Gerri-Lyn Boyden, Maryellen D Brisbois, Marni B Kellogg, Karen J Foli
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引用次数: 0
Abstract
Background: Supporting resilience for nursing student success is critical to future health care. This study explored the meaning and process of resilience among Generation Z traditional baccalaureate nursing students.
Method: Using a qualitative hermeneutical phenomenology approach, 13 Generation Z nursing students with the lived experience of resilience were surveyed and interviewed. Results were analyzed interpretively.
Results: Themes of resilience among Generation Z nursing students were identified relative to study questions. Identified themes included "Maneuvering the Murky Water" and "This Can Either Ruin Me or I Can Keep Moving With It," as well as a resilience process within the context of nursing education. Open-response data provided further reflective insights on resilience and recommendations for resilience in nursing education programs.
Conclusion: Supporting resilience begins with understanding students' individual and generational perspective. Future nursing education research should include innovative interventions wherein the perspectives of Generation Z students are central to design. [J Nurs Educ. 2024;63(7):460-469.].
背景：为护理专业学生的成功提供复原力支持对未来的医疗保健至关重要。本研究探讨了 Z 世代传统本科护理专业学生抗逆力的意义和过程：方法：采用定性诠释现象学方法，对 13 名具有复原力生活经验的 Z 世代护理专业学生进行了调查和访谈。结果结果：根据研究问题确定了 Z 世代护理专业学生的抗逆力主题。确定的主题包括 "在浑浊的水中 "和 "这要么毁了我，要么让我继续前进"，以及护理教育背景下的抗逆过程。开放式回答数据提供了对抗逆力的进一步反思见解，以及对护理教育项目中抗逆力的建议：支持抗逆力首先要了解学生的个人和代际观点。未来的护理教育研究应包括创新干预措施，其中Z世代学生的观点是设计的核心。[J Nurs Educ. 2024;63(7):460-469.］
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