Thomas Lisa Jean, Revell Susan Hunter
Lawrence Memorial Regis College Nursing Program, 170 Governors Avenue, Medford MA 02155, United States; Doctoral Student University of Massachusetts Dartmouth, United States.
University of Massachusetts Dartmouth, 285 Old Westport Rd, North Dartmouth, MA 02747, United States.
Nurse Educ Today. 2016 Jan;36:457-62. doi: 10.1016/j.nedt.2015.10.016. Epub 2015 Oct 23.
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.
Integrative literature review.
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*.
Whittemore and Knafl's integrative approach was utilized to conduct the methodological review. Each article was assessed with an appraisal tool.
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.
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.
本综合性综述旨在调查护理专业学生心理韧性的知识现状。具体而言，作者试图定义和描述这一概念，识别影响护理专业学生心理韧性的因素，并评估促进其心理韧性的策略。
综合性文献综述。
检索了护理及相关健康累积索引（CINHAL）、教育资源信息中心（ERIC）和心理学文摘（PsychINFO）电子数据库1990年至2014年期间的出版物。检索词包括心理韧性、学生、护士、护理专业学生、心理承受力、情绪韧性、研究、resili和nurse。
采用惠特莫尔和克纳夫的综合方法进行方法学综述。每篇文章都用评估工具进行评估。
检索结果纳入了9篇文章。大多数文献采用了心理学学科对心理韧性的定义。一个例外是护理领域针对护理专业学生制定的定义。影响心理韧性的因素分为三个主题：支持、时间和赋权。在9篇文章中的3篇中发现了促进护理专业学生心理韧性的策略，但其方法和结果各不相同。
本综述提供了有关护理专业学生心理韧性概念的信息。教师意识到心理韧性对护理专业学生的重要性，可以更好地帮助学生为专业护士的角色做好准备。家人、朋友和教师的支持会影响学生的心理韧性。通过在咨询、临床领域和课堂上与学生密切合作，教师可以促进学生的心理韧性。
