Lisa Jean Thomas1, Susan Hunter Revell2. 1. Lawrence Memorial Regis College Nursing Program, 170 Governors Avenue, Medford MA 02155, United States; Doctoral Student University of Massachusetts Dartmouth, United States. Electronic address: lthomas@lmh.edu. 2. University of Massachusetts Dartmouth, 285 Old Westport Rd, North Dartmouth, MA 02747, United States. Electronic address: susan.hunterrevell@umassd.edu.
Abstract
OBJECTIVE: The aim of this integrative review was to investigate the state of knowledge on resilience in nursing students. Specifically the authors sought to define and describe the concept, and identify factors that affect and evaluate strategies to promote resilience in nursing students. DESIGN: Integrative literature review. DATA SOURCES: Cumulative Index to Nursing and Allied Health (CINHAL), Education Resources Information Center (ERIC) and PsychINFO electronic databases were searched for publications between 1990 and 2014. Search terms included resilience, student, nurse, nursing student, hardiness, emotional resilience, research, resili*, and nurse*. REVIEW METHODS: Whittemore and Knafl's integrative approach was utilized to conduct the methodological review. Each article was assessed with an appraisal tool. RESULTS: The search resulted in the inclusion of nine articles. The majority of the literature utilized definitions of resilience from the discipline of psychology. One exception was a definition developed within nursing specific to nursing students. Factors that affect resilience were grouped into three themes: support, time, and empowerment. Strategies to promote resilience in nursing students were found in three of the nine articles, but their methods and findings were disparate. CONCLUSIONS: This review provides information about the concept of resilience in nursing students. Faculty awareness of the importance of resilience in nursing students can better prepare students for the role of the professional nurse. Support from family, friends and faculty impact a student's resilience. Through closely working with students in advisement, the clinical arena and the classroom faculty can promote resilience.
OBJECTIVE: The aim of this integrative review was to investigate the state of knowledge on resilience in nursing students. Specifically the authors sought to define and describe the concept, and identify factors that affect and evaluate strategies to promote resilience in nursing students. DESIGN: Integrative literature review. DATA SOURCES: Cumulative Index to Nursing and Allied Health (CINHAL), Education Resources Information Center (ERIC) and PsychINFO electronic databases were searched for publications between 1990 and 2014. Search terms included resilience, student, nurse, nursing student, hardiness, emotional resilience, research, resili*, and nurse*. REVIEW METHODS: Whittemore and Knafl's integrative approach was utilized to conduct the methodological review. Each article was assessed with an appraisal tool. RESULTS: The search resulted in the inclusion of nine articles. The majority of the literature utilized definitions of resilience from the discipline of psychology. One exception was a definition developed within nursing specific to nursing students. Factors that affect resilience were grouped into three themes: support, time, and empowerment. Strategies to promote resilience in nursing students were found in three of the nine articles, but their methods and findings were disparate. CONCLUSIONS: This review provides information about the concept of resilience in nursing students. Faculty awareness of the importance of resilience in nursing students can better prepare students for the role of the professional nurse. Support from family, friends and faculty impact a student's resilience. Through closely working with students in advisement, the clinical arena and the classroom faculty can promote resilience.
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