All healthcare professionals, especially nurses, are affected psychosocially due to reasons such as uncertainty and work intensity experienced during the COVID‐19 pandemic. In this descriptive study, it was aimed to determine the stress, depression and burnout levels of front‐line nurses. Data were obtained from 705 nurses who worked at hospitals during the COVID‐19 pandemic between May and July 2020, using a Personal Information Form, the Perceived Stress Scale, Beck Depression Inventory and Maslach Burnout Inventory. The data collection tools were sent online to nurse managers, requesting front‐line nurses to answer the forms and scales. The nurses were mostly women and had bachelor’s degrees, single and worked as nurses for between 1 and 10 years. They had high levels of stress and burnout and moderate depression. Those who were younger and had fewer years of work experience felt inadequate about nursing care and had higher levels of stress and burnout. More burnout was detected in nurses who had a positive COVID‐19 test and did not want to work voluntarily during the pandemic. The authors suggest that preventive and promotive interventions in mental health should be planned and implemented to improve the mental health and maintain the well‐being of front‐line nurses during the pandemic, and to prepare nurses who may work during pandemics in the future.

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The aim of this study was to determine the effect of flipped classroom model on fifth grade students' 21st century skills and scientific epistemological beliefs. The sample of the study was consisted of 54 fifth grade students from a rural elementary school in Turkey. Quasi-experimental design with pre-test and post-test control group was used. As a data collection tool, “Scientific Epistemological Beliefs Scale” and “21st Century Learning Skills Scale” was used. For data analysis, independent t-test and dependent t-test were used. As a result of the study it was found that; at the beginning, there was no significant difference between the experimental and control group students’ pre-test scientific epistemological beliefs. After the implementation, there was no significant difference between the experimental and control group students’ post-test scientific epistemological beliefs mean scores. In addition, at the beginning of the study, there was no significant difference was found between experimental and control group students’ 21st century skills. After the implementation, there was no significant difference was found between experimental and control group students’ 21st century skills after the implementation.

This systematic review’s primary aim is to examine the interventional studies on the mental health of nurses during the COVID-19 pandemic, and the secondary aim is to determine the interventions that can be planned for future pandemics. For this, databases were searched, and a total of 12 studies meeting the inclusion criteria were included. It was determined that most of the studies were conducted online due to pandemic restrictions. The effects of the interventions (diaphragmatic breathing relaxation, emotional freedom techniques, sending motivational messages, a mobile wellness program, acceptance and commitment therapy, a neuro-meditation program, laughter yoga, gong meditation, distant Reiki, e-aid cognitive behavioral therapy, mindfulness-based breathing, and music therapy) on the parameters affecting the mental health of the nurses working actively in the COVID-19 pandemic were examined. In these studies, the interventions applied to nurses were seen to have positive results on mental health and well-being. The COVID-19 pandemic, which is a traumatic experience for healthcare professionals, shows that more interventional studies are needed to protect and improve the mental health of nurses who take care of critically ill patients during difficult times.