Blanca Goni-Fuste , Leandra Martin-Delgado , Maria Llistosella , Laia Wennberg-Capellades , María Luisa Martin-Ferreres , Cristina Monforte-Royo , Pilar Fuster-Linares , María Angeles de Juan-Pardo
{"title":"在具有挑战性的情况下培养护理专业毕业班学生抗压能力的因素：从 COVID-19 大流行中汲取的经验教训","authors":"Blanca Goni-Fuste , Leandra Martin-Delgado , Maria Llistosella , Laia Wennberg-Capellades , María Luisa Martin-Ferreres , Cristina Monforte-Royo , Pilar Fuster-Linares , María Angeles de Juan-Pardo","doi":"10.1016/j.nedt.2024.106417","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>During the first wave of the COVID-19 pandemic, final-year nursing students in our country volunteered to join the healthcare workforce, and the challenges they faced were considerable.</div></div><div><h3>Aim</h3><div>To explore the factors that foster resilience among final-year nursing students that joined the healthcare workforce during the first wave of the COVID-19 pandemic.</div></div><div><h3>Design</h3><div>Descriptive qualitative study with thematic analysis.</div></div><div><h3>Participants</h3><div>Newly graduated nurses who had volunteered to join the health workforce during the first wave of the COVID-19 pandemic as final-year bachelor of nursing students.</div></div><div><h3>Methods</h3><div>Twenty-two semi-structured interviews were conducted during January and February 2021. Interviews were conducted by nursing students as part of their final-year dissertation with the supervision of a researcher with experience on qualitative data collection methods. Thematic analysis of interview transcripts was performed using Weft QDA 1.0.1.</div></div><div><h3>Results</h3><div>The analysis revealed two main themes that described newly graduated nurses views regarding the factors that had enabled them to develop resilience when working on the frontline as final-year nursing students: (1) factors that helped them cope with adversity related with the identification and use of personal resources, feeling supported from others and professional recognition; and (2) factors that promoted learning such as guided reflection and the opportunity to share peer experiences.</div></div><div><h3>Conclusion</h3><div>The identification and use of personal resources, recognition and support from others, guided reflection and sharing peer experiences appear to be the key factors in helping nursing students develop resilience in the face of challenging situations. Promoting these factors in the context of nurse education programmes will help to ensure that future professionals are better prepared to deal with the challenges that nurses face in clinical practice in their early career.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106417"},"PeriodicalIF":3.6000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Factors contributing to the fostering of resilience among final-year nursing students in challenging situations: Lessons from the COVID-19 pandemic\",\"authors\":\"Blanca Goni-Fuste , Leandra Martin-Delgado , Maria Llistosella , Laia Wennberg-Capellades , María Luisa Martin-Ferreres , Cristina Monforte-Royo , Pilar Fuster-Linares , María Angeles de Juan-Pardo\",\"doi\":\"10.1016/j.nedt.2024.106417\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Background</h3><div>During the first wave of the COVID-19 pandemic, final-year nursing students in our country volunteered to join the healthcare workforce, and the challenges they faced were considerable.</div></div><div><h3>Aim</h3><div>To explore the factors that foster resilience among final-year nursing students that joined the healthcare workforce during the first wave of the COVID-19 pandemic.</div></div><div><h3>Design</h3><div>Descriptive qualitative study with thematic analysis.</div></div><div><h3>Participants</h3><div>Newly graduated nurses who had volunteered to join the health workforce during the first wave of the COVID-19 pandemic as final-year bachelor of nursing students.</div></div><div><h3>Methods</h3><div>Twenty-two semi-structured interviews were conducted during January and February 2021. Interviews were conducted by nursing students as part of their final-year dissertation with the supervision of a researcher with experience on qualitative data collection methods. Thematic analysis of interview transcripts was performed using Weft QDA 1.0.1.</div></div><div><h3>Results</h3><div>The analysis revealed two main themes that described newly graduated nurses views regarding the factors that had enabled them to develop resilience when working on the frontline as final-year nursing students: (1) factors that helped them cope with adversity related with the identification and use of personal resources, feeling supported from others and professional recognition; and (2) factors that promoted learning such as guided reflection and the opportunity to share peer experiences.</div></div><div><h3>Conclusion</h3><div>The identification and use of personal resources, recognition and support from others, guided reflection and sharing peer experiences appear to be the key factors in helping nursing students develop resilience in the face of challenging situations. Promoting these factors in the context of nurse education programmes will help to ensure that future professionals are better prepared to deal with the challenges that nurses face in clinical practice in their early career.</div></div>\",\"PeriodicalId\":54704,\"journal\":{\"name\":\"Nurse Education Today\",\"volume\":\"144 \",\"pages\":\"Article 106417\"},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2024-09-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Education Today\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0260691724003277\",\"RegionNum\":2,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691724003277","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
Factors contributing to the fostering of resilience among final-year nursing students in challenging situations: Lessons from the COVID-19 pandemic
Background
During the first wave of the COVID-19 pandemic, final-year nursing students in our country volunteered to join the healthcare workforce, and the challenges they faced were considerable.
Aim
To explore the factors that foster resilience among final-year nursing students that joined the healthcare workforce during the first wave of the COVID-19 pandemic.
Design
Descriptive qualitative study with thematic analysis.
Participants
Newly graduated nurses who had volunteered to join the health workforce during the first wave of the COVID-19 pandemic as final-year bachelor of nursing students.
Methods
Twenty-two semi-structured interviews were conducted during January and February 2021. Interviews were conducted by nursing students as part of their final-year dissertation with the supervision of a researcher with experience on qualitative data collection methods. Thematic analysis of interview transcripts was performed using Weft QDA 1.0.1.
Results
The analysis revealed two main themes that described newly graduated nurses views regarding the factors that had enabled them to develop resilience when working on the frontline as final-year nursing students: (1) factors that helped them cope with adversity related with the identification and use of personal resources, feeling supported from others and professional recognition; and (2) factors that promoted learning such as guided reflection and the opportunity to share peer experiences.
Conclusion
The identification and use of personal resources, recognition and support from others, guided reflection and sharing peer experiences appear to be the key factors in helping nursing students develop resilience in the face of challenging situations. Promoting these factors in the context of nurse education programmes will help to ensure that future professionals are better prepared to deal with the challenges that nurses face in clinical practice in their early career.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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