The role of psychological variables in improving resilience: Comparison of an online intervention with a face-to-face intervention. A randomised controlled clinical trial in students of health sciences

Silva, Luis Iván Mayor; Romero-Saldaña, Manuel; Pimentel, Antonio Gabriel Moreno; Álvarez-Melcón, Ángela Concepción; Molina-Luque, Rafael; Monroy, Alfonso Meneses

doi:10.1016/j.nedt.2021.104778

Cited by 20 publications

(15 citation statements)

References 20 publications

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“…Despite the mixed findings in relation to the effectiveness of online interventions (e.g. Mayor-Silva et al, 2021), the findings from the qualitative accounts in the current study shed light on the importance of creating an effective resilience intervention that is accessible online, with many students suggesting that this is preferable to a face-to-face format. This also highlights the value of including personal significance as an additional source of data, not least because it is now acknowledged as an important complement to statistical significance (Bothe & Richardson, 2011), but also because such interventions such as the REP-S aim to sow seeds of knowledge and awareness for future developments.…”

Section: Discussioncontrasting

confidence: 53%

“…Similarly, an online self-guided intervention for nursing students improved resilience, an effect that lasted up to 3 months, along with lessened symptoms of anxiety and depression (Stoliker et al, 2021). However, not all programmes are effective, as a one-hour interactive training for nursing students had no effects on resilience neither online, nor face-to-face (Mayor-Silva et al, 2021). This may have happened because of the brief nature of the intervention; a systematic review has found that for online delivery, medium-length guided interventions appear to work best (Heber et al, 2017).…”

Section: Resilience Interventions and The Challenge Of Online Deliverymentioning

confidence: 99%

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The Resilience Enhancement Programme for Students (REP-S)

Robinson

Sebah

Avram

2022

Digital Innovations for Mental Health Support

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The Resilience Enhancement Programme for Students (REP-S) is an intervention that has been designed to boost resilience in students. The current study involved the remote delivery of the REP-S via an online platform to students, and an empirical evaluation of the intervention via a pre-post one-group quantitative design over one month and a post-intervention qualitative element. Fifty-six students from the University of Greenwich qualified for inclusion in the study. Results indicated that perceived stress and trait neuroticism decreased over the month of the study, while resilience increased. Engagement with the intervention also predicted a reduction in neuroticism. Students reported experiencing a complex range of difficulties over the duration of the pandemic and that 80% of participants found the workshop to be effective in addressing these problems. Overall, participants found more positives than negatives in the online delivery of the workshop. If rolled out on a wider basis, the REP-S has the potential to improve wellbeing and mental health across the higher education sector.

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Section: Discussioncontrasting

confidence: 53%

Section: Resilience Interventions and The Challenge Of Online Deliverymentioning

confidence: 99%

The Resilience Enhancement Programme for Students (REP-S)

Robinson

Sebah

Avram

2022

Digital Innovations for Mental Health Support

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“…Therefore, the variations observed in the scores may be attributed to this event and the resulting social change. In the post-pandemic era, it is important to implement pedagogical interventions that have been proven effective in developing resilience in nursing students [ 40 , 41 ] to prevent future risks to the mental health of future professionals.…”

Section: Discussionmentioning

confidence: 99%

An Exploration of Resilience and Positive Affect among Undergraduate Nursing Students: A Longitudinal Observational Study

Mayor-Silva,

Meneses-Monroy,

Rodriguez-Leal

et al. 2024

Nursing Reports

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Background: The purpose of this study is to analyze the variation in resilience and emotional state scores in nursing students throughout the four years of training for the nursing degree. Methods: This is a longitudinal observational study of a paired and prospective cohort of 176 nursing students who enrolled in the first year of a bachelor’s degree in 2019. The study followed up with the students in 2022 and examined several sociodemographic factors, including sex, marital status, date of birth, living arrangements and occupation. Additionally, the study investigated changes in negative affect, positive affect, and resilience. Results: A total of 176 students participated in the study. The study found that resilience increased from 68.24 ± 10.59 to 70.87 ± 9.06 (p < 0.001), positive affect increased from 28.16 ± 4.59 to 33.08 ± 8.00 (p < 0.001), and the negative affect score decreased from 25.27 ± 5.12 to 21.81 ± 7.85 (p < 0.001). The study also found that married individuals experienced an increase in negative affect (p = 0.03) compared to singles or those in open relationships. Furthermore, the change in resilience was greater in men than in women (p = 0.01). Conclusions: Throughout their four-year training, nursing students experience an increase in resilience and positive affect, as well as a decrease in negative affect.

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“…Regarding the limitations of the studies that comprised this review, we highlight the small sample sizes used in the interventions (Celia et al, 2021; Maddah et al, 2021), with a female predominance (Mayor‐Silva et al, 2021), and the participation of students from the same undergraduate course (Pang et al, 2021), which restricts the generalisability of the results. A number of the studies state that the pandemic made it difficult for students to be involved in the interventions, making a larger sample size unattainable (Celia et al, 2021), or that the intervention was initially planned in the face‐to‐face modality but had to be adjusted to an online model due to the pandemic (Maddah et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Regarding the number of sessions in online group interventions, the minimum number reported was one session (e.g., Mayor-Silva et al, 2021;Pang et al, 2021) and the highest number was 20 sessions, across 10 weeks (e.g., Maddah et al, 2021). The most common configuration regarding the number of sessions was between four and eight, identified in 53.8% of the research presented (n = 7), such as in the studies by Ritvo et al (2021) In relation to the intervention analysis, 84.6% of the studies had a control group for comparison of the data collected (e.g., Krägeloh et al, 2019) and 92.3% used a pre-test and post-test design (e.g., Marenus et al, 2021).…”

Section: Characteristics Of Online Group Interventionsmentioning

confidence: 99%

Online group interventions for mental health promotion of college students: Integrative review

Lucietto

Rossato

Correia-Zanini

et al. 2022

Couns and Psychother Res

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This study aims to describe which group interventions have been performed on the online platform for the promotion of mental health and prevention of mental health difficulties in college students. An integrative review was performed in the databases/libraries of Lilacs, PubMed, Embase, Cinahl, PsycINFO, Scopus, and Web of Science, identifying 13 articles published between the years 2019 and 2021. Of these, 12 studies are quantitative and one presented a mixed method. As for the level of evidence, eight are randomised clinical trials (level of evidence II), three quasi‐experimental studies (level of evidence III), and two are cohort or case–control studies (level of evidence IV). The results suggest that online interventions are effective in helping the mental health of college students during social isolation, as experienced due to the pandemic, and in reducing symptoms of anxiety, depression, and stress. All the identified group intervention methods showed satisfactory and promising results for this population.

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The role of psychological variables in improving resilience: Comparison of an online intervention with a face-to-face intervention. A randomised controlled clinical trial in students of health sciences

Cited by 20 publications

References 20 publications

The Resilience Enhancement Programme for Students (REP-S)

The Resilience Enhancement Programme for Students (REP-S)

An Exploration of Resilience and Positive Affect among Undergraduate Nursing Students: A Longitudinal Observational Study

Online group interventions for mental health promotion of college students: Integrative review

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