Marwa Samir Sorour

Background: Artificial intelligence (AI) is increasingly used in nursing education, raising questions about students’ reliance on AI-assisted learning and their perceived critical-thinking attributes. Objective: To examine the cross-sectional association between AI-assisted learning dependency and self-reported critical-thinking scores among undergraduate nursing students. Methods: This descriptive, cross-sectional correlational study included 815 undergraduate nursing students recruited through non-probability convenience sampling at the Faculty of Nursing, Damietta University, Egypt. Study-specific self-report questionnaires were used. Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. Results: The mean AI-assisted learning dependency score was 44.13 ± 8.89 of a possible 60 (73.54% of the theoretical maximum), and the mean self-reported critical-thinking score was 50.86 ± 7.75 of a possible 60 (84.76%). The total scores were weakly and positively correlated (r = 0.15, p < 0.001). In simple linear regression, AI-assisted learning dependency was positively associated with self-reported critical-thinking scores (B = 0.13, β = 0.15, R² = 0.02, p < 0.001). Conclusions: AI-assisted learning dependency had a weak positive cross-sectional association with self-reported critical-thinking attributes. The results do not establish a causal relationship or reflect objectively assessed critical-thinking performance. Further research incorporating psychometrically validated and performance-based assessments is warranted.

Background: Incident reporting is a cornerstone of patient safety, particularly in critical care settings where patients are highly vulnerable to adverse events. Despite international efforts to promote safety reporting, underreporting persists, especially in low‐ and middle‐income countries. Nurses, as frontline providers, are central to detecting and reporting incidents; however, psychological, organizational, and cultural factors often limit their engagement in reporting processes. Aim: To explore barriers to incident reporting among nurses working in critical care units and identify nurse‐informed solutions to strengthen reporting practices and patient safety culture. Methods: A convergent mixed‐methods design was employed. A convenience sample of 251 critical care nurses was recruited from eight critical care units of a university hospital. Quantitative data were collected using the researcher‐developed Incident Reporting Survey (IRS), which underwent content validation and reliability testing. Descriptive statistics, t‐tests, ANOVA, correlation analysis, and multiple linear regression were performed using SPSS version 23. Qualitative data were obtained through two open‐ended survey questions and analyzed using Braun and Clarke's thematic analysis framework. Quantitative and qualitative findings were integrated during interpretation through triangulation to generate a comprehensive understanding of reporting barriers and potential solutions. Results: Nurses reported limited awareness of reporting procedures and reluctance to submit reports. Major barriers included fear of blame and punishment, lack of anonymity, heavy workload, inadequate training, and limited managerial support. Qualitative findings reinforced these issues and further highlighted concerns about professional reputation, ineffective feedback mechanisms, and complex reporting systems. Conclusion: Incident reporting remains insufficient due to interconnected individual and organizational barriers. Cultural, educational, and system‐level interventions—particularly non‐punitive policies and leadership support—are essential to enhance reporting behaviors and strengthen patient safety outcomes.

Background: Open Book Management (OBM) is an innovative approach for empowering nurses in decision‐making. It contrasts personal branding, which focuses on self‐presentation for career advancement, with previous self‐improvement techniques that emphasized self‐change. OBM facilitates the sharing of knowledge and collective decision‐making, enabling nurses to take ownership of their roles and enhance their professional visibility. Additionally, it emphasizes the leader's role in fostering an inclusive work contribution atmosphere. Aim: To explore the power behind open‐book management and its impact on critical care nurses' work prosperity and personal branding. Study Design: An empirical quantitative study utilizing a cross‐sectional descriptive correlational design was conducted in accordance with the STROBE checklist. Data were collected by three tools: the Open Book Management Questionnaire (OBMQ), Workplace Prosperity Scale (WPS) and Nurses' Personal Branding Scale (NPBS). Results: There was a strong, significant positive association between OBM, workplace prosperity, and personal branding ( r = 0.786 and r = 0.767, p < 0.001) and workplace prosperity and personal branding showed a strong correlation ( r = 0.857, p < 0.001). Conclusion: OBM emerged as a significant predictor of both workplace prosperity and personal branding, indicating that transparent management practices can lead to improved self‐presentation and enhanced organizational success. Relevance to Clinical Practice: Open Book Management (OBM) promotes transparency in organizational operations by sharing financial and operational information with staff. For critical care nurses, this transparency can facilitate better communication between management and frontline staff, enabling nurses to understand the broader goals and challenges of their healthcare institutions. As nurses become more involved in the financial and operational facets of healthcare, they simultaneously enhance their professional identity and personal brand.

Background/ Objective: Healthcare institutions may foster environments that support nurses’ professional and personal growth. Therefore, nurses and healthcare facilities must provide a psychologically secure workplace. The purpose of the study is to investigate the relationship between nurses’ psychological safety atmosphere and ambidexterity, as well as the mediating function of adaptive performance. Methods: This investigation employed a descriptive correlational research design, following the STROBE criteria. To retain practical feasibility and guarantee adequate power to identify mediation effects, a target sample of roughly 400 nurses was established from Alexandria Main University Hospital, the largest academic hospital in Egypt, which is connected to Alexandria University, and was judged sufficient to meet the structural equation modeling (SEM) standards. The data gathering approach included three validated instruments: adaptable performance, ambidexterity behavior, and psychosocial safety climate (PSC). Results: Individual ambidexterity (β = 0.130, p = 0.025) and adaptive performance (β = 0.785, p < 0.001) were both strongly impacted by the psychological safety environment. Adaptive performance was a significant predictor of individual ambidexterity (β = 0.536, p < 0.001). Additionally, adaptive performance significantly moderates the relationship between individual ambidexterity and the psychological safety environment, according to a substantial indirect impact (β = 0.421). A satisfactory match was shown by the model fit indices (p < 0.001, CFI = 0.961, IFI = 0.950, RMSEA = 0.072, χ²/df = 9.239/3). Conclusions: psychosocial safety atmosphere greatly improves individual ambidexterity and adaptive performance, underscoring its role in developing a workforce that can successfully navigate between exploration and exploitation tasks while adapting to changing circumstances.

Background: Artificial intelligence (AI) is rapidly permeating health systems, yet undergraduate nursing students often report limited AI literacy and uncertainty about safe, appropriate use. Aim: To evaluate the effect of a standardized 10-session blended curriculum on nursing students’ AI knowledge and acceptance and to examine theory-consistent associations between knowledge and acceptance. Design: One-group pretest–posttest quasi-experimental study. Methods: A stratified random sample of undergraduates (n=1,000) from the Faculty of Nursing, Sohag University (Egypt) completed a self-administered questionnaire at baseline and one month after the program. Outcomes were the AI Knowledge Scale (AIKS-16; 0–32) and the AI Acceptance Scale (AIA-34; 0–136) aligned with Technology Acceptance Model subdomains (Perceived Usefulness [PU], Perceived Ease of Use [PEOU], Attitude/Intention). Analyses used paired t -tests with 95% CIs and Cohen’s d ; Pearson correlations; and exploratory ANCOVA adjusting for baseline to probe subgroup differences (sex, residence). Ethics approval: IRB 88-6-2023. Results: Knowledge increased from 15.01±4.72 to 30.33±3.11 and acceptance from 67.02±13.47 to 122.33±9.21 (both p p 2 ≤0.006). Knowledge-level transitions indicated marked movement from low/moderate to high categories. Conclusions: A standardized, fidelity-checked blended curriculum produced substantial and equitable improvements in AI knowledge and acceptance among undergraduate nursing students. Framed by the Technology Acceptance Model, results suggest that concept scaffolding, brief hands-on practice, and explicit disclosure/verification routines strengthen perceived usefulness and ease of use, supporting accountable AI adoption. Multi-site controlled studies with performance-based outcomes and longer follow-up are warranted. Trial registration: Not applicable. This was an educational pretest–posttest study with no clinical trial component.

Aim: This study examined the influence of nurses’ sustainability consciousness on workplace thriving, with green creativity assessed as a mediating factor. Background/Introduction: Nurses are strategically positioned to advance sustainability in healthcare due to their continuous involvement in patient care and resource utilization. When sustainability awareness is nurtured, nurses are more likely to adopt innovative solutions that reduce waste, improve efficiency, and support environmental responsibility. Healthcare settings that prioritize sustainability often demonstrate stronger staff engagement, improved morale, and retention. Methods: A descriptive correlational design was used for this study conducted at Tanta International Teaching Hospital, Egypt. A stratified proportional random sample of 306 nurses participated. Data were collected using three validated instruments: the Nurses’ Sustainability Consciousness Scale, the Green Creativity Questionnaire, and the Workplace Thriving Scale, with Cronbach's α values of 0.85, 0.87, and 0.94, respectively. Results: Sustainability consciousness showed a strong significant direct effect on workplace thriving ( B = 1.738, p < 0.001). Green creativity mediated this relationship, with a significant indirect effect ( B = 0.067, p = 0.029). Findings indicate that sustainability awareness promotes creative thinking, which strengthens workplace thriving. Discussion: These results demonstrate that nurses with higher sustainability consciousness are more likely to generate creative environmental solutions, enhancing workplace vitality and professional fulfillment. Conclusion: Sustainability consciousness stimulates green creativity, which contributes to thriving work environments among nurses. Implications for Nursing: Integrating sustainability education into nursing curricula may foster environmentally responsible practice and innovation. Implications for Nursing Policy: Policies should support sustainable healthcare initiatives, including green procurement, recycling programs, and energy efficiency, and encourage partnerships with national and global organizations committed to environmental health.

Aim: To examine the association between perceived TeamSTEPPS teamwork and nurses’ vigilance among critical care nurses and to determine whether overall perceived teamwork statistically predicts nurses’ vigilance. Background: Vigilance is essential in critical care settings, where nurses must continuously monitor patients and rapidly identify clinical deterioration. Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) is an evidence‐based framework that strengthens teamwork through communication, leadership, situation monitoring, mutual support, and team structure. However, evidence regarding its influence on nurses’ vigilance in critical care environments remains limited. Methods: We conducted a cross‐sectional descriptive correlational study in accordance with the STROBE guidelines across 24 critical care units at Tanta University Main Hospital. A total of 306 critical care nurses participated. We collected data using a demographic questionnaire, the TeamSTEPPS Teamwork Perceptions Questionnaire (T‐TPQ), and the Nursing Vigilance Scale (NVS). Descriptive statistics, Pearson’s correlation, and simple linear regression analyses were performed using IBM SPSS version 26.0. Results: Overall TeamSTEPPS teamwork was strongly and positively correlated with nurses’ vigilance ( r = 0.731, p < 0.001). All TeamSTEPPS dimensions demonstrated significant positive associations with vigilance. Among the teamwork dimensions, situation monitoring ( r = 0.659) and leadership ( r = 0.648) exhibited the most robust correlations with overall vigilance, while communication recorded the lowest mean percentage score among the teamwork domains. Conclusion: TeamSTEPPS teamwork was significantly and positively associated with vigilance in critical care settings and was a significant predictor of vigilance scores in the regression model. Due to the cross‐sectional nature of the design, these results should be interpreted as statistical associations rather than causal effects. Since teamwork competencies are important for clinical work, further research is needed to explore causal relationships between teamwork competencies, proactive patient monitoring, and patient safety, including longitudinal and intervention studies. Implications for Nursing Management: Nursing managers should prioritize strengthening teamwork practices and teamwork‐related competencies to improve communication, mutual support, and situational awareness among critical nurses, thereby enhancing vigilance and overall patient safety outcomes.

Explore how the next-generation digital learning environment affects nursing students’ learning, psychological empowerment, and professional identity. The future of the nursing profession depends on leading the next generation of professional nurses, so it is imperative to empower students academically and psychologically to maintain and advance their professional identity. Nursing students will be more confident in their abilities and knowledge and more fulfilled in their roles if they feel empowered. Descriptive, correlational, and cross-sectional research designs were utilized in this study. 384 nursing students, using the following instruments: the next-generation digital learning environment scale (NGDLES), the learning empowering outcomes scale (LEOS), and the nursing students’ professional identity questionnaire (NSPIQ). A significant positive correlation between NGDLES and LEOS as p ≤ .001. Also, there is a significant positive correlation between NGDLES and NSPIQ, as p ≤ .001. There were statistically significant positive correlations between the next-generation digital learning environment, learning and psychologically empowering outcomes, and professional identity among nursing students, so providing faculties with professional development in technology skills and improving the work environment for digital learning can improve nursing students’ adaptability to digital learning.

Purpose. To maintain the quality of patients care, head nurses (HNs) are confronting various contradicting issues that require the ability to manage polarities and concern coaching behaviors as exploring situations, building alliances, and maintaining communication with nurses. This study aimed to explore the effect of HNs workplace polarity management educational intervention on their coaching behaviors. Design. A quasiexperimental (pre-posttest) research design was used. Method. This study was conducted at Tanta International Teaching Hospital, on 12 HNs and 300 nurses using three tools: (I) a polarity management knowledge questionnaire; (II) a polarity map evaluation observational checklist; and (III) a nurses perception of the HNs coaching leadership behaviors questionnaire. The statistical tests used were as follows: the Kolmogorov-Smirnov test, the significance of the obtained results was judged at the 5 level; the marginal homogeneity test, ANOVA with repeated measures, the Wilcoxon signed ranks test, and the Friedman test. The study was conducted between end of 2021 and beginning of 2022. The educational intervention included 3 sessions: polarity management and the keys to manage it, polarity map (stability versus change), and head nurses role in managing polarity and how it reflects on their coaching leadership behavior. HNs ability to practice polarity management was classified into levels according to cutoff points: high >75, moderate 6075, and low Results. Before intervention (66.7, 100) of head nurses had poor knowledge and low practice that changed after 3 months of intervention to be 58.3 and 41.7, respectively. Before and 3 months after the intervention (70.0, 33.7) of nurses perceived that head nurses had a low and a moderate level of coaching, respectively. 70.0 of working nurses reported that they noticed that head nurses' coaching behaviors were low before the educational intervention, but the percentage decreased by half three months after the educational intervention. Conclusion. Implementing the educational intervention for head nurses about workplace polarity management significantly correlated with the nurses perception of their HNs coaching behaviors.