Context: Workplace bullying is a complex phenomenon and considered one of the most common work-related psychological problems. All health organizations must be aware that it affects both nursing staff and patients. Aim: This study aimed to investigate bullying and its relation to psychological distress, and Organizational Commitment among Staff Nurses during Covid -19 Pandemic. Methods A descriptive correlational research design was exploited. Setting: This study was implemented at Beni-Suef University Hospitals' critical care units. Subjects: were a convenient sample (n =285) of staff nurses who were working at the mentioned study place. Tools: Four tools were used for data collection. The first tool was personal and job characteristics data Sheet. The second tool was negative acts questionnaire (22 items), the third tool was Kessler Psychological Distress Scale (10 items), and the fourth tool was Organizational Commitment Questionnaire (18 items). Results: The current study revealed that the mean age of staff nurses was (35.75±8.88). The study showed that there were high levels of bullying and psychological distress among nurses with mean scores (87.10, 35.09) respectively, while the level of organizational commitment was moderate with a mean score (56.96). Furthermore, There was statistical significant positive correlation between bullying and psychological distress (r=0.44, p=0.001). There was statistical significant negative correlation between psychological distress and commitment (r=-0.39, p=0.003). Also, there was statistical significant negative correlation between bullying and organizational commitment (r=-0.43, p=0.004). Conclusion: The study concluded that there was a positive correlation between bullying and psychological distress, while there was a negative correlation between bullying and commitment. The study recommended that preventing or reducing workplace bullying may be effective in improving the psychological status of healthcare professionals especially nurses during covid-19 pandemic.

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Nursing education is considered as one of the most crucial element for improving the quality of professional identity of future nurses. Students face situations related to their profession and academic development that may be assessed as stressors. Burnout among students in the area of health, specially nursing students and the levels of burnout found are alarming. Faculty members as gatekeepers to the profession are in a very influential position in regards to the future career of their students. The aim of this research was to investigate relationship between perceived faculty support and burnout among faculty nursing students. Setting: The study was carried out at Faculty of Nursing, Beni-suef University. Subjects: 334 baccalaureate nursing students. Tools: three tools were used for data collection. The first tool predesigned questionnaire includes (personal characteristics). The second tool was Perceived Faculty Support Scale (PFS). The third tool: Maslach Burnout Inventory-Student Survey (MBI-SS). Results: Findings of the present study revealed that nursing students have high perception among burnout and faculty support and there is high statistically significant correlation between mentioned two variables as p-value <0.000**. Conclusion: The study concluded that there was a positive statistically significant correlation between total faculty support and total burnout among faculty nursing students. Recommendations: There should be a collaborative effort among academic staff members to remove unnecessary stressors and provide a supportive learning environment.