasing from 50.67% (95% CI: 44.30–56.92) pre‐programme to 89.26% (95% CI: 85.68–92.84) immediately post‐programme and 73.33% (95% CI: 67.79–78.88) after 3 months ( p < .001). Before the programme, 85.3% of newborns developed VAP. However, this dropped dramatically to just 10.5% immediately after the programme, with a relative risk of 0.123 (95% CI: 0.046–0.328, p < .001). Even 3 months later, the rates remained much lower at 19.5% than before the programme, with a relative risk of 0.228 (95% CI: 0.117–0.445, p < .001). Multivariate logistic regression showed that only overall nurses' practices remained statistically significant in reducing VAP risk (OR = 0.819, 95% CI: 0.728–0.920, p = .001) after adjusting for confounders. Prolonged ventilation and individual components of nursing practices were not significant in the multivariate model. Conclusions This study demonstrates that a structured educational programme can significantly enhance nurses' adherence to VAP preventive practices and reduce VAP incidence. Regular training initiatives are crucial for sustaining high care standards, thereby improving neonatal patient health care outcomes. Relevance to Clinical Practice Newborns in the neonatal intensive care unit (NICU) are at a higher risk of developing ventilator‐associated pneumonia (VAP) because of their fragile immune systems, the need for mechanical ventilation and prolonged hospital stays. VAP can lead to severe complications, including increased morbidity, mortality and long‐term health issues. Training NICU nurses on VAP prevention care bundles is crucial for improving neonatal care, reducing preventable infections and optimizing clinical outcomes in a highly vulnerable neonatal population. It supports evidence‐based practice, enhances nurse competence and contributes to the overall quality of care in neonatal intensive care settings. As a result, implementing such a training programme should be a top priority in NICU clinical practice.

Background Early detection of depression in cancer patients is essential for improving health outcomes. This study assessed the prevalence and determinants of depression among cancer patients and examined its association with social support. Method A cross-sectional study was conducted at Al Amal Cancer Center, Al-Thawra Hospital, Hodeida City, Yemen (January–March 2023). Data on sociodemographic characteristics, depression (Patient Health Questionnaire, PHQ-9), and social support (Oslo Social Support Scale, OSSS-3) were collected. Multivariate binary logistic regression identified significant depression factors, and Pearson’s correlation was used to assess the relationship between social support and depression. A p value of < 0.05 indicated statistical significance. Results Depression incidence among cancer patients was 55% (n = 192). Multivariate analysis revealed that married (AOR = 9.472, p < 0.001) and divorced/widowed patients (AOR = 11.649, p < 0.001) were more likely to have depression than single individuals were. Higher education (diploma or above) was protective (AOR = 0.071, p < 0.001). Elevated lipid levels were linked to a lower depression risk (AOR = 0.189, p = 0.003), and a family history of cancer (AOR = 4.239, p < 0.001), longer disease duration (> 4 years) (AOR = 3.197, p = 0.006), and difficulty in activities (AOR = 8.704, p < 0.001) increased depression risk. A significant negative correlation between depression and social support was found (r = − 0.237, p < 0.001). Conclusion Over half of cancer patients experience depression, which is influenced by marital status, education, and disease-related factors. Social support significantly mitigates depression. Implications for practice Enhancing social support and integrating mental health assessments by psychiatric professionals in oncology care is essential for improving the emotional well-being and overall quality of life of cancer patients.

Background The Munich Security Conference 2024 highlighted the complex connections between climate change and global security risks. Engaging students in fighting climate change is a stepping stone to achieving the Sustainable Development Goals. Aim To investigate the effect of a video‐based climate change program on revitalising eco‐cognizance, emotional response, and self‐efficacy among nursing students in rural communities. Design A randomised controlled trial research design was adopted. Method A total of 140 nursing students completed a survey related to the Climate Change Perceptions, the Climate Change Anxiety Scale, and the Environmental Self‐Efficacy Scale. The study group engaged in the video‐based climate change program, while the comparison group received flyers related to climate change across the globe. Results The intervention group significantly improved climate change perception and environmental self‐efficacy compared to the control group, with large effect sizes. On the other hand, significantly lower levels of cognitive impairment due to climate change anxiety were recorded among the intervention group compared to the control group. Conclusion Our intervention improved nursing students' climate change literacy, pro‐environmental attitudes, environmental self‐efficacy, and anxiety. Future research may target a variety of university majors and use RCTs nested in a mixed‐method design to capture the student experience with climate change before and after the RCT. Impact This study demonstrated that a comprehensive educational program significantly improved climate literacy, pro‐environmental attitudes, and environmental self‐efficacy among undergraduate nursing students while reducing climate anxiety. The findings of this study offer valuable insights for enhancing student nurses' ability to translate their scientific understanding into informed decision‐making regarding issues like climate change. Implications for Practice and/or Policy Drastic natural disasters, including extreme temperatures, flooding, wildfires and snow and sandstorms, significantly affect populations, including nursing students. Early screening and management of climate change anxiety among university students is recommended as a buffer against upcoming mental health issues. Student counselling services are urged to consider the effect of climate change as a mental health parameter that significantly affects students' psychological and, consequently, academic life and progress. A video‐based climate change program (VBCCP) is beneficial for equipping students with climate change literacy. The revitalization of the participant's overall eco‐emotional response, pro‐environmental behaviour and cognizance signalled the potential of VBCCP as a simulation teaching tool that might be integrated into nursing curriculums. Additionally, VBCCP is a cost‐effective strategy that complies with International Nursing Association for Clinical Simulation and Learning (INACSL) requirements. The VBCCP can be delivered in the conventional classroom environment or through the digital platform without incurring additional costs and in alignment with the definition of simulation provided by the Agency for Healthcare Research and Quality. Patient or Public Contribution No public or patient contributions. Trial Registration RCT registration: NCT06223412, on 23rd January 2024

Background Critical care nurses face complex ethical dilemmas and high-pressure situations that require quick ethical decision-making. Personality traits have been recognized as influencing individuals’ ethical decision-making processes and attitudes toward safety in healthcare. Moral sensitivity helps nurses recognize ethical issues and respond appropriately to these challenges. So, this study aimed to assess the mediation role of moral sensitivity on safety attitudes and personality traits among critical care nurses. Method This study used a convenience sample method and a descriptive correlational research design to conduct it on 232 critical care nurses who worked at intensive care units and emergency departments of nine Sohag Governmental Hospitals. Three tools were used to collect data: the Moral Sensitivity Questionnaire (MSQ), the Big Five Factors of Personality Inventory sheet, and the Safety Attitudes Questionnaire (SAQ). The data were analyzed using descriptive statistics and inferential tests (multivariate linear regression using the backward method). Result The study revealed the personality profiles of the participants, with a total personality traits mean score (150.012 ± 9.628) and higher mean scores in conscientiousness and openness. The highest mean in moral sensitivity was interpersonal orientation, 22.76 ± 3.339, and moral meaning, 26.97 ± 4.279. Participants had low average mean scores regarding safety attitude 73.254 ± 11.368. There was a positive correlation between personality traits, moral sensitivity, and safety attitude. Finally, moral sensitivity acted as a mediating factor between personality traits and safety attitude. Conclusion The results of the present study suggest that personality assessment and moral sensitivity training be incorporated into nursing education and professional development programs. By enhancing nurses’ self-awareness and sensitivity to ethical dilemmas, institutions can potentially improve safety attitudes and, consequently, patient care outcomes.