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Background: Ensuring patient safety is critical, with safe medication management being a key aspect. However, nursing students often lack the necessary skills for effective medication management. These students need to acquire the required competencies during their undergraduate studies. Objective: This study aimed to investigate the self-perceived status of Iranian nursing students in medication safety management. Design: An analytical cross-sectional study. Method: The study involved 221 nursing students who completed surveys assessing their self-perception of drug management and dosage calculation. Demographic data were also collected. The data collection forms included a self-perception questionnaire and a dosage calculation test. Analytical tests such as independent sample t-tests, one-way ANOVA, Pearson's correlation coefficient, and descriptive statistics were employed for data analysis using SPSS 22.0 software. Results: Our research found that the average self-perception score of students in medication management was 57.65 ± 13.53 (range = 24–96). Linear regression analysis revealed that higher overall GPAs (F = 38.098, p < 0.001) and work experience in a hospital (t = 10.367, p < 0.001) were associated with improved self-perception skills in medication management. Additionally, individuals with increasing age demonstrated better self-assessment skills in managing safe medications. Conclusion: This study underscores the importance of nursing education in enhancing students' competencies in safe medication management. Specific interventions are recommended to improve knowledge and skills, and sociodemographic factors can help identify students needing additional support. Increasing clinical exposure is also suggested to enhance their competencies. [ABSTRACT FROM AUTHOR]

Background: Critical reflection is vital for enhancing nursing competencies and patient care. This study aimed to validate and evaluate the psychometric properties of the Persian version of the critical reflection competency scale (CRCS-P) for clinical nurses. Methods: This methodological study was conducted among clinical nurses in Ardabil, Iran, from July to September 2024. Participants included 201 nurses with at least six months of clinical experience. Psychometric properties were assessed following COSMIN guidelines, including content validity, construct validity through confirmatory factor analysis (CFA), and reliability testing. Results: The CRCS-P demonstrated strong content validity, with Content Validity Index (CVI) scores ranging from 0.80 to 0.92. CFA results indicated robust construct validity, with fit indices showing CMIN/DF = 1.349, RMSEA = 0.034, GFI = 0.941, CFI = 0.989, NFI = 0.958, and AGFI = 0.921. Internal consistency was confirmed with a Cronbach's alpha of 0.862 and McDonald's omega coefficient of 0.871, and test-retest reliability yielded an Intraclass Correlation Coefficient (ICC) of 0.806. Conclusion: The CRCS-P is a valid and reliable tool for assessing critical reflection competencies among clinical nurses in Iran. This instrument can facilitate the integration of reflective practices into nursing education and professional development, ultimately enhancing patient care outcomes. [ABSTRACT FROM AUTHOR]

Background: The healthcare system is under increasing pressure to improve service quality and patient outcomes, with nurses playing a crucial role. They are responsible for about 80% of healthcare services in hospitals, and their proficiency directly influences care quality, patient satisfaction, and complication rates. The work environment also significantly impacts nurses' ability to perform these competencies, highlighting the need for a comprehensive understanding of these factors in healthcare delivery. This study aims to assess the relationship between nursing process competency and the work environment among clinical nurses. Methods: This study utilized a cross-sectional correlational design involving 321 clinical nurses from five teaching hospitals in Ardabil, Iran. Data were collected from April to June 2024 using the Competency of Nursing Process Questionnaire (CNPQ) and a work environment questionnaire. Data analysis was conducted using SPSS version 14, employing descriptive statistics and analytical methods, including Independent sample t-tests, ANOVA, and Pearson correlation, to examine relationships between variables. Results: The findings revealed significant relationships between overall competency of nursing process and supportive work conditions, particularly fairness in evaluation (r = 0.388, p < 0.001) and colleague support (r = 0.306, p < 0.001). Hierarchical regression highlighted key predictors, including position (Beta = 0.21, p = 0.03) and fairness and Equality in evaluation (Beta = 0.22, p < 0.001), while implementation of the nursing process negatively impacted competency of nursing process (Beta = -0.56, p < 0.001). Conclusion: The findings highlighted the importance of a positive work environment in improving nursing process competency. To foster a thriving nursing workforce and enhance patient care outcomes, healthcare institutions should implement systems to acknowledge nurses' contributions and encourage open communication that fosters a sense of belonging and value among staff. Additionally, targeted training programs should be provided to focus on the nursing process and skills enhancement, thereby boosting both confidence and competency. Clinical trial number: Not applicable. [ABSTRACT FROM AUTHOR]

Background: Healthcare professionals have a crucial responsibility to provide optimal patient care. However, maintaining silence within an organization can often lead to ethical dilemmas and negatively impact the quality of care. Healthcare professionals must speak up and ensure their concerns are heard and addressed to promote a safe and ethical healthcare environment. This study aimed to translate and assess the psychometric properties of the Persian version of the Organizational Silence Behavior Scale (OSBS-P) for clinical nurses. Methods: A methodological study was conducted on 338 clinical nurses to evaluate the psychometric properties of the Persian version of the 32-item OSBS-P. A multilevel approach was used: forward-backward translation, face and content validity, construct validity (confirmatory factor analysis), and reliability (internal consistency and stability) of the Persian version of the OSBS-P were analyzed, respectively. Results: The psychometric evaluation demonstrated that the Persian version of OSBS-P is not only understandable but also retains the conceptual integrity of the original English version. Confirmatory factor analysis validated its alignment with the proposed four-factor model, indicating robust construct validity. The OSBS-P's reliability was excellent, with a Cronbach's alpha coefficient of α = 0.969, and stability was confirmed with an intraclass correlation coefficient (ICC) of 0.951 (95% CI, 0.919–0.945). Conclusion: The OSBS-P is a valid tool for evaluating the organizational silence behavior of clinical nurses. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Background Methods Results Conclusion Implications for Nursing and Health Policy This study investigated the association between perceived nursing workload and occupational fatigue in clinical nurses. We specifically focused on how nursing teamwork moderates this relationship.Hospital nurses often face heavy workloads, leading to significant fatigue. Understanding the link between workload, fatigue and teamwork is crucial to addressing nurse burnout.A cross‐sectional study was conducted among 356 clinical nurses from five educational‐therapeutic hospitals in Ardabil, Iran. Data were collected using validated instruments, including the Occupational Fatigue Exhaustion Recovery‐15 (OFER) scale, the Quantitative Workload Inventory (QWI) and the Nursing Teamwork Survey (NTS). Hierarchical linear regression analysis assessed the relationships between perceived workload, occupational fatigue and nursing teamwork.The study's findings show that increased nursing workloads were significantly linked to higher levels of both acute (B = 5.70 to 6.76, p < 0.001) and chronic fatigue (B = 6.71 to 7.16, p < 0.001). Additionally, effective nursing teamwork, comprising trust, team orientation, support, shared mental models and team leadership was associated with reduced fatigue levels.Our study shows high workloads are linked to increased fatigue among nursing professionals. Teamwork can help lessen the adverse effects of workload on fatigue. Healthcare organisations should focus on optimising workload distribution and strengthening teamwork. Further research is needed to understand these dynamics and develop targeted interventions to support nursing staff in high‐demand environments.The study emphasises the need for healthcare organisations to prioritise workload management and enhance teamwork among nursing staff. Implementing structured workload assessments and fostering a collaborative work environment, along with policies promoting work–life balance, can improve patient care quality, benefit nursing professionals and contribute to a more resilient healthcare system. [ABSTRACT FROM AUTHOR]

Aim: The Organizational Learning Instrument–Development Stages (OLI‐DS) measure hospital units' readiness to engage in organizational learning. This study aimed to translate and evaluate the psychometric properties of the Persian version of this instrument. Background: Organizational learning is crucial for nurses as it enables them to continuously develop their knowledge, skills, and abilities, enhancing the quality of patient care. However, validated instruments are needed to assess organizational learning in Persian‐speaking healthcare settings. Design: The research was carried out using a cross‐sectional design. Methods: This research study involved 319 clinical nurses selected using convenience sampling. The OLI‐DS tool, consisting of 35 items, underwent a forward–backward translation process to Persian before being utilized for a psychometric analysis. The face, content, and construct validity were used to evaluate the tool's effectiveness. The quality and accuracy of the measurements were determined by calculating internal consistency and stability reliability. The data were analyzed using SPSS and AMOS software. Results: The intended meaning and clarity of the original English version were preserved in the Persian rendition of the OLI‐DS instrument. The confirmatory factor analysis (CFA) further confirmed the consistency of the Persian version with the proposed four‐factor model, indicating a good fit. The overall instrument had excellent values for Cronbach's alpha coefficient (α = 0.931), McDonald's omega (ω = 0.921), coefficient H (H = 0.979), and mean interitem correlation (ρ = 0.278). The convergent and discriminant validity of the four latent factors was found to be good. The stability of the overall OLI‐DS instrument was ICC = 0.942 (95% CI, 0.902–0.955). Conclusion: The Persian version of the OLI‐DS has been validated to evaluate hospital units' readiness for organizational learning processes. It is a robust tool for assessing their preparedness to participate in and benefit from organizational learning initiatives. Implications for Nursing Management: The robust psychometric validation of the Persian version of the OLI‐DS instrument equips nursing administrators and leaders with a reliable tool. This tool can assess and monitor organizational learning and development in healthcare settings, empowering them to make informed decisions in critical nursing management activities. [ABSTRACT FROM AUTHOR]

Background: When nurses feel that the learning processes in their organization are fair and just, they are more likely to feel confident about sharing their knowledge, expressing their concerns, and contributing to the learning process. Conversely, suppose employees perceive a lack of organizational justice. In that case, they may be less likely to speak up and share their valuable input due to concerns about unfair treatment or possible negative consequences. Objective: Nurses' silence and organizational learning may have a connection yet to be thoroughly investigated. We are exploring whether organizational justice mediates this relationship by improving nurses' perception of it and reducing silence among them. Methods: A study was conducted in Ardabil, Iran, to analyze the correlation between organizational learning, organizational justice, and organizational silence among 319 healthcare professionals from five hospitals. The study utilized three assessment tools: the organizational learning questionnaire, the organizational justice scale, and the organizational silence scale. The collected data were analyzed using IBM SPSS Statistics, and a structural equation model (SEM) was developed using the bootstrap method in AMOS 24.0 to test the proposed model. Results: Our study found a strong positive relationship between organizational learning and organizational justice and a significant negative correlation between organizational learning and silence. Also, there was a significant negative relationship between organizational justice and silence. SEM showed that organizational learning indirectly affects organizational silence through organizational justice as a mediator, explaining 72.3% of all variance in organizational silence. Conclusion: Our findings indicated that organizational learning is positively associated with justice but negatively associated with silence. When nurses experience organizational justice, they are less likely to remain silent. Encouraging nurses to share their opinions and concerns reduces silence and improves working conditions, morale, and patient care. Further research is needed to understand the complex interplay between organizational learning, justice, and silence in nursing settings. [ABSTRACT FROM AUTHOR]

Background. By utilizing the nursing care process, healthcare professionals can implement nursing knowledge effectively and efficiently, ultimately leading to a significant improvement in the quality of care provided. Objective. This study aimed to assess writing nursing care plan competence among Ardabil nursing students in northwestern Iran. Methods. The study involved 248 nursing students from the second to eighth semesters in three nursing and midwifery schools located in the Ardabil province of northern Iran. The data were collected using a simple random sampling method and included a demographic questionnaire along with a survey questionnaire on nursing care plan writing skills. This was conducted between May and June 2023. Descriptive statistics, Pearson correlation, t-test, ANOVA, and multiple linear regression analyses were conducted for data analysis. Results. The mean score (SD) for writing a nursing care plan in a student survey was 3.35 (0.57) on a scale of 1 to 5. The survey's weighted mean score for each dimension is as follows: data gathering (D) = 3.40 (0.73), identification of client's problems (P) = 3.40 (0.73), sustainable goals (G) = 3.31 (0.77), appropriateness of intervention (I) = 3.30 (0.67), and recognizing outcomes (O) = 3.37 (0.69). This indicates that the students performed well overall. However, the lowest score was in the appropriateness of interventions dimension. Multiple linear regression analysis revealed that four variables, mean score of grade point average (GPA), age, academic term, and time spent studying (hours per day), were significant predictors of the student survey's scores on writing nursing care plans. These variables could predict 61% of the total variance. Implication for Nursing Management. Nursing school administrators can establish programs to improve education and practice in nursing care plan development based on this study. They can use these findings to enhance nursing education and practice for students, which will ultimately lead to better nursing care plans. Administrators should ensure that students have the necessary skills for writing efficient care plans and provide training courses to improve their writing and critical thinking skills. Policies can be implemented to encourage students to increase their study hours and maintain quality care programs. Conclusion. Nursing students are skilled in creating well-written nursing care plans that follow the nursing process. The quality of these plans improves with higher GPAs and longer study hours. To enhance nursing care plans, nursing education should focus on developing skills and allocating sufficient time for studying and practicing. Collaborating with faculty and administrators, as well as using reliable resources, can also help improve the quality of care plans. [ABSTRACT FROM AUTHOR]