An integrative review of resilience among nursing students in the context of nursing education

Aryuwat, Pimwalunn; Asp, Margareta; Lövenmark, Annica; Radabutr, Matanee; Holmgren, Jessica

doi:10.1002/nop2.1559

Cited by 22 publications

(25 citation statements)

References 122 publications

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“…This may be a normal aspect of academic development, given the complexity of the degree, the difficulty of the subjects, the practical clinical training, and the need to balance work and personal life. The results indicate that the academic and clinical training process provided during the bachelor’s degree in nursing can contribute to the development of resilience in students, similar to other professions [ 26 ].…”

Section: Discussionmentioning

confidence: 99%

An Exploration of Resilience and Positive Affect among Undergraduate Nursing Students: A Longitudinal Observational Study

Mayor-Silva,

Meneses-Monroy,

Rodriguez-Leal

et al. 2024

Nursing Reports

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Background: The purpose of this study is to analyze the variation in resilience and emotional state scores in nursing students throughout the four years of training for the nursing degree. Methods: This is a longitudinal observational study of a paired and prospective cohort of 176 nursing students who enrolled in the first year of a bachelor’s degree in 2019. The study followed up with the students in 2022 and examined several sociodemographic factors, including sex, marital status, date of birth, living arrangements and occupation. Additionally, the study investigated changes in negative affect, positive affect, and resilience. Results: A total of 176 students participated in the study. The study found that resilience increased from 68.24 ± 10.59 to 70.87 ± 9.06 (p < 0.001), positive affect increased from 28.16 ± 4.59 to 33.08 ± 8.00 (p < 0.001), and the negative affect score decreased from 25.27 ± 5.12 to 21.81 ± 7.85 (p < 0.001). The study also found that married individuals experienced an increase in negative affect (p = 0.03) compared to singles or those in open relationships. Furthermore, the change in resilience was greater in men than in women (p = 0.01). Conclusions: Throughout their four-year training, nursing students experience an increase in resilience and positive affect, as well as a decrease in negative affect.

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Section: Discussionmentioning

confidence: 99%

An Exploration of Resilience and Positive Affect among Undergraduate Nursing Students: A Longitudinal Observational Study

Mayor-Silva,

Meneses-Monroy,

Rodriguez-Leal

et al. 2024

Nursing Reports

View full text Add to dashboard Cite

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“…Other protective factors, such as social support and mindfulness, will be ineffective without resilience. Nursing students should learn skills that will allow them to adapt to difficult academic and clinical conditions, be optimistic and goal‐oriented, and provide positive assistance to others (Aryuwat et al, 2022; Drach‐Zahavy et al, 2021). Accordingly, nursing students must use resilience and other protective factors to surmount these challenges.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, this may imperil the future of nursing, as fewer nursing students will exacerbate the global nursing shortage (Buchan & Catton, 2023). Although protective factors such as resilience, mindfulness, social support and self‐efficacy were found to have beneficial effects on nursing students' stress levels and mental health (Aryuwat et al, 2022; He et al, 2018; Li & Hasson, 2020; van der Riet et al, 2018), there is still a paucity of information of how these factors alleviate the mental health crisis of healthcare workers including nursing students during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

“…Filipino students during the pandemic reported moderate anxiety levels adversely affected their willingness and readiness to care for patients (Labrague, 2021), quality of life, academic performance and clinical learning outcomes (Berdida & Grande, 2023). Several protective factors could mitigate the impacts of stress on nursing students, including social support, self‐efficacy (Hughes et al, 2022), resilience (Aryuwat et al, 2022) and mindfulness (Chen et al, 2021; Reyes et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Nursing students' perceived stress, social support, self‐efficacy, resilience, mindfulness and psychological well‐being: A structural equation model

Berdida

Lopez

Grande

2023

Int J Mental Health Nurs

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Nursing students' stress, protective factors (e.g. resilience, social support, mindfulness and self‐efficacy) and psychological well‐being (PWB) have been well reported in the literature. However, the interactions of these variables were scarcely examined in the latter part of the COVID‐19 pandemic and in the context of a developing country. This cross‐sectional correlational study complying with STROBE guidelines tested a hypothetical model of the interrelationships of nursing students' stress, protective factors and PWB using structural equation modelling (SEM). Nursing students (n = 776) from five nursing schools in the Philippines were conveniently recruited from September 2022 to January 2023. Six validated self‐report scales (Perceived Stress Scale, Multi‐dimensional Scale of Perceived Social Support, Generalized Self‐Efficacy Scale, Connor–Davidson Resilience Scale, Mindful Attention Awareness Scale, and Psychological Wellbeing Scale) were used to collect data. SEM, mediation analyses and path analyses were used for data analysis. The emerging model demonstrated acceptable model fit parameters. Stress negatively impacted protective factors, while all the protective factors positively influenced PWB. Social support mediated the influence of stress on resilience, mindfulness and PWB. Resilience is a significant mediator of stress, self‐efficacy, social support and PWB. Mindfulness mediated the influence of stress, social support and self‐efficacy on PWB. Finally, self‐efficacy had a mediating role between resilience and mindfulness. Nursing institutions and nurse educators can use the proposed model as their basis for empirical and theoretical evidence in creating programmes that will strengthen nursing students' protective factors, thus reducing stress while improving PWB and learning outcomes.

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“…(11) Se ha comprobado que las personas con capacidad y flexibilidad para adaptarse a los cambios experimentados a lo largo de su vida afrontan de manera constructiva y positiva estas situaciones adversas, lo que promueve a su vez un equilibrio personal satisfactorio, debido a un proceso de aprendizaje. (12) Por lo tanto, la capacidad de resiliencia ayuda a mejorar y facilita el descubrimiento y uso de las fortalezas personales, siendo relevante en este proceso, particularmente en las interrelaciones de personas que comparten condiciones y estilos de vida similares. (13) Las personas con alta resiliencia suelen destacar por su optimismo, habilidad para regular emociones, flexibilidad ante cambios, sólida autoestima, capacidad para buscar apoyo y enfoque en el control de situaciones.…”

Section: Resilienciaunclassified

Assessment of predictors of satisfaction with life in pre-service teacher education students

Estrada-Araoz,

Larico-Uchamaco,

Ferreyros-Yucra

et al. 2024

Salud, Ciencia y Tecnología

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Introducción: La satisfacción con la vida tiene un rol crucial en la experiencia académica y personal de los estudiantes, ya que puede influir en su rendimiento académico, bienestar emocional y adaptación al entorno de la educación superior.Objetivo: Determinar si la resiliencia, el apoyo social percibido y la autoestima predicen la satisfacción con la vida en estudiantes peruanos de formación inicial docente.Métodos: Estudio con enfoque cuantitativo, observacional, analítico, predictivo y de corte transversal. La muestra estuvo conformada por 215 estudiantes de ambos sexos a quienes se les aplicó la Escala Breve de Resiliencia Connor - Davidson, la Escala de Percepción de Apoyo Social, la Escala de Autoestima de Rosenberg y la Escala de Satisfacción con la Vida, instrumentos con adecuadas propiedades psicométricas. Respecto a los métodos estadísticos, se utilizó el coeficiente de correlación de Pearson y posteriormente se realizó el análisis de regresión lineal múltiple. Resultados: El análisis de regresión múltiple demostró un ajuste adecuado para el modelo (F= 78,319; p<0.05), indicando que la resiliencia (β= 0,103; p<0,05), el apoyo social percibido (β= 0,268; p<0,05) y la autoestima (β= 0,274; p<0.05) explicaron el 52% de la varianza total de la variable satisfacción con la vida.Conclusiones: La resiliencia, el apoyo social percibido y la autoestima predicen la satisfacción con la vida en estudiantes peruanos de formación inicial docente. Por ello, se recomienda fomentar una cultura institucional que valore y promueva el bienestar emocional de los estudiantes, brindando recursos y servicios de apoyo psicológico y emocional.

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An integrative review of resilience among nursing students in the context of nursing education

Cited by 22 publications

References 122 publications

An Exploration of Resilience and Positive Affect among Undergraduate Nursing Students: A Longitudinal Observational Study

An Exploration of Resilience and Positive Affect among Undergraduate Nursing Students: A Longitudinal Observational Study

Nursing students' perceived stress, social support, self‐efficacy, resilience, mindfulness and psychological well‐being: A structural equation model

Assessment of predictors of satisfaction with life in pre-service teacher education students

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