Protection of human rights of individuals with mental illness is basic to ethical and legal psychiatric care. Nurses play an important role in safeguarding these rights in mental healthcare settings; and this depends largely on the nurses’ knowledge, attitudes, and clinical practices. Therefore, this study aimed to assess the knowledge, attitude, and practice of psychiatric nurses regarding the human rights of individuals with mental illness and to examine the relationships among these variables. A quantitative descriptive correlational design was adopted. Data collected from a total of 109 psychiatric nurses working in the inpatient department of a selected psychiatric hospital in Saudi Arabia; through a self-administered questionnaire via Google Forms link. The majority of participants (64%) had good knowledge, while 33% showed moderate knowledge. The mean attitude score was 50.94 ± 6.20, indicating a moderately favorable attitude; however, 70% of nurses demonstrated a neutral attitude. The mean practice score was 24.72 ± 8.28, reflecting a moderate level of rights-based practice, with 33% exhibiting poor practice. A very strong positive correlation found between knowledge and attitude (r = 0.928, p < 0.001) and between knowledge and practice (r = 0.946, p < 0.001) and a moderate positive correlation between attitude and practice (r = 0.506, p < 0.001). This indicates though psychiatric nurses had good knowledge and favorable attitudes toward human rights, practice remains suboptimal. Hence strengthening formal training is essential to bridge the gap between knowledge and practice to promote ethical psychiatric care.

Background: Exclusive breastfeeding (EBF) is crucial for providing infants with optimal nutrition for their health, growth, and cognitive development. Maternal self-efficacy plays a significant role in determining the duration of breastfeeding. To promote breastfeeding initiation, duration, and exclusivity, it is important to understand breastfeeding self-efficacy and implement interventions to enhance it. Aim: This study aimed to evaluate the effectiveness of educational interventions on improving breastfeeding self-efficacy in postpartum women. Method: One-group pretest–posttest was used for this study. The sample consist of 115 postpartum mothers in the postnatal ward recruited from a private hospital Jeddah, Saudi Arabia. The questionnaire composes of two parts: the socio-demographic section and the Breastfeeding Self-Efficacy Scale-Short Form (BSES-SF). Data collection technique was conducted through an interview using a questionnaire. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 23. Results: The study revealed a significant improvement in breastfeeding self-efficacy following the educational intervention (p value<0.001). Participants exhibited increased confidence in breastfeeding techniques and intrapersonal thoughts. All items on the BSES-SF showed statistically significant differences in mean scores between the pre- and post-intervention phases, highlighting the effectiveness of the intervention in enhancing breastfeeding self-efficacy. Conclusion: Postnatal interventional breastfeeding education was significantly associated with an improvement in maternal breastfeeding self-efficacy. Further, it is recommended to provide postpartum women with breastfeeding health education on regular basis to enhance their knowledge and practices regarding complying with breastfeeding.