The growing complexity of death and dying in Intensive Care Units highlights nurses' critical role, particularly concerning family interactions and spiritual needs from an Islamic perspective. However, there is a gap in understanding the nuances of these interactions, how nurses can best facilitate them, and how potential conflicts arising from differing interpretations of religious beliefs may impact care; this area remains underexplored. This systematic literature review aims to synthesize existing studies on ICU nurses' experiences with critically ill patients during death and dying, focusing on Islamic perspectives or spiritual care, employing a qualitative synthesis approach. The Scopus database was used to retrieve relevant documents published between 2005 and 2024. The review followed PRISMA guidelines for identification, screening, exclusion, and inclusion. Qualitative, quantitative, mixed-method studies, and review articles were included, with only qualitative papers appraised using the Joanna Briggs Institute’s criteria. Initially, 378 records were identified. After removing unavailable files and screening, 113 titles and abstracts were assessed. Of 84 reports reviewed for eligibility, 68 were excluded, leaving 14 studies that met the inclusion criteria for the final review. This review emphasizes the crucial need for better training, policies, and institutional support for ICU nurses. Such measures would enable them to manage the complexities of culturally sensitive care for family members during loved ones' death and dying. Implementing standardized guidelines addressing Islamic perspectives can significantly improve care quality and patient-family satisfaction.

The evolution of anatomy education yields a variety of instructional strategies to enhance students’ comprehension of gross anatomy. Apart from these multi-modality approaches, various studies suggest that anatomy instruction is more effective when it is taught with radiological integration during the early phase of the medical curriculum. Studies have shown that the introduction of basic radiological knowledge in anatomy learning enhances visuospatial skills, which are important for safe clinical practice. Nevertheless, considerable variation in the radiological anatomy teaching exists in terms of delivery methods, radiological materials, and teaching time. One way to address these limitations is by using integrated radiology anatomy e-learning platforms. Recent advancements in technology have given rise to immense attention to e-learning platforms, which have been considered to be an effective modality in optimising the student learning process. Hence, this article explores the potential use of e-learning tools, namely integrated with radiological imaging, in teaching gross anatomy.