Resilience in Nursing Education: An Integrative Review

Reyes, Andrew Thomas; Andrusyszyn, Mary Anne; Iwasiw, Carroll; Forchuk, Cheryl; Babenko-Mould, Yolanda

doi:10.3928/01484834-20150717-03

Cited by 99 publications

(106 citation statements)

References 46 publications

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“…() provide findings to support resilience training in a study with physiotherapy students and claim it “offers a powerful tool to build self‐efficacy and cognitive control.” Several authors have suggested preplacement preparation that includes mindfulness (van der Riet et al., ) and resilience training using simulation (Pines et al., ) that hold promise for enhancing preparation of students. An integrative review also supports interventions to enhance resilience of nursing students (Reyes, Andrusyszyn, Iwasiw, Forchuk, & Babenko‐Mould, ). Findings from other studies claim undergraduate nurses are able to draw on strategies to reframe and rebuild when faced with challenges (O'Mara et al., ), and that they often likely to draw support from peers (Reeve, Shumaker, Yearwood, Crowell, & Riley, ).…”

Section: Discussionmentioning

confidence: 88%

“I was yelled at, intimidated and treated unfairly”: Nursing students' experiences of being bullied in clinical and academic settings

Courtney‐Pratt

Pich

Levett‐Jones

et al. 2018

Journal of Clinical Nursing

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Section: Discussionmentioning

confidence: 88%

“I was yelled at, intimidated and treated unfairly”: Nursing students' experiences of being bullied in clinical and academic settings

Courtney‐Pratt

Pich

Levett‐Jones

et al. 2018

Journal of Clinical Nursing

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“…The development of resilience in student nurses is related to their inherent traits, experience and management of stress (Reyes et al . ). In this study, the cohort resilience scores were high compared with other studies (Neff & McGehee , McGillivray & Pidgeon ), but comparable to paramedics and immigrant women studied in Australia (Gayton & Lovell , Loh & Klug ).…”

Section: Discussionmentioning

confidence: 97%

Dispositional mindfulness and employment status as predictors of resilience in third year nursing students: a quantitative study

et al. 2016

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BackgroundNursing students will graduate into stressful workplace environments and resilience is an essential acquired ability for surviving the workplace. Few studies have explored the relationship between resilience and the degree of innate dispositional mindfulness, compassion, compassion fatigue and burnout in nursing students, including those who find themselves in the position of needing to work in addition to their academic responsibilities.AimThis paper investigates the predictors of resilience, including dispositional mindfulness and employment status of third year nursing students from three Australian universities.DesignParticipants were 240 undergraduate, third year, nursing students. Participants completed a resilience measure (Connor–Davidson Resilience Scale, CD‐RISC), measures of dispositional mindfulness (Cognitive and Affective Mindfulness Scale Revised, CAMS‐R) and professional quality of life (The Professional Quality of Life Scale version 5, PROQOL5), such as compassion satisfaction, compassion fatigue and burnout.MethodAn observational quantitative successive independent samples survey design was employed. A stepwise linear regression was used to evaluate the extent to which predictive variables were related each to resilience.ResultsThe predictive model explained 57% of the variance in resilience. Dispositional mindfulness subset acceptance made the strongest contribution, followed by the expectation of a graduate nurse transition programme acceptance, with dispositional mindfulness total score and employment greater than 20 hours per week making the smallest contribution. This was a resilient group of nursing students who rated high with dispositional mindfulness and exhibited hopeful and positive aspirations for obtaining a position in a competitive graduate nurse transition programme after graduation.

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“…Intervention studies about educational programmes designed to promote resilience revealed partial effects on resilience and conflict management styles of nursing students (Stephens 2012, Pines et al 2014. A more detailed description of the results of an integrative review of studies of nursing students' resilience is discussed elsewhere (Reyes et al 2015).…”

Section: Introductionmentioning

confidence: 99%

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

Reyes

Andrusyszyn

Iwasiw

et al. 2015

Journal of Advanced Nursing

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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.

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Resilience in Nursing Education: An Integrative Review

Abstract: The findings provide data to support interventions to enhance the resilience of nursing students and nurse educators and offer a foundation for further research of resilience in nursing education.

Cited by 99 publications

References 46 publications

“I was yelled at, intimidated and treated unfairly”: Nursing students' experiences of being bullied in clinical and academic settings

“I was yelled at, intimidated and treated unfairly”: Nursing students' experiences of being bullied in clinical and academic settings

Dispositional mindfulness and employment status as predictors of resilience in third year nursing students: a quantitative study

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

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