Saudi Cultural Missions Theses & Dissertations
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Item Restricted The relationship between clinical preparedness and self-efficacy in undergraduate nursing students: cross sectional study(Saudi Digital Library, 2026) Albalawi, Mashael; Ensieh, FooledClinical preparedness and self-efficacy are crucial in nursing education, influencing students' ability to apply theoretical knowledge effectively in clinical settings. While these concepts are well-studied globally, there is a notable gap in Australian-specific research, particularly regarding how self-efficacy directly impacts clinical preparedness. This study aims to assess the levels of clinical preparedness and self-efficacy among undergraduate nursing students at Monash University and investigate the relationship between these two variables. Employing a quantitative descriptive cross-sectional design, the study will use validated tools such as the Casey-Fink Readiness for Practice Survey (CFRPS) and the General Self-Efficacy Scale (GSES) to assess clinical preparedness and self-efficacy. Data will be collected from undergraduate nursing students across the first to third years using an online survey platform, with analysis conducted using the Statistical Package for the Social Sciences (SPSS) to explore correlations between clinical preparedness and self-efficacy, and to perform regression analyses.3 0Item Restricted SAUDI UNDERGRADUATE NURSING STUDENTS’ EXPERIENCES LEARNING NURSING IN ENGLISH AS A NON-NATIVE LANGUAGE(Saudi Digital Library, 2025) Altukhays, Abdulaziz; Patterson, BarbaraNursing students for whom English is a non-native language often face substantial academic and clinical challenges when instruction is delivered in English, particularly when their proficiency is limited. Difficulties include comprehending nursing concepts, succeeding in examinations, communicating with faculty, patients, and healthcare providers, and documenting patient care in clinical settings where English predominates. These barriers can threaten academic success, increase attrition, and compromise readiness for safe practice. In Saudi Arabia, where all nursing programs are taught in English, such challenges are particularly pronounced given the discontinuity between Arabic-medium pre-university education and English-medium nursing education. The purposes of this study were to explore and describe the experiences and learning needs of Saudi undergraduate nursing students learning nursing in English as a non-native language. A qualitative descriptive design grounded in naturalistic inquiry guided the research, which sought to capture participants’ experiences in their own words within their authentic educational context. Participants were recruited through purposive snowball sampling. Data were collected through semi-structured interviews conducted via Zoom® with 12 native Arabic-speaking Saudi undergraduate nursing students enrolled in eight public nursing programs across Saudi Arabia, representing various academic years. Data were analyzed using a content analysis, generating 654 codes organized into five categories and 12 subcategories. Findings revealed that participants faced multifaceted challenges related to comprehension, examinations, communication, time management, and psychological well-being. Despite these difficulties, students demonstrated adaptability through translation, independent learning, and support from peers, faculty and academic programs. Over time, sustained exposure to English in academic and clinical settings led to progressive improvements in proficiency, confidence, communication, and performance. Participants emphasized the need for stronger English preparation before and during university study, nursing-specific curricula tailored to linguistic needs, bilingual instructional supports, equitable assessment practices, accessible resources, smaller class sizes, and increased opportunities for language practice. The implications of these findings are substantial for nursing education, research, and practice in Saudi Arabia and globally. They highlight the urgent need to integrate language development within nursing curricula to enhance comprehension, communication, and academic success. Strengthening English preparation and linguistic scaffolding can promote equity, improve outcomes, reduce attrition, and enhance readiness for licensure and clinical practice. The study findings advance nursing science by emphasizing language proficiency as a developmental process requiring sustained scaffolding, multimodal pedagogy, and bilingual strategies to support progression from conversational to academic and professional fluency. For practice, English proficiency emerges as a cornerstone of patient safety, documentation accuracy, and interprofessional collaboration, while bilingual competence remains essential in caring Arabic-speaking patients. Ultimately, the findings reframe English language proficiency as a professional competency and institutional responsibility, an essential investment in nursing education and workforce preparedness, and the long-term sustainability of global nursing and healthcare quality.15 0Item Restricted Exploring Noncognitive Factors in Nursing Education: Grit and Resilience as Predictors of Academic Achievement and Intention to Withdraw(Saudi Digital Library, 2025) Almutairi, Khalid; Callaghan, DonnaThe need for more nurses is increasing globally due to the ongoing shortage of the current nursing workforce and the growing demand for healthcare services, particularly in Saudi Arabia, where the healthcare system has historically relied on expatriate nurses. Nursing programs face persistent challenges with high attrition rates, and in Saudi Arabia, estimates suggest that between one third and one half of nursing students do not complete their programs. Recent research has highlighted the potential role of noncognitive traits such as grit and resilience in shaping students’ academic success and persistence. The purposes of this study were to assess the levels of grit and resilience among Saudi nursing students and to examine the extent to which these traits predict academic achievement and intention to withdraw. In addition, the study included an exploration of students’ reasons for their intention to withdraw. A descriptive correlational design was used with convenience sampling from three public nursing schools in the middle region of Saudi Arabia. Students completed an online survey that included the Short Grit Scale (Grit-S), the Connor-Davidson Resilience Scale (CD-RISC-10), a self-report of the latest cumulative GPA, and a single-item measure of intention to withdraw. Tinto’s (1975) model of student departure served as the theoretical framework. A total of 151 Saudi nursing students reported moderate levels of grit and resilience. Neither grit nor resilience significantly predicted academic achievement, while grit emerged as a significant inverse predictor of intention to withdraw. Resilience was not a significant predictor of either outcome. In adjusted models, high school GPA and gender were significantly associated with academic achievement, whereas grit continued to predict lower intention to withdraw. Only one student confirmed an actual plan to withdraw, citing stress as the reason. These findings suggest that grit may contribute more to persistence than to academic performance among Saudi nursing students. Considering noncognitive factors alongside academic indicators may support more holistic approaches to student admissions, advising, curriculum design, and student support. Future research should employ longitudinal and mixed-method approaches, use institutionally verified GPA, and develop validated multi-item tools for withdrawal intention. The results have important implications for nursing education, research, and practice. In education, screening for noncognitive traits and embedding skill-building activities into curricula may help strengthen students’ perseverance during high-risk transitions. In research, the findings support integrating noncognitive traits into Tinto’s individual attributes component and support the cross-cultural use of grit and resilience measures. In practice, fostering these traits during pre-licensure education and reinforcing them through structured transition to practice programs may promote retention and contribute to a more resilient nursing workforce.38 0Item Restricted Explore the experiences of student nurses with online learning within nursing education.(Queen's University Belfast, 2024-10) Alzaid, Mohammed; McMeel, AilishBackground The integration of online learning in nursing education has reshaped how theoretical knowledge is delivered. Traditionally dependent on face-to-face instruction and practical clinical experiences, the transition to digital platforms has introduced both opportunities and challenges for student nurses. Understanding these experiences is critical for refining educational practices and ensuring students are well-prepared for their future roles in healthcare. Objectives This project aimed to explore student nurses’ experiences with online learning within nursing education. Specifically, it sought to identify key themes in their perceptions, evaluate the benefits and challenges they faced, and offer insights that could inform future educational strategies. Search Strategy A comprehensive search was conducted across three databases: CINAHL, PubMed, and MEDLINE. The project focused on studies published in English from 2018 to 2024, examining the experiences of nursing students engaged in online learning. Studies unrelated to nursing education or focused on broader aspects of distance learning were excluded. Results The analysis revealed several key themes, including technological challenges, a lack of hands-on clinical experience, flexibility and convenience, and the impact of online learning on students' satisfaction and academic relationships. The project highlighted a mix of positive and negative experiences, with flexibility being highly valued, while the absence of practical training raised concerns about students' preparedness for real-world clinical practice. Conclusion The findings suggest that while online learning offers significant flexibility, it cannot fully replace the practical components essential to nursing education. Addressing technological barriers, integrating more hands-on experiences, and offering blended learning models are necessary to ensure that nursing students are adequately supported and equipped for their future careers. Educational institutions must continue to adapt and innovate to provide comprehensive learning experiences that balance both online and in-person instruction21 0Item Restricted Effectiveness of VirtualSim-COVID on Nursing Students' Learning Outcomes toward COVID-19(University of Massachusetts Amherst, 2024-05-17) Alalawi, Reem; Choi, JeungokBackground: The COVID-19 pandemic poses challenges to preserving the continuity of education worldwide, mainly within health and nursing education. Thus, non-immersive virtual simulation seems an appropriate pedagogical strategy to help nursing students continue learning safely during the pandemic and improve their learning outcomes. Purpose: This pilot study sought to improve nursing students’ learning outcomes pertaining to COVID-19 among community-dwelling older adults using virtual reality simulation for COVID-19 (VirtualSim-COVID). Method: This pilot study used a one-group pre-test and post-test study design to assess the effectiveness of VirtualSim-COVID on nursing students’ outcomes. Data were collected from September to November 2023 and analyzed using descriptive statistics, a paired t-test, and the Wilcoxon signed rank test. The VirtualSim- COVID consisted of case scenarios, a general review of COVID-19, practice quizzes on preforming hand hygiene, applying personal protective equipment (PPE), and administering the vaccine, and (4) a self-debriefing. Results: A total of 21 junior and senior nursing students in one college in Saudi Arabia were recruited. The result showed that the students demonstrated greater improvement in knowledge (t(19)= -3.33, p=0.004), self-confidence (t(17)= -4.318, p<0.001), and satisfaction (t(17)= -5.063, p<0.001) after the intervention. However, there was no significant change in the overall critical thinking score (t(20)= 0.450, p=0.658), attitude subscale (Z=-1.000, p=.317), and practice subscale (Z=-.258, p=.796). Conclusion: VirtualSim-COVID is an effective educational tool for improving nursing students’ knowledge, skill performance, self-confidence, and satisfaction. Therefore, incorporating virtual simulation into nursing education programs’ curricula is recommended. Further research to replicate with a larger sample size is suggested.18 0