Florida Atlantic University, Christine E. Lynn College of Nursing, United States of America.
Florida Atlantic University, Christine E. Lynn College of Nursing, United States of America.
J Pediatr Nurs. 2019 Sep-Oct;48:63-71. doi: 10.1016/j.pedn.2019.07.006. Epub 2019 Jul 22.
Children and adolescents are faced with ubiquitous daily stressors. When faced with various stressors, they will either recover or stay distressed. For those unable to recover, acute daily stressors have potential to turn chronic with long term negative mental health outcomes. Nurturing resilience is one way to prevent distress from turning to mental health disorders. With the ability of adolescents and children to access nurses with various specialties, it is imperative nurses understand the nuances of resilience and the core elements to nurture resilience in youth.
The purpose of building the concept of nurturing resilience is to clarify the meaning of this concept in children and adolescents, develop a conceptual definition of nurturing resilience, and provide a conceptual model of nurturing resilience based on the building process. The concept was formulated utilizing Liehr and Smith's practice-based approach to concept building.
Concept building defines nurturing resilience as developing secure connections with another to support self-acceptance that aids in tempering reactivity when faced with environmental hardships. Resilience is a protective mechanism which keeps youth balanced while promoting positive mental health when faced with adversities by allowing one to bounce back after adversity to an original, fundamental state. Understanding patterns and processes of resilience enables nurses to nurture resilience. Nurturing resilience provides adolescents and children the ability to change in response to difficult circumstances; in turn, mental distress is reduced, and mental health of youth are optimized.
儿童和青少年面临着无处不在的日常压力源。当面临各种压力源时，他们要么恢复，要么继续感到痛苦。对于那些无法恢复的人来说，急性日常压力源有可能变成慢性的，并导致长期的负面心理健康后果。培养适应力是防止痛苦转化为心理健康障碍的一种方法。由于青少年和儿童能够接触到具有各种专业知识的护士，因此护士必须了解适应力的细微差别以及培养青少年适应力的核心要素。
构建培养适应力的概念旨在澄清该概念在儿童和青少年中的含义，发展培养适应力的概念定义，并根据构建过程提供培养适应力的概念模型。该概念是利用 Liehr 和 Smith 的基于实践的概念构建方法制定的。
概念构建将培养适应力定义为与他人建立安全的联系，以支持自我接受，从而在面对环境困难时缓和反应性。适应力是一种保护机制，它使年轻人在面对逆境时保持平衡，促进积极的心理健康，使他们能够在逆境后恢复到原来的基本状态。了解适应力的模式和过程使护士能够培养适应力。培养适应力使青少年和儿童能够根据困难情况做出改变；从而减少心理困扰，优化年轻人的心理健康。
