Effect of Burnout and Stress Coping on Resilience of Student Nurses

김남희,; 박선영,

doi:10.21097/ksw.2019.05.14.2.295

Cited by 4 publications

(4 citation statements)

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“…The demanding nature of nursing education, encompassing theoretical coursework and hands-on clinical experiences, often subjects nursing students to high stress levels and emotional weariness [25]. In this context, social support from family members, peers, and nursing instructors can aid nursing students as a protection against the adverse effects of stressors and foster emotional stability [26][27][28]. Additionally, interactive networks provide a platform for sharing experiences, venting negative feelings, exchanging coping strategies, and establishing a sense of belonging within social connections [29,30].…”

Section: Introductionmentioning

confidence: 99%

Factors Associated with Resilience among Thai Nursing Students in the Context of Clinical Education: A Cross-Sectional Study

Aryuwat,

Holmgren,

Asp

et al. 2024

Education Sciences

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Resilience aids nursing students in dealing with adversities during their nursing education. This study examined the relationship between nursing students’ resilience and relevant variables in the context of clinical education. Methods: A cross-sectional study was conducted to collect data from 319 undergraduate nursing students in Northeast Thailand. The Connor–Davidson Resilience Scale, the Multidimensional Scale of Perceived Social Support, the Learning Experience Scale or the Personal Responsibility Orientation to Self-Direction in Learning Scale, and the Stressors in Nursing Students scale were administered. A multiple regression analysis was performed for factors presumed to be associated with resilience. Results reported that Thai nursing students’ average resilience score was 71.79 ± 16.33. Multiple regression analysis indicated factors associated with resilience, in which social support (β = 0.354, p < 0.001, 95%CI: 0.240 to 0.469) and self-directed learning (β = 0.787, p < 0.001, 95%CI: 0.606 to 0.968) showed a positive association, while stress (β = −0.083, p = 0.025, 95%CI: −0.083 to −0.006) had a negative association. The final model accounted for 43.4% of the variance in the resilience score. In conclusion, self-directed learning, social support, and perceived stress among nursing students during clinical education are associated with their resilience.

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Section: Introductionmentioning

confidence: 99%

Factors Associated with Resilience among Thai Nursing Students in the Context of Clinical Education: A Cross-Sectional Study

Aryuwat,

Holmgren,

Asp

et al. 2024

Education Sciences

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“…A supportive learning environment characterized by effective supervision, constructive feedback, and a culture of collaboration strengthens coping mechanisms, enhances learning experiences, and contributes to the development of resilient and proficient practitioners [ 17 , 18 , 19 ]. The initial critical stage in nursing students’ transition into nursing has garnered extensive attention, particularly in clinical education [ 20 , 21 , 22 , 23 ]. Discovering the complex tapestry of nursing students’ encounters and their resilience during clinical practice becomes a scholarly quest and a pragmatic necessity.…”

Section: Introductionmentioning

confidence: 99%

Experiences of Nursing Students Regarding Challenges and Support for Resilience during Clinical Education: A Qualitative Study

Aryuwat,

Holmgren,

Asp

et al. 2024

Nursing Reports

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Nursing students require resilience to navigate the complexities of clinical practice. This characteristic is essential for managing demanding workloads, unpredictable patient situations, and emotional stressors while maintaining performance and well-being. Fostering resilience helps students develop the capacity to adapt to adversity, overcome setbacks, and remain committed to providing high-quality patient care. This qualitative study explores the challenges and supports influencing nursing students’ resilience during clinical education. Interviews with 28 Thai nursing students revealed two key themes: the “experience of vulnerability” and the “experience of meaningfulness”. The sub-themes of vulnerability included “navigating uncertainty”, “transcending professional struggles”, and “being exposed to diverse encounters”. The sub-themes of meaningfulness focused on restoring strength through social interactions and engaging in positive transformation. This study highlights the need for comprehensive support systems that address personal and professional vulnerabilities. Integrating caring theory principles could further enhance resilience by emphasizing compassionate care and fostering student empathy. This suggests that instructors and stakeholders can significantly impact student well-being by creating supportive environments built on collaboration, empathy, and mentorship, all of which are aligned with caring theory.

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“…Acceptance of oneself and of life implies adaptability, balance, flexibility and a stable perspective of life. Studies have found a relationship between emotional intelligence and resilience in the area of health [6,31,32], in which high scores in resilience are associated with higher scores in emotional intelligence. Resilience of nursing students has also been related to preparation for and satisfaction with clinical practice [33,34].…”

Section: Introductionmentioning

confidence: 99%

The Effects of a Non-Technical Skills Training Program on Emotional Intelligence and Resilience in Undergraduate Nursing Students

et al. 2022

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There is a growing body of research on emotional intelligence and resilience in nursing students. However, there is little evidence of the development of these variables in intervention programs. This study aims to analyze the effects of a non-technical skills training program in emotional intelligence and resilience. Sixty students in the second year of Nursing Education from a Spanish public university completed this psychoeducational course. The pre-experimental design was longitudinal with pre- and post-intervention evaluation. The course consisted of 12 sessions of classroom education, three small-group workshops and a set of individual activities. Results in the emotional intelligence dimensions showed that Clarity (t = 3.10, p = 0.003) and Repair (t = 3.59, p < 0.001) increased significantly after participation in the program. Furthermore, the participants had a higher Resilience index when they had completed the program, with a statistically significant difference from the pre-course mean (t = 2.83, p = 0.006). This non-technical skills training program was an effective method of improving emotional intelligence and resilience in nursing students. Therefore, its use is recommended as a psychoeducational strategy for training undergraduate nursing students, as it improves their personal and professional competencies, resulting in higher-quality care.

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Effect of Burnout and Stress Coping on Resilience of Student Nurses

Cited by 4 publications

References 0 publications

Factors Associated with Resilience among Thai Nursing Students in the Context of Clinical Education: A Cross-Sectional Study

Factors Associated with Resilience among Thai Nursing Students in the Context of Clinical Education: A Cross-Sectional Study

Experiences of Nursing Students Regarding Challenges and Support for Resilience during Clinical Education: A Qualitative Study

The Effects of a Non-Technical Skills Training Program on Emotional Intelligence and Resilience in Undergraduate Nursing Students

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