Our report suggests a need for policy-makers in resource-limited settings to make greater investments in nursing continuing education as a focus of human resources for health, as it is an important strategy for promoting nurse retention, building the knowledge and skill of the existing nursing workforce, and raising the image of nursing in low-resource settings.

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This chapter explores suffering in the context of humanitarian crises and describes how ongoing conflict can lead to disparities, displacement, and a continuous humanitarian response that requires comprehensive care to end the cycle of disease and poverty. A case study of Haiti’s nursing workforce at Zanmi Lasante/Partners In Health, a global health care nonprofit, is provided, along with specific examples of nurses and nurse leaders who experience burnout from chronic stress as a result of patient care. The argument is made that pathological resilience—particularly in Haiti where resilience is considered a way of life—must be reexamined to be viewed as detrimental to a nurse’s well-being and to the broader health workforce. The chapter concludes with an emphasis on the need for overall health systems strengthening, taking into consideration the position of both nurse and patient in order to deliver quality patient care through accompaniment alongside the provision of psychosocial and mental health support for caregivers.

Background: Faculty development for nurse and physician educators has a limited evidence base in high income countries, and very little research from low-and middleincome countries. Health professions educators in many global settings do not receive training on how to educate effectively.Objective: To pilot and assess a faculty development program aimed at nurse and physician educators at a teaching hospital in rural Haiti. Methods:We developed a program covering a total of 22 topics in health professions education, including applied learning theory as well as nurse and physician targeted topics. We assessed impact through participant assessment of personal growth, participant evaluation of the program, knowledge testing pre and post program, and structured observations of program participants providing teaching during the program.Findings: Nineteen out of 37 participants completed the program. While participant reviews were uniformly positive, a pre-and post-test on general educational topics showed no significant change, and the effort to institute observation and feedback of teaching did not succeed. Conclusions:Our project showcases some benefits of faculty development, while also demonstrating the challenges of instituting faculty development in situations where participants have limited time and resources. We suspect more benefits may emerge as the program evolves to fit the learners and setting.