a b s t r a c tObjective: To determine the prevalence of pregnancy-specific anxiety (PSA) and its associated factors among pregnant women during the three trimesters of pregnancy. Design: A prospective explorative survey was conducted among 500 low-risk Indian pregnant women of age 18-35 years. Setting: A major maternity government hospital in southern state of Kerala, India. Participants: 500 low risk pregnant women who attended the major maternity government hospital during the period June 2004-July 2005 were selected as convenient sample. Methods: An exploratory research design with a prospective cohort approach was adopted for the study. State Trait Anxiety Inventory (STAI) and Pregnancy-Specific Anxiety Inventory (PSAI) were used to collect the data. Results: Highest prevalence of pregnancy-specific anxiety (PSA) was reported during the third trimester of pregnancy. All pregnant women rated high levels of third trimester childbirth anxiety compared to other three components of pregnancy-specific anxiety. Nulliparous pregnant women reported higher levels of PSA than parous pregnant women (M = 134.40, M = 116.8). Young age, nulliparous status and nuclear family nature were identified as common risk factors of pregnancy-specific anxiety. Conclusion: During the transition to motherhood, the risk factors and timing of heightened pregnancy-specific anxiety differ. Higher prevalence of pregnancy anxiety among nulliparous and younger pregnant women necessitates an integrated routine screening of PSA during prenatal care. Early detection, prevention and management of pregnancy anxiety will enable women to cope with the challenges of pregnancy.

Remote teaching (RT) was the only option left to educators to continue education with public policy of lockdowns and social distancing during COVID-19 pandemic. RT is the online mode of instructional delivery. Globally it has become mandatory for all nurse educators to switch to RT mode. Many factors have been identified for effective implementation of RT, of which the major elements are choice of online teaching mode, pedagogy to choose the platform or technology, faculty preparedness, and the learner motivation and expectations. The dire need to meet the educational objectives demanded sudden transition to online mode. The paradigm shifts to RT brought many challenges and pragmatic guidance for teachers and institutions Remote teaching is flexible, student centered and feasible with opportunities to develop technically empowered faculty and coherent digital education strategies. However, tackling threats like academic integrity, inequity in accessibility and limited faculty preparedness necessitates attention. RT being flexible tool is weakened by low self-motivated students and low connectivity with digital inequity and security issues. The challenges opened opportunity to enhance faculty technical competency and learning management system.

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Covid -19 pandemic urged technical competency and knowledge sharing among the diverse multigenerational workforce. Reverse mentoring is where a technically competent younger employee mentors the senior experienced employee and reciprocally exchanges the work culture and soft skills. Diverse intergenerational learning spurs innovation through sharing knowledge, skills, competencies, norms, and values. The ever-changing nursing practice and education with a multigenerational workforce demand a reverse mentoring approach for intergenerational knowledge sharing to enhance technical competency. Reverse mentoring is known to have benefits on quality of education, better practice outcomes, and employee development. A reverse mentoring strategy is proposed as a sustainable cost-effective intergenerational knowledge-sharing tool in the current era of economic crisis due to the Covid -19 pandemic. This paper aimed to discuss the scope of reverse mentoring and intergenerational learning in nursing. This paper provides an overview of reverse mentoring characteristics, significance, benefits, conceptual framework, implementation strategy, and application in nursing. Keywords: Mentoring; Covid-19; Cultural Diversity; Learning; Nursing; Preceptorship; Intergenerational learning; Multigenerational Workforce.

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