Aug 2026· Frontiers in Medicine· Vol 13· 0 citations· 27 references
Medicine
TL;DR
Nursing students in Saudi Arabia perceived meaningful, though not severe, barriers to effective CHN practice, with resource limitations and skills gaps as primary concerns, which support strengthened curriculum-practice integration, expanded simulation and community-immersion experiences, improved placement resources, and targeted faculty development aligned with healthcare transformation priorities.
Abstract
Introduction Community health nursing (CHN) is central to primary healthcare delivery, but undergraduate nursing students may encounter educational, organizational, resource-related, and sociocultural barriers that affect their readiness for community-based practice. This study aimed to identify and quantify perceived barriers to CHN practice among nursing students in Saudi Arabia and to examine their relationships with self-reported educational preparedness and organizational support. Methods A quantitative cross-sectional survey was conducted among nursing students enrolled in Saudi universities. A structured online questionnaire assessed perceived CHN practice barriers, educational preparedness, and organizational support. The instruments underwent cultural adaptation, forward-backward translation, expert-panel content validation, pilot testing, and internal-consistency assessment. Descriptive statistics, non-parametric tests, correlation analyses, and exploratory multiple linear regression were used. Results A total of 139 nursing students completed the survey. Participants reported minor-to-moderate overall barriers (M = 2.69, SD = 0.96). Resource barriers were rated highest, with shortage of equipment (M = 2.93, SD = 1.38) and lack of educational materials (M = 2.86, SD = 1.32) identified as the most salient challenges. Educational preparedness (M = 3.25, SD = 0.98) and organizational support (M = 3.46, SD = 1.03) were rated moderately positive. Small-to-moderate positive correlations were observed between barriers and educational preparedness (r = 0.269, p = 0.001) and between barriers and organizational support (r = 0.242, p = 0.004); these findings were interpreted cautiously as potentially reflecting awareness effects, conceptual overlap, or shared-method variance. The multivariable regression model was not statistically significant and explained a small proportion of variance (R2 = 0.089, p = 0.052). Discussion Nursing students in Saudi Arabia perceived meaningful, though not severe, barriers to effective CHN practice, with resource limitations and skills gaps as primary concerns. The findings support strengthened curriculum-practice integration, expanded simulation and community-immersion experiences, improved placement resources, and targeted faculty development aligned with healthcare transformation priorities.
The study underscores the significant relationship between higher education-related stress, ASE and satisfaction with clinical education and satisfaction with clinical education.
Rasha Mohammed Hussien· Journal of Research in Nursi...· 1 citation
Nursing professionals showed favourable attitudes toward evidence-based practice; however, organizational and educational barriers continue to hinder its implementation.
Medha Wadhwa, Apurvakumar Pandya, Kruti Gupta et al.· International Journal of Hea...· 0 citations
This study aimed to assess undergraduate nursing students’ knowledge and attitudes toward Primary Health Care in Jordan. This study adopted a descriptive cross-sectional design, involving 157 nursing students from two private and two public universities in the central region of Jordan. It utilized an Arabic version of a self-administered online Primary Health Care Questionnaire. The findings indicated that the majority of students exhibited high knowledge (77%) and positive attitudes (97%); however, there was a significant difference between students’ knowledge, attitudes, and their socio-demographic factors. Moreover, the results revealed that demographic factors affect primary healthcare attitudes and knowledge, indicating that students’ perspectives concerning PHC can be influenced by demographic factors, including gender (B = 0.173), academic performance (B = 0.044), and intent to leave nursing in the future (B = 0.122) at a significance level (<0.05). Furthermore, the findings demonstrated that these demographic and academic factors significantly predicted the attitudes of undergraduate nursing students toward PHC in Jordan. Nursing students demonstrated high knowledge and positive attitudes toward primary healthcare services. Selected demographic characteristics were significantly associated with knowledge and attitudes, as supported by the statistical analysis. These findings highlight the importance of strengthening primary healthcare content and practical learning experiences within nursing education to support students’ preparedness for future community-based health promotion and disease-prevention roles.
Nafa Odeh, Rabia S. Allari· PLOS Global Public Health· 0 citations
The findings highlight that personal background, specifically family and upbringing, plays a more significant role in shaping a student’s empathetic capacity than modern environmental factors like technology.
Arathy J. V., Usha Marath, Mereena Shibu et al.· Journal of Nursing Research,...· 0 citations
Background: Nursing is a cornerstone of the healthcare system, providing essential services that contribute to patient recovery, health promotion, and community well-being. The perceptions held by nursing students are crucial, as they shape their academic engagement, professional identity, job satisfaction, and even their decision to remain in the field after graduation. A negative perception may result in low morale, reduced performance, or intentions to leave the profession. Conversely, a positive outlook may foster passion, resilience, and a commitment to lifelong service in healthcare. Hence, the aim of this study is to identify perception of nursing students towards nursing profession in nursing students of Nepal police hospital school of health sciences.
Methods: A quantitative descriptive cross-sectional study design was adopted for this study in Nepal Police Hospital School of Health Sciences, Maharajgunj, Kathmandu from 2025 to August 2025. A total of 120 students participated in the study as that is the maximum sample size available at the school of nursing. A self-structured questionnaire was used to collect the data which the researcher had already used.
Results: The findings revealed that slightly more than half of the participants (51.7%) had a positive perception of nursing, whereas 48.3% expressed a negative perception.
Conclusion: The perception towards nursing profession was moderately positive, the findings highlight the need to improve recognition, appreciation, and working conditions for nurses in Nepal to strengthen professional satisfaction and retention.
Nirmala Rayamajhi, Sagun Lohala, Nishma Mahotra· Nepal Journal of Public Heal...· 0 citations
BACKGROUND
Clinical practice is essential for developing competence, yet students in resource-limited settings often face multiple barriers. This study assessed the level of clinical learning challenges and associated factors among undergraduate nursing students at Wachemo University, Ethiopia.
METHODS
An institution-based cross-sectional study was conducted from 18 February to 22 March, 2026. A census approach was used; all eligible regular undergraduate nursing students with clinical attachment were invited to participate. Data were collected via structured, self-administered questionnaires deployed through Kobo Toolbox. The tool incorporated a 9-item clinical learning challenge scale (5-point Likert), the Generalized Anxiety Disorder-2 (GAD-2) scale, the Patient Health Questionnaire-2 (PHQ-2) scale, and dedicated skill laboratory preparedness. High clinical learning challenge was defined as a total score[Formula: see text] percentile ([Formula: see text]. Data were analyzed using descriptive statistics and logistic regression analysis. Variables with p-value < 0.25 in Bivariable analysis were considered for multivariable logistic regression. Statistical significance was declared at p-value < 0.05.
RESULTS
A total of 280 nursing students participated (response rate 93.3% of 300 invited). The most prevalent challenges were overcrowding in the clinical ward (74.3%), inadequate clinical materials and equipment (69.9%), and a high student-to-patient ratio limiting hands-on practice (67.5%). Overall, 137 (48.9%) students experienced high clinical learning challenges. In multivariable analysis, third-year academic standing (AOR = 2.48, 95% CI: 1.36-4.52), moderate-to-severe anxiety (AOR = 2.58, 95% CI: 1.49-4.46), moderate-to-severe depression (AOR = 1.95, 95% CI: 1.14-3.33), and inadequate skill laboratory preparation (AOR = 2.18, 95% CI: 1.32-3.60) were independently associated with high clinical learning challenges.
CONCLUSION AND RECOMMENDATION
Nearly half of nursing students experienced clinical learning challenges during clinical attachment. Poor skill laboratory preparation, psychological distress, and advanced academic year were key determinants. Strengthening skill laboratory training, improving clinical supervision, and providing psychological support services were recommended.
Sentayehu Admasu Saliya· BMC Nursing· 0 citations
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