Saudi Cultural Missions Theses & Dissertations
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Item Restricted Exploring wellbeing and its influencing factors among nursing students in Saudi Arabia(Saudi Digital Library, 2025) Aloufi, Mohammad Ayed M; Cusack, Lynette; Hegney, Desley; Conlon, LisaNursing students may experience high levels of stress and psychological burden, which affects their wellbeing. In the Saudi Arabian context, existing evidence suggests these levels exceed those reported by their international counterparts. Despite this, limited research has explored how wellbeing is understood and experienced by nursing students within the unique cultural and academic environment of Saudi Arabia. Gaining a deeper understanding of students’ wellbeing and the factors that influence it is essential for developing effective strategies that support their academic success and overall health. This will ultimately contribute to improved outcomes for these future nurses and their patients in the healthcare system. The overarching aim of this study was to explore wellbeing and its influencing factors among nursing students in Saudi Arabia. A multi-method research design was adopted in two separate stages. The quantitative stage involved a cross-sectional survey of undergraduate nursing students (n = 307), using validated instruments to measure general wellbeing, academic wellbeing, and resilience. Descriptive and inferential statistics were used to assess the current state of these variables and their associations with demographic factors. In the qualitative stage, semi-structured interviews were conducted with 12 nursing students to gain an in-depth understanding of the factors influencing their wellbeing. The qualitative data were analysed thematically using Braun and Clarke’s approach. A total of 307 nursing students completed the quantitative survey, with a response rate of 93%. The mean scores for general wellbeing, academic wellbeing, and resilience were 70 ± 2.33, 76 ± 13.4, and 19 ± 6 respectively, indicating moderate to high levels overall. Among the demographic variables, gender and family income were found to significantly influence nursing students’ wellbeing. Female students scored slightly higher on academic wellbeing (ß = 3.17, p < 0.01) and slightly lower on resilience (ß = -1.18, p = 0.05) compared to male students. Additionally, students from families with moderate income reported significantly higher general wellbeing scores compared to those with low income (ß = 3.71, p = 0.02). The qualitative findings revealed that students perceived wellbeing as a state of “stress-free living”, “strong family connections” ,“finding joy and happiness”, “living with a sense of purpose”, “having good health”, and “living in a nurturing environment”. The factors influencing their wellbeing were organised into three overarching themes: individual factors, social factors, and environmental-educational factors. This thesis brings new knowledge to the field of nursing education by offering the first in-depth exploration of how nursing students in Saudi Arabia understand and experience wellbeing. Through a multi-method approach, it has established baseline data on general, academic, and psychological wellbeing, while also uncovering the unique, culturally embedded ways in which students define and pursue wellbeing. Notably, the study identified key influences, including family, peers, and educators, that operate in both supportive and detrimental ways, revealing complexities not captured in widely used Western models, for example, PERMA or the Dynamic Model for Wellbeing.29 0Item 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.64 0Item Restricted Perceptions of Prelicensure Nursing Students Regarding Person-Centered Dementia Care: A Descriptive Qualitative Study(University of Wisconsin Milwaukee, 2027) Hashem, Thefaf; Ellis, JulieAlzheimer’s disease and related dementias (ADRDs) have been identified as national and international public health concerns. Person-centered dementia care (PCDC) stands out as the gold standard approach to care for people living with dementia (PwD) across all disease stages. Despite efforts to enhance the knowledge and competency of nurses in providing PCDC, there is still work to be done. Nurses continue to adhere to task-oriented and routine approaches, citing constraints such as time limitations, lack of knowledge, heavy workloads, and various other multifactorial reasons. Additionally, the absence of a strong emphasis on PCDC in nursing education appears to be one of the contributing factors. Therefore, addressing this issue from the early stages of acquiring professional nursing knowledge is crucial to ensure that the future generation of nurses is competent in delivering the highest quality care, particularly as the population of older adults continues to grow, a population at risk of developing ADRDs. This dissertation aimed to explore the perceptions of prelicensure nursing students (PNS) regarding PCDC, using Brooker’s VIPS model as a conceptual framework. Employing a cross-sectional descriptive and qualitative design, PNSs at UWM, School of Nursing, were recruited through flyers. Data collection involved virtual semi-structured individual interviews conducted using an interview guide. Thematic analysis was used to analyze the data and it yielded five main themes: Knowledge of PCDC Intervention, PCDC Negatively Viewed as an Intervention, Education, LTCFs, and Joining Dementia Care Workforce. PNSs showed more-than-expected knowledge of PCDC but expressed a need for more practical knowledge on dementia care. These findings are important for informing changes in PCDC teaching strategies and guiding educators in curriculum modifications based on student experiences.18 0