Ahmed Mohamed

Background Nursing students encounter ethically complex situations in culturally diverse healthcare settings where ethical decision-making requires more than the application of ethical principles alone. Cultural humility and ethical sensitivity may play a critical role in shaping ethical decision-making competence in nursing education and practice. Aim This study aimed to examine the relationship between cultural humility, ethical sensitivity, and ethical decision-making competence among undergraduate nursing students in Egypt and to investigate whether ethical sensitivity mediates this relationship. Research design A descriptive cross-sectional survey design was used. Data were analyzed using descriptive statistics, Pearson’s correlation, multiple linear regression, and structural equation modelling. Participants and research context A total of 900 undergraduate nursing students were recruited from three public universities representing lower, middle, and upper regions of Egypt. Participants completed Arabic-translated versions of the Cultural Humility Scale for Nursing Students (CHSNS), Ethical Sensitivity Questionnaire for Nursing Students (ESQ-NS), and Ethical Decision-Making Competence Scale (EDM-CS). Ethical considerations Ethical approval was obtained from the Institutional Review Board of the Faculty of Nursing, Zagazig University (Approval No. 313). Written informed consent was obtained from all participants, and confidentiality and anonymity were maintained throughout the study in accordance with the Declaration of Helsinki. Findings Students demonstrated moderate-to-high levels of cultural humility and ethical sensitivity. Cultural humility was positively associated with ethical sensitivity and ethical decision-making competence. Multiple regression analysis revealed that cultural humility and ethical sensitivity significantly predicted ethical decision-making competence. Mediation analysis further showed that ethical sensitivity partially mediated the relationship between cultural humility and ethical decision-making competence. Conclusions Cultural humility directly and indirectly enhances ethical decision-making competence through ethical sensitivity among nursing students. Integrating cultural humility and ethical sensitivity into nursing ethics education may strengthen students’ moral awareness, ethical reasoning, and culturally responsive nursing practice.

Considerable evidence supports that preschool education is a milestone stage for children. Nonetheless, systematic preschool gifted education programs rarely exist in public elementary schools. The current study explored the perceptions of 16 preschool teachers from seven public schools in Abu Dhabi, United Arab Emirates regarding their views about various components of gifted education for preschool children. Qualitative analyses, using the inductive data analysis method, revealed several themes such as the concept and identification of giftedness, characteristics of gifted preschoolers, preschoolers’ problem-solving skills, the communication and social skills of gifted preschoolers, resources/services offered by the school to serve gifted preschoolers, enrichment programs available for gifted preschoolers, inclusive education for gifted preschoolers, twice-exceptional preschoolers, and governmental support. The results of this study may help advocate for infusing more services and programs related to the identification and education of gifted preschoolers in public schools. The findings identified the need to have an abundance of assessment tools and enrichment programs that can empower preschool teachers to cater for giftedness.