Faculty of Medicine and Health SciencesKeele University, Keele, Staffordshire, ST55BG, UK.
Nurse Educ Pract. 2020 May;45:102748. doi: 10.1016/j.nepr.2020.102748. Epub 2020 Feb 28.
Undergraduate nursing students face challenges that can result in stress leading to impaired performance, physical illness, high turnover and sickness absence (Kinman and Jones 2001). Students therefore require skills and knowledge to help them cope with the challenges of learning professional practice. This paper explores the concept of resilience, with an emphasis on how educational programmes can foster resilient practices among student nurses. Educators can facilitate resilience by incorporating resilience teaching and training that includes, the core concepts of resilience: self-efficacy, reflective ability and self-confidence. Critical appraisal and synthesis of the literature resulted in the identification of three themes: attributes, programmes and transition. The following five key learning and teaching methods were identified as supporting the development of resilience: peer activities; reflective practice; directed study; problem based learning/enquiry based learning and experiential learning Having resilience and resilient qualities is an integral part of nursing, having a positive impact upon the health and well-being of the nurse as practitioner. Resilient qualities and behaviours can be developed through the facilitation of appropriate learning and teaching interventions.
本科护理学生面临各种挑战，这些挑战可能导致他们感到压力，从而影响表现、导致身体不适、离职率高和缺勤率高（Kinman 和 Jones 2001）。因此，学生需要掌握技能和知识，帮助他们应对专业实践学习的挑战。本文探讨了韧性的概念，重点介绍了教育计划如何培养护生的韧性实践。教育者可以通过融入韧性教学和培训来促进韧性，其中包括韧性的核心概念：自我效能感、反思能力和自信。对文献的批判性评价和综合分析确定了三个主题：属性、计划和过渡。确定了以下五种支持培养韧性的关键学习和教学方法：同伴活动、反思实践、定向学习、基于问题的学习/基于探究的学习和体验式学习。具有韧性和韧性素质是护理的一个组成部分，对护士作为从业者的健康和福祉产生积极影响。通过促进适当的学习和教学干预，韧性素质和行为可以得到发展。
