Nurses during the Corona Virus Disease-19 (Covid-19) pandemic are expected to be able to provide professional nursing services even with the risk of contracting and even becoming victims of Covid-19. Working in a hospital with current pandemic conditions causes nurses to experience psychological disorders such as depression, anxiety and stress. The purpose of this study was to determine the relationship between self-efficacy and social support with psychological distress in nurses at "X" Hospital Bandung. The research was conducted using quantitative method with multiple regression analysis and the respondents involved were 233 nurses, both in the inpatient and outpatient departments. Data for psychological distress were obtained using the Depression Anxiety Stress Scales (DASS 42) from Lovibond, S.H. & Lovibond, P.F. (1995), self-efficacy with the Generalized Self-efficacy scale (Schwarzer & Jerusalem, 1995) and social support using The Social Provision Scale (Cutrona & Russel, 1987). The results of the study show that the value of F = 6.403 with sig = 0.002. There is a negative relationship between social support and psychological distress, and there is also a negative relationship between self-efficacy and psychological distress. Based on the results of multiple regression, it was found that the higher the social support and self-efficacy, the lower the psychological distress experienced by nurses.

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While adapting to the hybrid learning system, students often encounter various obstacles. It takes the ability to overcome it, or what is known as academic buoyancy. This study aims to analyze the role of essential psychological fulfillment as a mediator in the relationship between lecturer support and student academic buoyancy when carrying out hybrid learning. This type of research is quantitative research using an explanatory research approach. Data was collected through survey techniques carried out online using a Google form for two weeks. This study uses statistical analysis of mediation using the Heyes Process Macro. The results of the mediation analysis of 115 participants show that fulfillment of basic psychological needs partially mediates the relationship between lecturer support and academic buoyancy. Lecturer support is proven to have a direct influence on academic buoyancy. Partial mediation also shows that the fulfillment of basic psychological needs is also confirmed to play a psychological factor in explaining how lecturer support can affect academic buoyancy. Completion of these psychological needs will then affect the increase in academic buoyancy. It was concluded that the role of fulfilling basic psychological needs in bridging the relationship between lecturer support and academic buoyancy. Therefore, the implication of this research is the development of interventions with the target of manipulating support from lecturers to meet students' basic psychological needs.