The coronavirus global pandemic interrupted teaching at Australian universities. Face‐to‐face teaching was replaced by online delivery. This presented challenges for nursing programmes due to the hands‐on teaching requirements and clinical placements. Questions were raised around students’ resilience and stress in the face of adversity. This study explored undergraduate nursing students’ resilience, challenges experienced, and supports utilized during the pandemic. Convenience sampling recruited students from one nursing programme (n = 340). Quantitative and qualitative data were collected. The Connor–Davidson Resilience Scale (CD‐RISC‐25) examined resilience scores through non‐parametric analysis. Narrative responses were analysed using inductive thematic analysis. 121 surveys (40.3%) were completed. Most participants were from second year (n = 77, 63.6%). The difference in median resilience scores among employed participants was statistically significant (P = 0.029) and higher than the unemployed. The median scores of students working in nursing‐related roles were higher than others. Median resilience score across all year levels was 70 (IQR = 62–80), in the lowest score range. Major themes identified were fear of the virus, isolation, and mental health problems. The coping strategies identified were developing daily routines, staying connected, and establishing self‐help techniques. This research has implications to optimize students’ learning experience, enhance resilience, and promote mental health and well‐being.

This paper explores faculty well‐being in nursing education as a moral and political issue, emphasizing a humane ethics of academic care that confronts institutional harm, moral distress, and inequality. Despite nursing's commitments to compassion, equity, and justice, many educators face excessive workloads, racial exclusion, and moral conflicts, leading to burnout and moral injury. Current wellness approaches individualize distress and hide institutional responsibility. Drawing on critical, decolonial, and ethical traditions, the paper challenges resilience‐based discourses, framing faculty well‐being as a collective moral obligation rooted in governance and power. It synthesizes decolonial scholarship, moral resilience, transformational leadership, and human rights, grounded in ethical principles and ESG standards. Using examples from faculty development and institutional practice, it introduces the Becoming HUMANE Framework as a lens, not a model, to understand healing, rights, resilience, accountability, belonging, and empowerment as essential to ethical academic environments. Nurse educators are positioned as tempered radicals whose reflective resistance turns moral distress into collective agency and accountability. Reframing well‐being as a moral and political issue reveals the limits of individual resilience and advocates for humane academic systems. Nursing education must address institutional conditions affecting educator well‐being to uphold its moral commitments.

Aim: To uncover perspectives and refine 12 initial program theories concerning the implementation of pain management interventions in intensive care units. Contexts enabling implementation are delineated, and causal mechanisms within these contexts are described. Design: A realist evaluation approach was employed. Methods: Fourteen purposively selected Australian nurses of variant roles were virtually and individually interviewed between July and September 2023. Participants were presented with initial program theory, and their perspectives were collated. Data were analysed using an integrated approach of context (C), mechanism (M), outcome (O) categorisation coding, CMO configurations connecting and pattern matching. Findings: Pain management interventions work if perceived to be beneficial, precise, comprehensive and fit for purpose. Nurses should be willing to change attitudes and update knowledge. Unit leaders should nurture the development of nurses' professional identity, access to learning, autonomy and self‐determination. Organisations should change the infrastructure, provide resources, mitigate barriers, develop shared mental models, update evidence and institute quality assurance. Adherence to interventions is affected by the outcomes of implementation and intrinsic merits of interventions. In these contexts, confidence is boosted; feelings of empowerment, self‐efficacy, reflective motivation, trust, awareness and autonomy are developed; and capacity is built. Furthermore, frustration from the variability of practices is reduced, accountability and ownership are augmented, yielding positive implementation outcomes. Implications for the Profession: Findings have implications on nurses, team leaders and organisations concerned with implementation. Impact: The findings provided a fortified understanding of conditions favouring successful implementation of pain management interventions. Actions should be undertaken at an individual, unit and organisation level to ensure successful implementation. Reporting Method: RAMESES II Reporting Standards for Realist Evaluations informed presentation of study. Patient or Public Contribution: Intensive care nurses contributed insights to refine the program theory.

Aim: The utility and uptake of pain management interventions across intensive care settings is inconsistent. A rapid realist review was conducted to synthesise the evidence for the purpose of theory building and refinement.Design: A five‐step iterative process was employed to develop project scope/ research questions, collate evidence, appraise literature, synthesise evidence and interpret information from data sources.Methods: Realist synthesis method was employed to systematically review literature for developing a programme theory.Data Sources: Initial searches were undertaken in three electronic databases: MEDLINE, CINHAL and OVID. The review was supplemented with key articles from bibliographic search of identified articles. The first 200 hits from Google Scholar were screened.Results: Three action‐oriented themes emerged as integral to successful implementation of pain management interventions. These included health facility actions, unit/team leader actions and individual nurses' actions.Conclusion: Pain assessment interventions are influenced by a constellation of factors which trigger mechanisms yielding effective implementation outcomes.Implications: The results have implications on policy makers, health organisations, nursing teams and nurses concerned with optimising the successful implementation of pain management interventions.Impact: The review enabled formation of a programme theory concerned with explaining how to effectively implement pain management interventions in intensive care.Reporting Method: This review was informed by RAMESES publication standards for realist synthesis.Public Contribution: No patient or public contribution.The study protocol was registered in Open Science Framework. 10.17605/OSF.IO/J7AEZ