SACM - United Kingdom
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9667
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Item Restricted Prevalence of Depression among University Students in Saudi Arabia An Adopted Systematic Review(University of Manchester, 2024-03-27) Alzahrani, Raghad; Shields, GemmaThe prevalence of depression is one of the critical mental disorders that affect a large population. The symptoms of the disorders include sad mood, anhedonia, low self-esteem insomnia, general fatigue, lack of appetite, and decreased concentration. The global prevalence rate is estimated at 4.4% across the populations, and a 49% prevalence of depression and anxiety symptoms among university students in Saudi Arabia. Studies on the prevalence of depression have confirmed that various factors such as sociocultural, biological, and psychological are the main contributors to depression and affect people of all ages. Depression disorders affect the level of quality of life for individuals, which leads to changes in physical activities, emotional functions, and behavioral changes. This study focuses on the prevalence of depression among university students in Saudi Arabia. This group of the population encounters a critical transition from one level of education to another, which requires them to be self-reliant and responsible individuals for them to survive, and from a transition from adolescence to adulthood, which turns out to be stressful at times. The stress mostly emanates from trying to blend into a new lifestyle, maintaining the pressure to excel academically, being away from home, and uncertainty about the future. The prevalence of depressive disorders is the most typical disease affecting many different factors of humanity. University students in Saudi Arabia may be at increased risk of depression owing to the pressure and stress they encounter. Therefore, the purpose of this study is to focus on the level of prevalence of depression among undergraduate university students in Saudi Arabia. A total of 460 journal sources were screened, which resulted in 3 appropriate journal sources for the final inclusion in the study on the prevalence of depression. A systematic review was used to evaluate several kinds of literature on the prevalence of depression among undergraduate university students.42 0Item Restricted Nurse Educators’ and Students’ Experiences of the Integration of Complex Scenario-Based, High-Fidelity Simulations within the 3rd and 4th Years of the Undergraduate Nursing Curriculum in Saudi Arabia(The University of Edinburgh, 2024-03-18) Alshahrani, Sahar; Holloway, Aisha; Fawcett, TonksHigh-fidelity simulation (HFS) is used in relation to a wide range of full-body mannequins that can simulate the functions of the human body to a high degree (Lioce et al., 2020). Based on the evidence (Munshi, Lababidi and Alyousef, 2015; Kim, Park and Shin, 2016), it can be argued that HFS may not be superior to low fidelity simulation (LFS) in every case. However, it can have a positive impact on students’ knowledge and skill acquisition, critical thinking, and psychomotor skills (Powell, Scrooby and van Graan, 2020; Li et al., 2020). Whatever the actuality, the literature has demonstrated that there are challenges that limit nurse educators’ use of the HFS in undergraduate nursing curricula (Dean, Williams and Balnaves, 2015; Najjar, Lyman and Miehl, 2015; Watson et al., 2021). The present study, undertaken in Saudi Arabia, aims to understand both nurse educators’ and students’ experiences and perceptions of the integration of complex scenario-based high fidelity learning into third- and fourth-year undergraduate nursing curricula. The study was conducted in the clinical skills and simulation centre at a Saudi university, the methodology being that of qualitative research enquiry utilising focused ethnography. In-depth, semi-structured, face-to-face and remote interviews were conducted to explore the experiences of 14 female nursing students and 10 female nurse educators. The study findings address the influence of socio-cultural factors on HFS within Saudi Arabia's nursing education and emphasises the significance of the interaction between educators, students, and peers in facilitating learning and teaching using HFS. Additionally, the study highlights the importance of preparing students and educators in mitigating any detrimental effects of HFS, recognising that social and cultural factors play a significant role. By addressing a gap in the literature, this research provides valuable insights that could shape the future of nursing education in Saudi Arabia and, arguably, beyond. By developing a conceptual framework that considers the impact of specific socio-cultural factors on high fidelity simulated learning, the validity of such simulated learning can be better understood.18 0Item Restricted PARAMEDIC STUDENTS’ EXPERIENCES TOWARDS ONLINE LEARNING DURING THE COVID-19 PANDEMIC: A QUALITATIVE DESCRIPTIVE STUDY(2023) Al Alshaykh, Omar Abdullah; Hannigan, BenPurpose: The COVID-19 pandemic has significantly impacted education, necessitating a massive shift towards digital learning. As a result, healthcare, medical and nursing education have had to swiftly transfer and adapt to online instruction despite the substantial challenges this has presented, given that healthcare education involves crucial hands-on skills, laboratory practice and clinical experience. Consequently, previous research investigated healthcare students’ experiences with online learning for various healthcare professions during the COVID-19 pandemic; however, scarce evidence was found for the population of paramedic students. Therefore, this study aimed to explore the paramedic students’ experiences with online learning during COVID-19, particularly by examining their facilitators and barriers to this new learning modality. Methods: A qualitative descriptive design was adopted to explore paramedic students’ experiences with online learning during the COVID-19 pandemic. Purposive sampling was utilised to recruit six students in the eastern region of Saudi Arabia. Data collection employed in-depth, semi-structured virtual interviews, which were audiotaped and transcribed verbatim. Braun and Clarke’s reflexive thematic analysis was then used for data analysis. Findings: Eight main themes and four sub-themes were explored from the data. The main themes were: unfamiliarity requiring quick adaptation; lack of infrastructure hindering e-learning; troublesome learning clinical skills virtually; problematic communications within the online realm; difficulty maintaining active learning; online learning allows more flexibility and time; using e-tools effectively; and adapting blended learning approach. The analysis explored valuable findings regarding these students' learning facilitators and barriers alongside their suggestions for future improvements. Conclusion: The study’s findings provide crucial information for educators and stakeholders to improve online learning and ensure education quality that, in turn, could contribute to safer patient care. These findings may also help authorities understand students’ online learning experiences and better prepare them for this mode of learning.37 0