Simulation-Based Learning (SBL) has become an essential component of modern nursing education, offering learners realistic and risk-free⁠ environments to practice essential clinical and decision-making skills. With the increasing complexity of healthcare systems and the growing emphasis on patient safety, nursing edu⁠cators are seeking innovative methods that effective⁠ly prepare students for real-world clinical challeng⁠es. Traditional Clinical Experience (TC⁠E), while historically the cornerstone of nursing training, presents several ch⁠allen⁠ges inclu⁠di⁠ng inconsistent patient exposure, ethical conc⁠erns, and variability in supervision. As a res⁠ult, educators have turned to SBL as a structured, e⁠videnc⁠e-⁠based approach that enhances clinical competence, self-efficacy, an⁠d professional readiness. The obje⁠ctive of this system⁠atic review was to critically evaluate and synthesize exist⁠ing rese⁠arch comparing simulation-based learning and traditional clinical experiences in improving nursing staff competencies. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and the⁠ seven stages of knowledge synthesis in nursing science: form⁠ulating the research question, developing a data protocol, implementi⁠ng a ri⁠gorous search strategy, appraising study quality, extractin⁠g data, synthesizing evidence, and interpreting f⁠indings. Ele⁠ctronic databases PubMed, Scopus, CINAHL, MEDLINE, Web of Science, and the Cochrane Library were searched for⁠ studies publi⁠shed between 2010 and 2024. Fifteen studies met the inclusion criteri⁠a, encompassing a total of 1,676 participants. Results demonstrated that SBL produced superior⁠ or equivalent outcomes compared with TCE ac⁠ross the cognitive, affective⁠, and psychomotor domains. Specifically, simulation significantly improved students’ self-efficacy, confidenc⁠e, clinical judgment, and procedur⁠al accuracy. Quantitative synthesis revealed large e⁠ffect sizes favo⁠ring SBL for self-efficacy (SMD = 1.93), clinical perfo⁠rmance (SMD = 1.62), and confidence (SMD =⁠ 1.83). Additionally, qualitative finding⁠s highlighted that simulation enhanced learner engagement, reflective thinking, and perceived readiness for clinical practice. However, challenges related to cost, faculty training, and standa⁠r⁠dization of simulation protocols remain pers⁠istent barriers to w⁠idespread implementation. T⁠hi⁠s review concludes⁠ that sim⁠ulation⁠-based learning represents a pedagogically sound, effective, and safe educational strategy that bridges the longstanding gap between theory and practice in nursing education. It⁠s structured and controlled learning envi⁠ronment fosters meas⁠urable improvements in knowledge, skill performance,⁠ and confidence amo⁠ng nursi⁠ng students. Nevertheless, ongoing research is needed to establish standardized evaluation tools, assess lon⁠g-term outcomes, and ensur⁠e cost-effective scalability. The findings support the integration of simulation-based learning as a core com⁠ponent of nursing curricula, compleme⁠nting traditi⁠onal clinical exp⁠eriences to produce compet⁠ent, confident,⁠ a⁠nd patient-centered nursing professionals.

This study tiled “Fostering a Culture of Well-being and Civility: Pathways to Enhance Staff Retention and Improved Patient Outcomes in Nursing” aimed to explore how well-being and civility initiatives influence nurse engagement, retention, and patient outcomes within the Executive Nursing Affairs of Prince Sultan Military Medical City (PSMMC)-Ministry of Defense (MSD). Using a mixed methods descriptive correlational design, the study employed the Nursing Retention & Recognition Committee (NRCC) bilingual (Englisg-Arabic) questionaire as the main research intrument to measure nurses’ perceptions of workplace well-being, civility, engagement, and retention. Institutional data from the Nursing Retention & Recognition Committee (NRCC) covering 2022 to 2025 were also analyzed to validat the results and strengthen the interpretation. The findings revealed that PSMMC demosntates a strong commitment to fostering well-being and civility through effective recognition programs, empowerment opportunities, and initiatives promotion mutual respect. The extent of implementation of these initiatives was rated high (Mean=4.05), reflecting strong organizational support and leadership engagement. Nurse engagement and satisfaction were also moderately high (Mean=3.95), largely influenced by teamwork, morale, and professional fulfillment. Pearson’s correlation analysis showed a strong positive relationship (r = 0.74, p  0.05) between well-being and civility initiatives and staff retention. Regression analysis futher inidcated that improved well-being and civility significantly enhance patience outcomes (=0.62, p 0.05), particularly in quality of care and satisfaction. The results affirm PSMMC’s leadership excellence in nurturing a professional, respectful, and supportive nursing environment. Continuous evaluation, mentorship for newly hired nurses, and sustained recognition initiatives are recommended to strenghthen engagement and retention. Ultimately, the study emphasizes that cultivating a culture of well-being and civility is vital for promoting workforce stability and achieving excellence in patient care.

Introduction: Urinary incontinence (UI) is a common condition among women, significantly impacting their quality of life across psychological, social, and physical dimensions. Despite its prevalence, UI often goes untreated due to social stigma and limited awareness of available management strategies, including physiotherapy. This study aimed to evaluate the awareness levels among pregnant women regarding UI and the role of physiotherapy in its prevention and management, with a focus on populations in Sudan and Egypt. Methods: A quantitative, cross-sectional descriptive study was conducted with 75 pregnant women in Sudan and Egypt aged 15–49 years, selected using simple random sampling. Participants completed structured questionnaires covering demographic data, obstetric history, and knowledge about UI and physiotherapy. Data were analyzed manually using descriptive statistics. All necessary ethical approvals were obtained. Results: Findings showed that 56% of participants were aware of UI, however, only 5% had consulted a physiotherapist as noted by Parlas and Bilgic (2024), higher levels of UI knowledge are positively associated with attitudes toward management and help seeking, indicating that structured, evidence-based health education especially during antenatal care can bridge the gap between awareness and action. Conclusion: The study highlights a significant gap in awareness of physiotherapy as a preventive tool for UI among pregnant women. These results emphasize the need for targeted educational interventions and the integration of physiotherapy education into antenatal care programs.