Background: A year after the COVID-19 pandemic spread around the world, the pandemic is still affecting healthcare systems with an increasing number of infected healthcare workers. Such a unique situation may often result in emotional turmoil, anxiety, depression, and fear, which could lead to resignation and burnout. The study intended to assess the feelings of nurses toward the COVID-19 outbreak; ascertain the factors that cause stress; and determine their coping strategies and factors contributing to coping. Methods: A descriptive cross-sectional design was utilized to recruit 313 nurses working in the Ministry of Health (Saudi Arabia) hospitals that accommodate COVID-19 patients. The study instrument was adapted and modified from the ”MERS-CoV Staff Questionnaire” and the Brief COPE. Results: The results showed that female, married, those with a bachelor’s degree, and aged 25–34 years had higher significant coping strategies. On the other hand, Filipino nurses assigned in the Outpatient Department and COVID-19 Isolation Ward had more negative feelings and encountered several factors causing stress but were coping in a better way than others. Conclusion: Nurses’ commitment to their profession appears to be an intrinsic motivation to continue caring for COVID-19 patients despite the risk of infection. Comfort with religion, spiritual beliefs, and the presence of a support system were the coping strategies used by nurses to ameliorate the stress and negative feelings during the COVID-19 outbreak.

Introduction Nursing and allied health students represent a significant percentage of undergraduate students. Academic advising is integral to students’ success. Objective This study aimed to identify nursing and allied-health science students’ perspectives on academic advising functions and identify the demographic factors associated with these perspectives. Methods A cross-sectional, correlational study was conducted with 252 students who completed a survey on students’ perspectives on academic advising functions. Students were recruited from a large public university in western Saudi Arabia. Results The results revealed that 97.6% of students reported knowing their academic advisor and 80.8% reported meeting with their advisor at least once over the past year. Overall, students perceived academic advising as important ( M = 4.0, SD ± 0.86). The social role of academic advising was perceived as its most important function ( M = 4.1, SD ± 0.85), followed by the academic role ( M = 4.0, SD ± 0.87) and the personal role ( M = 3.9, SD ± 0.87). The results showed that junior students perceived academic advising as more important than their counterparts. There was a weak significant correlation between students’ perception of academic advising functions and the number of meetings held with their advisors. Conclusion Faculty should improve students’ understanding of the academic advisor's role in academic progress. Students understanding of their academic advisor's role in supporting their academic progress should be emphasized, especially among senior students.