Evolution of the construct of resilience from physiological and psychological research extends from the 1800s to the present. This review supports 3 observations: (1) the importance of a dynamic, interactive perspective for understanding resilience; (2) the complexity of the construct requires a holistic perspective; and (3) the importance of exposure to diverse experiences and educational perspectives for professional health care students.

The predictive and moderating model was useful for building knowledge about the process of PR in rural adolescents.

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An aesthetic pattern of knowing involves moving beyond classifications and knowing the whole individual. Students are taught to provide holistic care to patients, but instructors evaluate students primarily from a scientific, empirical perspective. To add balance between the art and the science of nursing practice, students were assigned to write an original poem about their clinical experience in mental health nursing. This article reports a qualitative analysis of those poems to expand the instructors' knowledge of the student experience. Five themes and one consistent pattern were identified. Insights and implications of student poetry writing are explored.

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