Resilience of undergraduate health sciences students during COVID-19: An integrative review.

Background: COVID-19 pandemic placed pressure on global health systems, healthcare providers and undergraduate students in health sciences. Students experienced change in the teaching and learning as well as the clinical context resulting in increased stress levels. Resilience assisted students to adapt and develop competencies and effective coping mechanisms.

The educator as facilitator of trust in the nursing education environment.

Background: Trust and trusting are inclinations to believe in the honesty and sincerity of a person. Trust and trusting relationships in nursing education form the foundation of safety, acknowledging vulnerabilities and allowing reciprocal expectations and beliefs to rely on each other during the teaching and learning process. The purpose of this article is to explore the views of nurse educators in facilitating trust and trusting relationships during teaching and learning.

A model to foster and facilitate trust and trusting relationships in the nursing education context.

Background: In the nursing education context, the fostering of trust and establishing trusting relationships are important facets of teaching and learning.

Aim: The purpose of the study was to understand trust and trusting relationships in teaching and learning, and to develop a model to foster and facilitate trust and trusting relationships in the nursing education context.

Setting: Two nursing education institutions were purposively sampled that offered a comprehensive programme in nursing.

Strategies to sustain a quality improvement initiative in neonatal resuscitation.

Background: Many neonatal deaths can be prevented globally through effective resuscitation. South Africa (SA) committed towards attaining the Millennium Development Goal 4 (MDG4) set by the World Health Organization (WHO). However, SA's district hospitals have the highest early neonatal mortality rates.

A conceptual framework to facilitate the mental health of student nurses working with persons with intellectual disabilities.

Background: Student nurses (SNs) experience emotional discomfort during placement in the clinical psychiatric learning environment. This may negatively influence their mental health. Limited support is available to assist both SNs working with persons with intellectual disabilities and nurse educators during clinical accompaniment.