Promoting resilience among nursing students in clinical education

Thomas, Lisa Jean; Asselin, Marilyn E.

doi:10.1016/j.nepr.2017.10.001

Cited by 107 publications

(96 citation statements)

References 26 publications

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“…In addition, a perceived oversupply of dietetics graduates, along with limited graduate employment prospects, as described in some countries (8,17) , may further exacerbate the sense of competition between students. Although challenging experiences can positively aid the development of student resilience (85) , competition among dietetics students can also result in reduced participation and collaboration during their education (86) . It is unclear whether this manifests into longer-term traits that impact future dietitians.…”

Section: Discussionmentioning

confidence: 99%

Dietetics students’ experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis

Morgan

Campbell

Reidlinger

2018

J Human Nutrition Diet

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Background: Dietetics students are a widely researched group. As emerging dietitians, they can provide valuable insights to inform how dietetics education programmes may be enhanced to meet contemporary healthcare needs. This review aimed to systematically synthesise dietetics students' experiences of dietetics workforce preparation. Methods: MEDLINE, CINAHL, Embase, PsycINFO, ERIC, Informit and ProQuest Dissertations and Theses Global were searched to identify research published until June 2017. Studies investigating dietetics students' experiences of dietetics workforce preparation, and employing qualitative data collection and analysis methods were included. Data analysis was guided by thematic synthesis, where themes were constructed through an iterative and inductive process. Study quality was appraised using the RATS Qualitative Research Review Guidelines. Results: From the 3301 records identified, five studies met the inclusion criteria and the views of 120 dietetics students from two countries over a 9year period were synthesised. The overarching theme of 'navigating through the ups and downs' was underpinned by four main themes: enduring hurdles; reconciling expectations; transforming self; and making and breaking connections. Quality appraisal results rated selection bias as being inadequate/inappropriate across all studies. Conclusions: Dietetics students undertake a transformational journey through dietetics education. They are inspired by seeing what is possible through meaningful encounters with practitioners in diverse settings. However, they are challenged by competitive environments and perceived ideals that are embedded in the profession. Strategies that focus on exposing dietetics students to inspirational practitioners, increasing and celebrating diversity in academic/placement settings, and incentivising collaboration across dietetics education, could act as catalysts to enhance the experience of future dietetics students and the nutrition-related health of those they will serve. 226

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Section: Discussionmentioning

confidence: 99%

Dietetics students’ experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis

Morgan

Campbell

Reidlinger

2018

J Human Nutrition Diet

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“…12,30 When literature regarding nursing students was reviewed, it was determined that cognitive restructuring programs, problem-based learning, support taken from family, friends and educators, and education programs improving communication increased resilience among the students. 12,[30][31][32] Resilience includes concepts such as coping, social support, humor, loyalty, critical thinking, problem solving, positive point of view, self-respect, interpersonal relations, self-efficacy, control and sufficiency, change and harmony. 10,12,33,34 Similar concepts are also included in stress coping.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a stress coping course for psychological resilience among a group of university nursing students

Onan

Karaca

Barlas

2018

Perspect Psychiatr Care

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Purpose This study was conducted to evaluate a stress coping course for psychological resilience among a group of university nursing students. Design and Methods This was a quantitative study that had a pretest/posttest design without a control group. Data were collected from 78 first‐year nursing students using a Stress Self‐assessment Checklist and the Psychological Resilience Questionnaire (PRQ). Findings A significant increase was determined in the subscales of self‐perception and social resources of PRQ following the course (P ≤ 0.05). Practical Implications The findings emphasized that more attention should be given to the potential role of psychological resilience in dealing with the inevitable sources of stress in the education of nursing students.

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“…Many students on professional programmes exhibit poor health behaviours and significant levels of emotional distress (Cleary et al, 2012;Deasy, Coughlan, Pironom, Jourdan, & Mannix-McNamara, 2016;Slavin, Schindler, & Chibnall, 2014). Not only might the realities of clinical placement put student mental health under stress, curriculum content can challenge personal beliefs and generate levels of cognitive dissonance that create additional psychological distress (Stephens, 2013;Thomas & Asselin, 2018;Thomas & Revell, 2016). Not only might the realities of clinical placement put student mental health under stress, curriculum content can challenge personal beliefs and generate levels of cognitive dissonance that create additional psychological distress (Stephens, 2013;Thomas & Asselin, 2018;Thomas & Revell, 2016).…”

mentioning

confidence: 99%

“…Furthermore, health programmes can in themselves have a negative impact on student mental well-being (MacLean, Booza, & Balon, 2016). Not only might the realities of clinical placement put student mental health under stress, curriculum content can challenge personal beliefs and generate levels of cognitive dissonance that create additional psychological distress (Stephens, 2013;Thomas & Asselin, 2018;Thomas & Revell, 2016). This is particularly concerning given that students on health programmes need to be able to respond to difficult situations and maintain good mental well-being (Thomas & Asselin, 2018;Thomas & Revell, 2016).…”

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confidence: 99%

Managing student mental health: The challenges faced by academics on professional healthcare courses

Hughes

Byrom

2019

Journal of Advanced Nursing

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Aims To explore how academics on nursing and healthcare programmes are managing their roles and responsibility in relation to student mental health. Background There is growing concern about the mental health of university students in general and healthcare students in particular. Shifts in Higher Education policy, encouraging a “whole university approach,” may place greater responsibility for student mental health on academics. However, little is known about the challenges that poor student mental health creates for academics on healthcare programmes. Design A qualitative approach, using semi‐structured interviews and focus groups, provided the opportunity for in‐depth analysis. Methods Fourteen academics on healthcare programmes, including seven lecturers from nursing programmes, were interviewed between May–June 2017. Constant comparison analysis was followed to support grounded theory. Results Four key themes emerged. Academics had difficulty identifying and maintaining boundaries due to competing academic and professional identities. Student disclosures are accompanied by challenges arising due to professional responsibilities. Supporting student mental health on placement is difficult. Academics are aware and concerned about the potential negative impact of course content and practice on student mental health. Conclusion This is the first study to explore in‐depth the challenges faced by academics on healthcare programmes by the rising prevalence of and concern for, student mental health. The findings indicate that leaders of nursing education programmes and their managers, need to be aware that academics face complex challenges in managing and responding student mental health and may struggle to maintain boundaries due, in part, to competing professional identities.

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Promoting resilience among nursing students in clinical education

Cited by 107 publications

References 26 publications

Dietetics students’ experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis

Dietetics students’ experiences of dietetics workforce preparation and preparedness: a systematic review and qualitative synthesis

Evaluation of a stress coping course for psychological resilience among a group of university nursing students

Managing student mental health: The challenges faced by academics on professional healthcare courses

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