Nursing students' understanding and enactment of resilience: a grounded theory study

Abstract

The purpose of this study was to explore nursing students' understanding and enactment of resilience. Stress is considered to be a major factor affecting the health, well-being, and academic performance of nursing students. Resilience has been extensively researched as a process that allows individuals to successfully adapt to adversity and develop positive outcomes as a result. However, relatively little is known about the resilience of nursing students. A constructivist grounded theory study design was used. In-depth individual interviews were conducted with 38 nursing students enrolled in a four-year, integrated baccalaureate nursing degree program at a university in Ontario, Canada. Face-to-face interviews were conducted from January to April 2012. The basic social process of pushing through emerged as nursing students' understanding and enactment of resilience. Participants employed this process to withstand challenges in their academic lives. This process was comprised of three main phases: stepping into, staying the course, and acknowledging.Pushing through also included a transient disengaging process in which students were temporarily unable to push through their adversities. The process of pushing through was based on a progressive trajectory, which implied that nursing students enacted the process in order to make progress in their academic lives and to attain goals. Study findings provide important evidence for understanding the phenomenon of resilience as a dynamic, contextual process that can be learned and developed, rather than a static trait or personality characteristic.

Student veterans’ construction and enactment of resilience: A constructivist grounded theory study

“…Furthermore, the subcategory of “enactment” in the grounded theory of “integrating” builds upon the empirical findings of resilience as an action‐oriented process (Reyes, Andrusyszyn, Iwasiw, Forchuk, & Babenko‐Mould, ). Framing resilience as an action‐oriented process allows individuals to “work through disruptions and [resilient] reintegrations” (Richardson, , p. 319).…”

Fatores de estresse, sintomas depressivos, suporte social e resiliência associados ao desempenho acadêmico em estudantes de enfermagem

“…Entretanto, a alta resiliência entre os estudantes de enfermagem da presente pesquisa pode, possivelmente, ser um fator positivo para superar as adversidades ao longo da graduação, como os fatores de estresse e a ocorrência de sintomas 92 de depressão, mostrados nos resultados deste estudo. Pois ajuda o estudante de enfermagem a superar as adversidades e prosperar em circunstâncias desafiadoras da vida acadêmica (Reyes et al, 2015).…”

“…Essas três fases são como espirais e conectadas entre si, são iterativas e o estudante pode ir e voltar entre elas. É um processo dinâmico e interativo, com uma trajetória progressiva, não somente para questões recentes, mas também para atingir objetivos futuros ou resolução de um problema (Reyes et al, 2015).…”

“…Ao se confrontar com uma situação desafiadora na graduação, o estudante de enfermagem utiliza estratégias de enfrentamento para lidar com as adversidades e superar os problemas (Reyes et al, 2015).…”

“…As experiências são importantes para se manter firme e conseguir um propósito estabelecido (Reyes et al, 2015). As experiência anteriores são fatores importantes para a escolha de estratégias de enfrentamento, entendidas como recursos emocionais, cognitivos e comportamentais utilizadas pelos indivíduos na tentativa de lidar com as situações estressoras (Lazarus, Folkman, 1984).…”