Background: The effectiveness of change initiatives in healthcare systems is often undermined by nurses’ resistance to change, resulting in unfavorable outcomes. Despite nurses’ central role in hospital-based initiatives, multiple factors may contribute to this resistance. The existing literature remains insufficient in synthesizing comprehensive, integrative evidence on this issue. This gap highlights the need for a systematic review to inform tailored interventions that enhance the implementation and sustainability of change in healthcare.Purpose: This review provides a comprehensive overview of the factors influencing resistance to change in the nursing profession.Methods: Following the PRISMA guidelines, a systematic search was conducted in PubMed, CINAHL, Scopus, and Web of Science using terms related to “resistance to change” and “nursing.” Studies examining resistance factors among nurses, published in English between 2010 and 2024, were included. Two independent reviewers conducted data extraction and quality assessment using the Mixed-Methods Appraisal Tool. Content and thematic analyses were performed to generate a comprehensive synthesis.Results: Of the 646 records identified, 14 studies met the inclusion criteria and were included in the final review. The findings revealed significant individual, interpersonal, and organizational factors contributing to nurses’ resistance to change. Individual-level factors included low readiness for change, limited empowerment, and personality characteristics. Interpersonal factors were associated with poor communication, limited stakeholder engagement, and weak leader–member relationships. At the organizational level, the factors included ineffective leadership styles, inadequate training, and dysfunctional organizational culture.Conclusion: Resistance to change among nurses is multifaceted and context-dependent. These findings underscore the need for targeted interventions, particularly emphasizing the importance of effective communication, training, and nurse involvement in enhancing the sustainability of change initiatives in healthcare settings.
Background: Simulation-based learning (SBL) is widely used in nursing education, especially in high-risk settings such as emergency departments. However, limited qualitative research has explored how emergency nurses experience simulation in clinical practice.Purpose: This study aimed to explore emergency room nurses’ lived experiences of simulation-based learning and to understand how simulation contributes to their professional development and clinical practice.Methods: A descriptive phenomenological approach was used. Ten emergency room nurses from a public hospital under Oman’s Ministry of Health were recruited using purposive sampling. Data were collected through in-depth interviews and analyzed using Colaizzi’s seven-step phenomenological method to identify the meaning of participants’ experiences.Results: Three themes emerged from the analysis: (1) simulation as a bridge between theory and clinical practice, where simulation enabled nurses to translate theoretical knowledge into practical decision-making in realistic emergency scenarios; (2) developing professional confidence and clinical competence, where repeated simulation practice strengthened clinical skills, preparedness, and confidence; and (3) simulation as a strategy for improving nursing services, where participants perceived simulation as contributing to improved clinical performance, teamwork, and patient care quality. Participants also identified practical challenges, including scheduling constraints and workload demands, which limited participation in simulation activities.Conclusion: Simulation-based learning is experienced by emergency nurses as a meaningful experiential learning process that supports the integration of theoretical knowledge with clinical practice. In addition to improving individual competencies, simulation contributes to professional confidence, teamwork, and the quality of emergency care. Further research across diverse healthcare settings is needed to explore its long-term impact on nursing practice and patient outcomes.
Background: Emotional intelligence (EI) and critical thinking motivation (CTM) are crucial for nursing students’ development, particularly in patient care and clinical decision-making. However, empirical evidence on these constructs remains limited among nursing students in Saudi Arabia.Purpose: This study aimed to investigate the relationship between EI and CTM among nursing students and to explore demographic variations and predictors of CTM.Methods: This cross-sectional study included 215 undergraduate students from Saudi Arabia, recruited via convenience sampling. EI was assessed using the Schutte Self-Report Emotional Intelligence Test, and CTM was measured using the Critical Thinking Motivational Scale (CTMS). Data were analyzed using descriptive statistics, Chi-square tests, and multiple regression, with the significance level set at p < .05.Results: A total of 215 participants were included in the analysis. EI and CTM scores varied, with 51.6% of participants exhibiting moderate levels of both. Higher EI was significantly associated with higher CTM scores (χ² = 29.9, p < .001), with students with low EI demonstrating lower CTM and those with high EI demonstrating higher CTM. Demographic analysis showed that EI was higher among students living with their families (p = .01), while CTM scores were higher among older students (p = .019) and those in higher academic years (p < .001). Multiple regression identified EI, education level, and residence as positive predictors of CTM, while male gender was a negative predictor (R² = .29, p < .001).Conclusion: These findings indicate that EI is significantly associated with CTM, suggesting that promoting EI and fostering supportive learning environments may enhance students’ motivation to engage in critical thinking and contribute to their academic and professional development. Future research should employ longitudinal and intervention designs to examine causal relationships and explore potential mediating factors.
Background: Mental health literacy plays a significant role in addressing mental health issues. However, evidence regarding mental health literacy among women from Turkmen communities living in post-conflict settings in Iraq remains limited.Purpose: This study aimed to determine the level of mental health literacy and its associated factors among women in the context of conflict recovery in Telafer City, Iraq.Methods: This study employed a descriptive cross-sectional design involving 603 women attending a general hospital in Telafer city. The Arabic version of the Mental Health Literacy scale was used to collect data. Descriptive statistics (mean and standard deviation) were calculated to assess mental health literacy scores. Inferential analyses, including one-way ANOVA, independent-samples t-tests, and multiple linear regression at a 95% confidence level (p < .05), were conducted to assess the relationship between mental health literacy and eight sociodemographic predictors (age, educational level, employment status, marital status, residence, culture, and mental health clinical and family history).Results: The mean mental health literacy score among women was 88.06 (SD = 13.80). Bivariate Pearson’s correlation analysis indicated that age, educational level, employment status, and marital status were significantly associated with mental health literacy (p < .05). However, in the multiple linear regression analysis, only educational level remained a significant predictor (B = 1.342, SE = .456, p = .003, 95% CI [0.447, 2.237]). Conclusion: Mental health literacy among women in Telafer City was moderate. Educational level was the only significant predictor of mental health literacy among Turkmen women. These findings highlight the need for targeted interventions to improve mental health literacy among women in conflict- and war-affected settings. Additionally, the results support the development of mental health education programs tailored for women’s educational levels in Turkmen and Arab communities.
Background: People living with HIV–TB (PLHIV–TB) continue to experience persistent stigma, fear, guilt, and silence that shape their psychosocial wellbeing and social interactions. HIV–TB represents a double burden that intensifies stigma and moral judgment, particularly within sociocultural and religious contexts. However, the lived experiences of PLHIV–TB in Indonesia remain insufficiently explored, despite the country’s unique cultural and religious dynamics. Understanding these contextualized experiences is essential for strengthening holistic, culturally responsive, and stigma-sensitive HIV–TB care.Purpose: This study aimed to explore experiences of PLHIV-TB amid fear, guilt, and silence within the Indonesian sociocultural context.Methods: A descriptive phenomenological design was employed, with 20 PLHIV-TB purposively selected from Lampung, Palembang, Depok, and Yogyakarta between January and June 2025. Data were collected through in-depth, semi-structured interviews lasting 45–70 minutes and analyzed using NVivo software with Colaizzi’s method. Trustworthiness was ensured through member checking, peer debriefing, and reflexivity.Results: Six themes captured the essence of participants’ experiences: (1) living under constant fear of exposure, (2) choosing silence as protection, (3) bearing the weight of guilt and moral judgment, (4) loneliness amid social disconnection, (5) struggling with faith and moral reconciliation, and (6) searching for meaning and self-acceptance. Participants’ narratives revealed a transformation from concealment and shame toward spiritual reconciliation and dignity through emotional and faith-based resilience.Conclusion: The lived experiences of people living with HIV–TB in Indonesia are shaped by intertwined dynamics of fear, guilt, and silence within a context of pervasive stigma. At the same time, some individuals demonstrate adaptive processes that reflect a complex journey from suffering to meaning-making and self-acceptance. These findings underscore the need for stigma-sensitive, psychosocial, and spiritually informed interventions to support holistic HIV–TB care.
