Mental health challenges are increasingly prevalent among young individuals, particularly within high-stress academic environments such as nursing education. Resilience is critical for maintaining well-being and adapting to university demands. Objective: To assess resilience levels in first-year nursing students at FAMERP (Faculty of Medicine of São José do Rio Preto) upon entry in 2021 and their longitudinal evolution in 2022 and 2023, using the Wagnild and Young Resilience Scale. The study also aims to explore the implications for mental health promotion in young healthcare professionals. Methods: A descriptive, longitudinal, prospective, and quantitative study was conducted with 40 students. Data collection was performed via electronic forms and analyzed using descriptive statistics and specific tests within the R programming language. Results: The predominantly female sample, with a mean age of 19.5 years, exhibited moderate to high resilience levels: mean scores of 132.5 (2021), 135.8 (2022), and 139.2 (2023). A significant reduction in the Perseverance factor (p = 0.0131) was noted. There was a positive correlation between age and resilience scores (r = 0.42; p < 0.01). Discussion: Despite a slight overall increase in resilience, the decline in Perseverance is concerning, indicating potential growing mental health challenges as students progress. Small age differences significantly influence mental health outcomes. This decline may be related to increased academic stress, exposure to emotionally challenging clinical situations, and the cumulative effects of the “costs of caring”. Conclusions: Nursing students exhibit promising resilience levels, yet there is a critical need for interventions targeting Perseverance to enhance academic performance and patient care quality. Social Impact: This study contributes to the development of educational strategies designed to promote resilience, thereby potentially improving the mental health and academic performance of nursing students. By focusing on mental well-being, a more resilient healthcare workforce can be cultivated and better prepared to meet systemic challenges.

Introduction and Objective: Human anatomy is an essential component of the undergraduate nursing curriculum for learning the specific disciplines which deal with clinical practice. Anatomical knowledge provides assurance for the practice of clinical assessment and invasive procedures of legal competence of nurses. The aim of the study was to analyze the correlation of the content taught in the discipline Human Anatomy with the clinical practice of undergraduate nursing students in the discipline Semiology and Semiotics in Nursing and The Care Process, as well as their assurance to start it.Methods: Quantitative descriptive study with the application of an online questionnaire to 66 undergraduate nursing students at a public education institution in the interior of São Paulo. Data analysis by number of occurrences and Chi-square test.Results: There was partial agreement about the interdisciplinarity between human anatomy and disciplines of clinical nursing practice. The students agreed to be partially assured about the procedures to start the semiological practice of different devices and to perform nursing procedures. The predominance of the superficial approach to content related to the clinical practice of the disciplines Semiology and Semiotics in Nursing and The Care Process was predominant.Conclusions: The teaching of human anatomy, along the lines offered, maintains an unsatisfactory correlation with clinical practice due to the students’ experience, interfering with learning, acting in clinical teaching and professional training.

The subjects areas of Cellular Biology and Histology, which underpin the microscopic field of Morphology and are included in the first years of the curriculum in a Medical course, are the pillars of medical education and for the clinical reasoning of future professionals. This study aimed to trace a teaching profile of Cellular Biology and Histology in the Medical courses which had participants in the selection process to fill vacancies by transfer, for the undergraduate course in the Medical School of São José do Rio Preto (FAMERP) in 2017. This was a quantitative and qualitative cross-sectional study and 132 academics participated. The results showed that, in most Higher Education Institutions, these disciplines are taught theoretically and practically. In the comparison between the theoretical performance of the students of traditional and active teaching-learning methodology, a higher number of hits in Histology and a better final grade were observed in the traditional. The deficiency pointed out by the students was a lack of laboratory sessions with viewing histological glass slides with light microscopes. Also, the aspect of teachers’ pedagogical practice and dynamic classes was shown to be fundamental to the students' interest, as well as to better satisfaction’s index in learning these areas. Furthermore, integrating these disciplines with the clinical practice of Medicine has proved to be relevant for academics, who feel more instigated to knowledge. In the present study, it was detected a better use in relation to the Histology by the students of the courses of traditional methodology, compared to those of active methodology and in this way the analysis done can to collaborate for the enrichment and reaffirmation of the fruits of the comparison of teaching-learning methodologies.

Background and aims: The COVID-19 pandemic significantly impacted the mental health of healthcare professionals, especially those working in Psychosocial Care Centers (CAPS), which are crucial services in the Brazilian mental health system. This study aimed to investigate the association between job satisfaction, workload, and psychological distress among CAPS professionals during the pandemic. Methods: A cross-sectional study was conducted with 53 professionals from seven CAPS. The Workload Impact Scale (IMPACTO-BR) and Job Satisfaction Scale (SATIS-BR), the General Health Questionnaire (GHQ-12), and a sociodemographic questionnaire were used. Descriptive and analytical statistical analyses were performed. Multiple linear regression analysis was conducted to examine the relationship between job satisfaction, workload, and psychological distress. Results: Professionals reported moderate satisfaction (3.67 ± 0.45) and mild workload (1.82 ± 0.63). One-third of the sample showed scores indicative of psychological distress. Multiple linear regression analysis revealed that workload (p = 0.0025) and low job satisfaction (p = 0.0495) were significantly associated with psychological distress. Conclusions: Low job satisfaction and high professional workload were predictive variables of psychological distress. These findings highlight the need for investments in promoting the quality of life at work for mental health professionals, especially during crises. The implications for human resource management and public policy development emphasize the importance of an integrated approach that considers the well-being of professionals for the effectiveness and sustainability of the psychosocial care model.

Background: Feedback is a pivotal instrument for learning and performance enhancement in medical and surgical training. Its established importance for resident development, aiming for highly qualified patient care, faces delivery and utilisation challenges, shifting focus to active learner reception. A critical gap exists in understanding surgical residents' perceptions of this essential process. Objective: This study aims to systematically identify and map available data regarding surgical residents' feedback perceptions during training, thoroughly analysing findings and delineating existing knowledge gaps. Methods: Following the Arksey and O'Malley and JBI methodology, a comprehensive search across Medline, Directory of Open Access Journals (DOAJ), Directory of Open Access Scholarly Resources (ROAD), Academic Search Premier (ASP), BioMed Central Open Access (BMC) and Wiley–Blackwell (Wiley) included studies on surgical residents' feedback perceptions (attitudes, experiences, values, beliefs, satisfaction and reported impact). Data charting involved both quantitative and qualitative analyses. Results: Twelve articles (2017–2024), predominantly United States‐based, were included. Residents consistently valued feedback for development and confidence, preferring immediate, verbal and face‐to‐face delivery, ideally during or directly following a procedure. Common concerns included low frequency, lack of specificity or explicit labelling and delayed provision leading to perceived irrelevance. Influential factors encompassed timing, the learning environment, source credibility (senior residents often preferred) and preceptor personal traits. Critically, the direct impact on learning progress and skill development was often underexamined. Conclusion: The current evidence based on surgical residents' feedback perceptions is limited by methodological heterogeneity, reliance on retrospective designs and insufficient direct measurement of its actual impact. Resident–preceptor perception discrepancies persist, alongside inadequate detail on feedback characteristics. Thus, standardised, comprehensive and impact‐focused research is critically needed to enhance surgical training feedback practices, ultimately contributing to improved patient care. Trial Registration: Not applicable

Background: Compassion fatigue and burnout among health care professionals are growing concerns, impacting the well-being of both providers and patients. Objective: This scoping review aims to map existing evidence on the levels of compassion satisfaction, burnout, and secondary traumatic stress among health care professionals while identifying factors influencing their professional quality of life. Methods: We will conduct a scoping review using established methods proposed by Arksey and O’Malley and Levac et al, also incorporating the recommendations of the Joanna Briggs Institute for scoping reviews and reporting guidelines. EMBASE, ERIC, PubMed, Science Direct, Scopus, and Web of Science will be searched from March 2019 to March 2024, with an update closer to the time of manuscript submission. Gray literature sources will also be searched. Publications that contain primary studies, systematic reviews, meta-analyses, and clinical guidelines addressing compassion fatigue and burnout prevention in health care professionals will be selected for inclusion. Extracted data items will include study characteristics, interventions for the prevention of compassion fatigue and burnout, measures of compassion satisfaction, burnout, and secondary traumatic stress, as well as the quality of reporting and methodology. Results: A narrative synthesis with summary tables will be used to describe our findings. The review is expected to be completed by December 2025, and the search strategy has been developed and pilot-tested. Conclusions: Our findings will help identify gaps in the literature with respect to compassion fatigue and burnout prevention strategies for health care professionals. This review will provide a comprehensive overview of current research, informing future interventions and policies aimed at improving health care professionals’ well-being and job satisfaction. Trial Registration: Open Science Framework r83cu; https://osf.io/r83cu International Registered Report Identifier (IRRID): PRR1-10.2196/66360