Saudi Cultural Missions Theses & Dissertations
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Item Restricted THE RELATIONSHIPS OF EMOTIONAL INTELLIGENCE, COPING STRATEGIES AND PERCEIVED STRESS AMONG SAUDI ARABIAN UNDERGRADUATE NURSING STUDENTS(ProQuest Dissertations & Theses, 2025-07-29) Almutairi, Abdulrahman S; Mary Baumberger-HenryAbstract Undergraduate nursing students face stress during their education due to demanding requirements that necessitate maintaining a positive demeanor while managing academic and emotional challenges. Literature on emotional intelligence underscores its positive outcomes, particularly regarding students employing adaptive coping styles and managing perceived stress. Yet, nursing education has not yet dedicated sufficient resources to foster emotional intelligence among students, despite recommendations from American Associations of Colleges of Nursing to incorporate emotional intelligence skills into nursing curricula. Additionally, there exists a gap in the literature on relationships between emotional intelligence, perceived stress, and coping strategies among undergraduate nursing students. Therefore, the purpose of the study was to explore the levels and relationship between emotional intelligence, perceived stress, and frequently used coping strategies among undergraduate nursing students. It also examined the mediating effect of emotional intelligence on the relationship between coping strategies and perceived stress. A convenience sample of 149 undergraduate nursing students from two public nursing schools in Saudi Arabia was used. Data were collected using the Perceived Stress Scale (PSS), the Coping Behavior Inventory (CBI), and the Wong and Law Emotional Intelligence Scale (WLEIS). A combination of Lazarus and Folkman (1984) Transactional Theory of Stress and Coping and Salovey and Mayers (1990) Ability Model of Emotional Intelligence guided this study. The study findings revealed a significant negative relationship between emotional intelligence and perceived stress, while no significant relationship was found between overall coping strategies and perceived stress. In addition, the results confirmed that emotional intelligence fully mediated the relationship between coping strategies and perceived stress. The findings of this study help fill a gap in nursing knowledge by providing a comprehensive understanding of the relationships between emotional intelligence, perceived stress, and coping strategies among undergraduate nursing students. Additionally, the findings offer valuable insights and a strong rationale for nursing education programs to integrate emotional intelligence training into the curriculum. The incorporation of emotional intelligence may support the evolution of nursing practice by equipping future nurses with competencies that help manage stress in both academic environments and clinical training. As the students in this study were engaged in clinical placements, these findings may have implications not only for their education but potentially for their future roles as registered nurses.21 0Item Restricted Implementation and evaluation of a simulation-based educational intervention with first year nursing students in Saudia Arabia: Mixed methods research.(Monash university, 2024) Almutairi, Ashwaq Amer; Jones, Tamsin; Recoche, Katrina; Brand, GabriellaBackground: Saudi Arabia needs a more culturally sensitive healthcare workforce to meet the needs of an increasingly multicultural population. While cultural competency training exists, fostering empathy for different cultures remains under-addressed in Saudi nursing education. Simulation-based education is a new approach in this context but limited to basic nursing skills training. Objective: This mixed-methods study investigated the feasibility and effectiveness of a cultural empathy simulation activity for first year Saudi nursing students. Student empathy development and satisfaction with the activity were assessed. Methods: A convergent parallel mixed-methods design was employed. Quantitative data on empathy were collected using the Comprehensive State Empathy Scale (CSES), while student satisfaction was measured using the Satisfaction with Cultural Simulation Experience Scale (SCSES). Qualitative data on experiences and perceptions were gathered through student focus groups and academic interviews. Findings: The quantitative analysis revealed a statistically significant increase in the mean scores of the Comprehensive State Empathy Scale (CSES) following the cultural empathy simulation activity. Specifically, students demonstrated a notable improvement in their ability to understand and share the feelings of individuals from diverse cultural backgrounds (p<0.05). The Satisfaction with Cultural Simulation Experience Scale (SCSES) showed that students were very satisfied, with average scores always above 4.0 on a 7-point scale, indicating they felt the simulation was effective in helping them understand different cultures. Qualitative data from focus groups and academic interviews corroborated these findings. Students reported enhanced awareness of cultural differences, improved communication skills when interacting with culturally and linguistically diverse (CALD) patients, and a greater sense of confidence in providing culturally sensitive care. They highlighted the value of the simulation in fostering perspective-taking, particularly in understanding the emotional and social challenges faced by patients from different cultural backgrounds. Academic interviews emphasised the simulation's role in bridging the gap between theoretical knowledge and practical application by allowing students to actively engage with cultural concepts in a safe and supportive environment. The integration of real-life scenarios and debriefing sessions was perceived as crucial in facilitating deep learning and reflection on cultural biases. Conclusion: This study suggests that cultural empathy simulation activities can significantly improve the teaching of cultural empathy to Saudi nursing students. These activities foster empathy, preparing culturally competent nurses to address the diverse needs of the Saudi healthcare system.31 0Item Restricted Understanding female nurses' decision-making to participate in continuing professional development activities: a grounded theory study in a Saudi context(University of Nottingham, 2024-11) Alanazi, Aminah; Edgley, Alison; Hall, CarolBackground: Continuing professional development (CPD) offers nurses the opportunity to broaden their knowledge and skills, as well as developing their competencies and abilities to practice in a way that is not generally available during basic education or daily work. Expanded nursing knowledge and practice together with rapid changes in healthcare and the explosion of technology have created an ever-greater need for appropriate CPD opportunities. Many studies have explored the various factors, motivations and barriers that can influence nurses’ ability to participate in CPD activities. However, in the context of the Kingdom of Saudi Arabia (KSA), where the nursing profession faces many unique challenges, it is possible that cultural and other contextual factors could uncover different factors and dimensions that influence nurses' CPD. Aim: This study aims to understand how female Saudi nurses decide whether or not to participate in CPD activities and what factors influence their decisions. Method: This study used a qualitative grounded theory approach. In depth interviews conducted with 20 participants, who was selected through purposive and theoretical sampling. Findings: The data analysis and constant comparison of the data yielded the development of four main categories and the core category. The core category “The stages of the nurses' decision-making process to participate in CPD activities” and a conceptual representation of the decision-making model were developed to represent the connections between the four main categories. The core category encompasses the decision-making process for nurses to participate in continuing professional development programs. ii Each category represents a distinct stage in this decision-making process. In the first category, workplace conditions are identified, which provide a fundamental basis for making a decision. Next, nurses are required to consider their individual professional development needs, followed by identification of options that may be available to them. The final stage involves comparing and evaluating these options. Conclusion: The nurses’ decision to participate in professional development programs is not a routine, isolated decision. Instead, it is a result of a comprehensive process influenced by various factors both within and outside the work environment, emphasizing the significance of understanding the contextual circumstances surrounding the decision. Therefore, it is crucial for healthcare organizations and regulatory bodies to establish clear and supportive administrative conditions that enable nurses to make informed decisions regarding their CPD and ensure their ongoing professional development.26 0