Background The emergence of the COVID‐19 pandemic resulted in a sudden transition to remote learning. These circumstances presented many challenges for higher education faculty and students around the world but especially for nursing education programs which are traditionally conducted in a face‐to‐face learning environment that includes hands‐on experiential learning. Methods Guided by Meleis' Transition Theory, a qualitative descriptive design was utilized to explore prelicensure nursing students’ experiences of the transition to remote learning during the Spring 2020 semester. Participants were recruited from one baccalaureate program in the Pacific Northwestern United States. Interviews were conducted and transcribed using a web conferencing platform. Data were analyzed using Colaizzi's phenomenological reduction. Results Eleven students participated. Interviews revealed four overarching themes: technological challenges, academic relationship changes, role stress and strain, and resilience. Conclusion The sudden transition to remote learning resulted in a number of challenges for nursing students. Despite these challenges, students demonstrated a remarkable sense of resilience and perseverance. Faculty have an opportunity to address student stressors and design remote courses in such a way to facilitate student engagement and community building.

The assessment of pain experienced by the patient requiring mechanical ventilation can be a challenge for critical care nurses. This study was conducted to assess the reliability and validity of two pain behavior assessment tools. Patients who met the inclusion criteria were enrolled from 13 critical care units and one long-term acute care unit within eight hospitals. A total of 200 patients were assessed over an 8-week period. The findings suggest that both tools have adequate reliability and validity. Use of a pain behavior tool is one strategy to improve assessment of pain experienced by the mechanically ventilated adult patient who is unable to provide a self-report.