Background Stigma refers to the discrediting, devaluing, and shaming of a person because of characteristics or attributes that they possess. Generally, stigma leads to negative social experiences such as isolation, rejection, marginalization, and discrimination. If related to a health condition such as mental illness, stigma may affect a person’s illness and treatment course, including access to appropriate and professional medical treatment. Stigma has also been reported to affect patients’ families or relatives, along with professionals who work in mental healthcare settings. Stigma is strongly influenced by cultural and contextual value systems that differ over time and across contexts. However, limited information is available on how types of stigma are experienced by patients with mental illness and mental health nurses in Indonesia. Method We explored the stigma-related experiences of 15 nurses and 15 patients in Indonesia. The study design and analysis of interview data were guided by deductive (directed) content analysis. Results Five themes emerged. Four themes were patient-related: personal/patients’ stigma, public/social stigma, family stigma, and employment stigma. The fifth theme related to stigma toward healthcare professionals working with patients with mental illnesses, which we categorized as professional stigma. Conclusions This study has achieved a deep understanding of the concept of stigma in the Indonesian context. This understanding is a prerequisite for developing appropriate interventions that address this phenomenon and thereby for the development of mental health services in Indonesia. This study may also be transferable to other countries that share similar cultural backgrounds and adhere to traditional and religious value systems.

The current United Arab Emirates' (UAE) strategic vision outlines an ambitious plan for a world-class health care system (UAE Government, 2018). The nursing profession holds a key position within this strategy and is considered a key contributor in its development. Given nursing's prominent position as both a leader in health care delivery and a key driver for health care reform in the UAE, it is important to outline the potential contribution of the profession and the challenges it faces in the context of this reform. This

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Both medical and nursing students appreciated the EE pertaining to Perception of Learning (PoA), Academic Self- Perception (ASP), Perception of learning (PoL) and Social Self-perception (SSP). The study showed that nursing students' perception on their EE was relatively more satisfactory than medical students. However, both medical and nursing students identified areas of improvement in the domain of Perception of Teaching (PoT). This finding indicates dire need to devise innovative teaching strategies both for medical & nursing education.

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Aim To evaluate healthcare professionals’ perceived organizational support and its effect on their compassion, resilience, and turnover intention in the United Arab Emirates. Background The COVID‐19 pandemic exerted unprecedented pressure on healthcare systems, professionals, and management systems. Healthcare organizations begin to explore their roles and function in relation to risks and resilience, in addition to ascertain what level of organization support they are providing to their workers. Methods A cross‐sectional study was conducted with a questionnaire administered to 538 healthcare workers, to examine their personal resources and organizational support during the pandemic. Results 37.7% of nurses were found to have a moderate level of resilience, and logistic regression showed that being married is a protective factor against resigning from the profession (OR = 0.462, P = 0.012, 95% CI: 0.254–0.842), and healthcare workers who perceived higher organizational support were approximately 50% less likely to have a turnover intention (OR = 0.506, P = 0.009, 95% CI: 0.303–0.845). Multiple linear regression model indicated significantly higher resilience among physicians (β = 0.12, P < 0.05) and allied healthcare practitioners (β = 0.12, P = 0.022). Organizational support had a significant positive relationship with resilience scores (β =0.20, P <.001); adequate training was significantly related to higher compassion levels (β = 0.11, P < 0.05); and high organizational support scores were associated with increased compassion scores (β = 0.27, P <.001). Conclusions Front‐line healthcare workers reported moderate organizational support during the pandemic, commensurately reflected in moderate levels of personal resilience and self‐compassion. Continued and better support is vital for employee sustainability and the increased health system performance, including quality of care and patient outcomes. Implications for nursing management Nurse managers should help healthcare workers improve self‐care strategies by strengthening personal resources, including by shortened duty hours, offering adequate break time, providing a safe work climate, and purveying adequate personal protective equipment and supplies to combat infections. They should build an empathetic work environment through understanding the needs of staff, helping tackle their work stress and sustaining cultures of compassion through promoting rewarding and flexibility strategies. Moreover, policymakers and nurse mangers should create a rewarding culture for nurses and other healthcare workers to increase their commitment to their jobs.

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<p class="0abstract">This study explored students’ commitment and factors impacting their commitment to the online discussion forums that complement teaching and learning in two undergraduate courses. Using a combination of quantitative and qualitative strategies, we collected and analyzed data to address our research questions. The findings indicate that students are committed to online discussion forums in this study, which seemed to be impacted by students’ technological skills and exciting topics. Even so, a few students were not as committed as they would have liked because the platform was new, and they needed time to adapt to the learning platform. That said, our findings reveal that students’ commitment to and engagement in the online discussion forum can be fostered with faculty support, exciting topics, and time to understand the new learning terrain.</p>