Mohammed Ibrahim Yacoub

BACKGROUND: Conventional educational methodologies that predominantly rely on written material are ineffective for illiterate individuals. This study aimed to evaluate the efficacy of a tailored literacy-sensitive education program supplemented with telephonic follow-up for illiterate individuals with diabetes. MATERIALS AND METHODS: A repeated-measures design was employed to evaluate the effectiveness of a diabetes education program tailored for illiterate individuals with diabetes. Participants were recruited from two healthcare facilities in the Al Madinah region of Saudi Arabia. The participants were 56 in number, of whom 41 completed the education program. The program utilized verbal instructions, visual aids, and interactive learning methodologies to convey essential information about diabetes management. Biweekly telephonic follow-up calls were made to reinforce key concepts, provide support, and monitor progress. Data were collected at baseline, 3 months, 6 months, and 9 months, encompassing sociodemographic information, HbA1c, weight, BP, total cholesterol, and LDL levels. RESULTS: The results of the study demonstrated significant improvements in the participants’ glycemic control, with HbA1c levels decreasing from 8.36% at baseline to 7.59% at 9 months ( P < 0.001). The total cholesterol and LDL levels also significantly decreased from baseline to 6 and 9 months ( P < 0.001). Systolic and diastolic BP significantly decreased from baseline to 6 and 9 months ( P < 0.01 and P < 0.001, respectively). CONCLUSION: Educational interventions tailored for illiterate individuals with diabetes can significantly improve diabetes self-management and outcomes. Healthcare providers and policymakers should consider incorporating similar educational and follow-up interventions into standard care protocols for this vulnerable population.

Background Critical care nurses (CCNs) employed in critical care units encounter adverse working conditions, such as substantial workloads and inadequate managerial support, as well as professional challenges, including the management of patients with severe health issues, engagement with patients’ emotional and physical suffering, and ethical dilemmas. These circumstances contribute to considerable physical and psychological stress, resulting in complex emotional responses such as anxiety, fear, frustration, and burnout. Objective This study aims to evaluate the levels of compassion fatigue (CF) and compassion satisfaction (CS) among CCNs and to propose evidence-based strategies for enhancing and promoting their psychosocial health and well-being. Methods A descriptive cross-sectional design was adopted, employing the Professional Quality of Life-5 scale. A convenience sample of 168 CCNs participated, with anonymous online questionnaires serving as the primary data collection method. Data were analyzed using descriptive and inferential statistical tests, with the significance level established at α < 0.05. Results The findings revealed that participants exhibited low-to-average levels of CS, alongside average-to-high levels of burnout and secondary traumatic stress. Statistically significant differences were observed in the mean scores for CS, burnout, and secondary traumatic stress across variables such as age, sex, education, and work experience. Conclusion Average-to-high levels of CF were observed among nurses, whereas CS was approximately average. Nurse managers and healthcare organizations should implement strategies to enhance CS and mitigate CF. These strategies may include mentoring, mindfulness practices, stress-reduction techniques, resilience building, coping strategies, and fostering positive workplace relationships.

Background: Healthcare institutions aim to enhance medication error reporting. A “just culture” is recognized as a safety subculture, with numerous studies affirming its contribution to improving safety standards in hospitals. However, its influence on motivating nurses to report medication errors remains ambiguous. Aims and Objectives: This study aimed to evaluate the perception of “just culture” and the willingness to report medication errors among nurses in Jordanian hospitals, as well as to examine the relationship between Jordanian nurses’ perception of “just culture” and their willingness to report medication errors. Methods: A descriptive, correlational, cross‐sectional study was conducted in four Jordanian hospitals using self‐report questionnaires. A convenience sample of 190 nurses participated in this study. Data were collected using an online survey platform using the Just Culture Assessment Tool (JCAT) to assess the perception of “just culture,” and hypothetical scenarios were employed to determine the nurses’ willingness to report medication errors. Results: The majority of participants were female (70%), held a bachelor’s degree (88.4%), and had 1–10 years of experience (77%). The findings indicated that nurses perceived their units as having a high degree of “just culture” (114.05 out of 189). However, more than two‐thirds of the nurses ( n = 131, 68.9%) expressed an unwillingness to report their own medication errors. The study also identified a weak positive correlation between “just culture” and willingness to report medication errors ( r = 0.192, p < 0.01). Conclusion: The study’s findings provide essential evidence for nursing managers and supervisors to develop policies and strategies that foster a “just culture,” which may significantly influence nurses’ willingness to report medication errors. The culture of blame must be replaced with a culture of trust and accountability. Reported errors and incidents should be viewed as opportunities for learning and improvement, with lessons learned being disseminated across hospitals to prevent future occurrences. Educators should incorporate “just culture” into the nursing curriculum, enhance the learning environment, and prepare nursing students to address the challenges of patient care and safety issues.

The prolonged exposure to nicotine and the development of nicotine dependence have significant implications for cancer risk. Tobacco use, driven by nicotine addiction, is a major contributing factor to the development of various types of cancer. Smoking tobacco, in particular, has been strongly associated with an increased risk of lung cancer, as well as other malignancies. The harmful chemicals present in tobacco products, including carcinogens, can cause DNA damage and promote the initiation and progression of cancerous cells. This article presents a comprehensive literature review on the neurobiology of nicotine dependence and its implications for tobacco use treatment. Nicotine dependence is a complex phenomenon involving various neurobiological mechanisms. When nicotine enters the body, it binds to nicotinic acetylcholine receptors in the brain's reward circuitry, triggering the release of neurotransmitters like dopamine, serotonin, and norepinephrine. Over time, repeated nicotine exposure leads to neuroadaptive changes in the brain, resulting in increased motivation to seek and use the drug. Understanding the neurobiology of nicotine dependence is crucial for developing effective treatment strategies. Pharmacological interventions, such as nicotine replacement therapy and medications like bupropion and varenicline, can help individuals manage cravings and withdrawal symptoms. Additionally, behavioral therapies and counseling play a vital role in enhancing self-efficacy and providing support for smoking cessation efforts. By reviewing the existing literature, this article sheds light on the intricate neural pathways and processes involved in nicotine addiction. It emphasizes the importance of a multidimensional approach that combines pharmacological treatments and behavioral interventions to address the physiological and psychological aspects of nicotine dependence. This knowledge can inform the development of more targeted and personalized treatment approaches to help individuals overcome tobacco addiction and improve their chances of successful smoking cessation.

Type 1 diabetes (T1DM) is a common chronic health condition in children that necessitates close monitoring and care. Parents face numerous challenges when caring for children with T1DM, particularly at home owing to self-care. There is little information available about Arab parents’ experiences and educational needs when caring for children with TIDM. The purpose of this study was to explore the experiences and educational needs of Arab parental caregivers in Saudi Arabia who live with and care for children diagnosed with T1DM. An inductive qualitative descriptive design was used in this study. The data were amassed over a 4 month period through audio-recorded semi-structured interviews with 16 Arab parents of children aged 18 years and under who had been diagnosed with T1DM within the previous 6 months. Data were analyzed through a qualitative content analysis. The results could be classified into 3 categories related to the parents’ experience of caring for a child newly diagnosed with T1DM and their educational needs and can be described as follows: (1) management of uncertainty regarding T1DM; (2) management of new daily life situations; and (3) self-care management within the family. The Arab parents of children with T1DM accentuated the need for continuous professional support to manage uncertainty due to changes in everyday life situations. The findings confirmed the significance of culturally and contextually relevant education regarding T1DM for parents, children, and school personnel. Educational interventions and support in the community are recommended to improve daily life situations for families and children with T1DM.

Objectives: Computer workstations are considered a potential workplace hazard. This study sought to evaluate computer workstation ergonomics in a university office environment, and to determine its relationship with musculoskeletal (MS) and visual symptoms reported by employees. Material and...

Aim: To determine the perceived level and types of stress experienced by nursing students during clinical training.Design: A descriptive correlational cross‐sectional design.Methods: A convenience sample of 238 nursing students was recruited. Level and types of stress were measured by Perceived Stress Scale. The data were collected in February 2020.Results: The mean score of perceived stress was 2.58 (SD 0.92). Different sources of stressors perceived by students were identified in current study. The highest type of stressors perceived by students was stress from taking care of patients (mean = 2.81, SD 1.13). In addition, junior students perceived higher level of stress than senior students and female students experienced a higher level of stress than male counterparts. Students who have been supervised by clinical instructors whom their “primary” language is English scored a higher level of stress.

Background: Sickle cell disease (SCD) affects millions of people worldwide and is associated with significant morbidity and mortality. Nurses can have a significant role in improving the outcomes of individuals with SCD. This study examined the effectiveness of an educational program on the knowledge and practice of nurses who provide care for individuals with acute sickle cell crisis. Method: A pretest–posttest control group design was used. The study was conducted at two hospitals in the northern region of Egypt. The sample included 77 RNs working in hematologic and genetic units. Data were collected using a self-administered knowledge questionnaire and a clinical performance checklist. Results: Findings indicated a significant difference in nurses' knowledge and care practices after implementing the educational program. Conclusion: This educational program enhanced nurses' knowledge and practice for managing SCD. Training and continuing education programs need to be provided for nurses in hospital settings who provide care for individuals with SCD. Moreover, nursing curricula should reflect the standardized care for individuals with sickle cell crisis. [ J Contin Educ Nurs. 2019;50(2):87–95.]