LAUSR

Abstract This article delves into the transformative potential of online academic family meetings as a psychosocial-educational support mechanism for the mental well-being of postgraduate nursing students and their supervisors during the COVID-19 pandemic. Situated within the escalating demands of higher education, this study explores the triadic relationship between mental health, care and reflexivity in the postgraduate space during the pandemic. Using an autoethnographic approach and Tronto’s ethics of care as a reflexive map, the article underscores the importance of creating pedagogical spaces that promote academic proficiency and foster community, open communication and care. Initial findings demonstrate that these virtual gatherings effectively mitigate the feelings of isolation and loneliness commonly experienced in the postgraduate journey. They also facilitate a dynamic interchange of knowledge, problem-solving, community and leadership skills among participants. Reflexivity was useful in untangling moral dilemmas and deepening my understanding of the supervision praxis. Although the implications for improved mental health and well-being are promising, the article calls for additional research to fully assess this innovative approach’s long-term efficacy. This research contributes to the growing discourse on holistic well-being in higher education, providing valuable insights for administrators, supervisors and students across disciplines. Impact Statement The research focuses on the innovative use of online academic family meetings to support postgraduate nursing students and their supervisors during the pandemic. These meetings aim to enhance mental well-being and academic performance by integrating psychosocial and educational elements. The research employs an autoethnographic approach and uses Tronto’s ethics of care to create a reflexive pedagogical space. This work contributes to the broader discourse on holistic well-being in higher education while aligning with ongoing efforts to develop supportive and inclusive educational practices, particularly in distance learning and digital education.