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Editor's Note

Viola Manokore

The Relationship Between Sleep Patterns and Academic Performance: A Cross-Sectional Study Among Nursing Students in Bayero University, Kano

Amina Suleiman Rajah, Solomon Ayomide Olatunde, Umar Lawal Bello, Muhammad Ali Garko, Adamu Dalhatu, Sadisu Bashir, Usman Muhammad Usman, Bello Sani Shehu, Jonah Japhet Haruna and Fatima Musa Aliyu
This study aimed to (1) assess the sleep patterns (duration and quality) of nursing students, (2) examine the relationship between sleep duration and academic performance (CGPA), and (3) explore factors contributing to poor sleep patterns among nursing students. Sleep patterns significantly influence academic performance, especially in demanding fields like nursing. However, there is limited research on the relationship between sleep quality, sleep duration, and academic performance among nursing students. A cross-sectional descriptive design was used. Data were collected through self-administered questionnaires given to 166 nursing students in Bayero University, Kano. Pearson and Spearman correlations were conducted to assess relationships between sleep variables and academic performance. The majority of students reported inadequate sleep duration and irregular sleep schedules. The Pearson correlation between sleep duration and CGPA was weak and not statistically significant (r =0.088, p = 0.261). Similarly, the Spearman correlation between sleep quality and CGPA was also weak and not significant (ρ = 0.036, p = 0.646). Factors such as academic workload, stress, and screen time were the primary contributors to poor sleep quality. The findings suggest that although nursing students at Bayero University face significant sleep challenges, there is no significant association between sleep patterns and academic performance. Interventions to improve sleep hygiene may benefit students’ well-being and academic success.

Bridging the Knowledge–Practice Gap in Patient Education: Insights from Nurses in Eastern Saudi Arabia

Rasha Ahmed Fouad, Aeshah Mohammed Almulhim, Shahad Jomah Alrifai, Khadijah Aldarisi, Rawan Almarshud, Sarah Adnan Albukhamsin, Shahad Alyasin and Mariam Alsalman
Patient education is vital for enhancing health outcomes and promoting patient autonomy. Despite nurses’ strong foundational knowledge and positive attitudes, a significant gap often exists between their understanding and practical clinical implementation. This study aimed to explore the knowledge, attitudes, and practices (KAP) of nurses concerning patient education within two National Guard hospitals in Eastern Saudi Arabia. A cross-sectional survey utilized a validated questionnaire with 275 nurses to assess their KAP. Data were analyzed using descriptive statistics, chi-square tests, and Pearson correlations. Nurses demonstrated high knowledge (90.5%) and positive attitudes (80%). However, only 57.1% reported satisfactory teaching practices, with younger and less experienced nurses facing particular challenges. A significant positive correlation (r = 0.200, p < 0.01) was found between knowledge and practice. To effectively bridge this knowledge–practice gap, targeted professional development programs, robust institutional support, and dedicated mentorship are crucial. Enhancing practical training and integrating patient education seamlessly into routine nursing workflows are key strategies for improving patient health outcomes.