The purpose of this cross‐sectional study was to examine factors associated with nurses' resilience during the COVID‐19 pandemic. Data were collected in the latter half of 2020 from 904 nurses across Japan, Republic of Korea, Republic of Turkey, and the United States. The questionnaire included the Connor‐Davidson Resilience Scale 10, plus demographics and 20 questions about practice environment, workplace safety concerning infection control, COVID‐related experience, and organizational support. Fear of becoming infected, intention to leave nursing, and having had a positive COVID‐19 test were inversely associated with resilience (p < 0.05). Regression analysis indicated that U.S. nurses had significantly greater resilience than nurses in the other countries examined (p < 0.001). Nurses reporting organization support and those who participated in policy and procedure development had higher resilience scores (p < 0.01). Organizational support, involving nurses in policy development, and country of practice were found to be important resilience factors in our research, which aligns with other findings. Further research is recommended to determine the optimal practice environment to support nurse resilience.

Background: Growing workload demands of nursing faculty has led to an academic work environment that is stressful with loss of work life balance and occupational burnout. Method: Full-time faculty were surveyed prior to the pandemic at a private school of nursing using the Professional Quality of Life (ProQOL), Bride Secondary Traumatic Stress Scale (STSS), Conner-Davidson Resilience-10 (CDRS-10), and Trauma Informed Climate Scale (TICS-10). Results: The ProQOL revealed moderate faculty burnout scores (mean score, 25.8). The STSS identified two thirds of faculty experienced secondary traumatic stress in various degrees, with one third of faculty respondents experiencing high to severe STSS symptoms. The CDRS-10 identified 42% of faculty scored within the lowest quartile and 13% of faculty scored within the highest quartile. Conclusion: Faculty must be provided a safe work environment to limit burn-out, promote resilience, and support work life balance to address the current nursing faculty shortage. [ J Nurs Educ . 2022;61(6):330–333.]

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Findings on how to improve relationship characteristics offer clear suggestions for academic and community partners on ways to move toward collaborative partnerships that can address health inequities and develop a competent and advanced public health nursing workforce in the 21st century.

Resilience is important to the academic and career success of nursing students; however, the literature on nursing student resilience is sparse and remains undertheorized. This article describes nursing students' perspectives on sources of resilience during nursing school at one institution of higher learning. A constant comparative analysis of baccalaureate nursing student focus group responses was performed. Three themes emerged: negative experiences, supportive structures and relationships, and individual coping processes and abilities. Interrelationships between thematic findings highlight the centrality of supportive structures and relationships. Based on these findings, theoretical guidance for future nursing student resilience assessments and interventions is provided.