Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad; Islamabad Nursing College, Islamabad.
Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad.
Nurse Educ Pract. 2024 Jul;78:104014. doi: 10.1016/j.nepr.2024.104014. Epub 2024 Jun 4.
To evaluate the effectiveness of a resilience-focused educational program to promote resilience among the forming year's BSN students.
Resilience is a resource for the well-being and growth of nursing students. Lack of resilience is a high-risk condition for psychosocial health problems that hinder students' academic and professional growth during the BSN program.
A systematic review and meta-analysis are reported using PRISMA guidelines. The review was registered at the PROSPERO with the ID number: CRD42023475098.
A primary search was done on the most relevant databases: PubMed, CINAHL, and PsycINFO while a secondary search was done on the Wiley Online Library, HEC Digital Library, and Science Direct for studies in the English language that assessed resilience-building interventions in forming years (1st and 2nd year) undergraduate nursing students till Oct 2023. Both quasi-experimental studies (QESs) and randomized control trial studies (RCTs) were included in this review. The meta-analysis was performed on three QESs and two RCTs that provided information about a pooled estimate of resilience promotion.
Of 596 identified records, six were found eligible comprising four QESs and two RCTs with a total of 472 participants. Studies were found with variability in sample size, intervention strategy, teaching-learning activities, intervention content and duration, measurement scales, and statistical analysis of the main outcome. Meta-analysis of QESs showed no effects between pre-and post-intervention resilience scores, the standardized mean difference (SMD) of 0.04 [95 % CI -0.22, 0.30]. The RCTs immediately after intervention showed a non-significant effect, SMD 0.35 [95 % CI -0.06, 0.75]; however, at follow-up of one month, it showed a statistically significant effect in favor of the experimental group, SMD 0.54 [95 % CI 0.12, 0.95].
This review has provided evidence of a delayed effect of educational intervention to improve resilience among nursing students. The resilience-focused educational intervention has the potential to improve the resilience of nursing students. However, because of the time-bound and multi-faceted nature of resilience, a need to develop an inclusive multi-dimensional approach for resilience building is recommended for future studies.
The manuscript has been written in adherence with PRISMA guidelines for the systematic review and meta-analysis.
评估以韧性为重点的教育计划在培养形成年级护理专业学生韧性方面的效果。
韧性是护理学生身心健康和成长的资源。缺乏韧性是一个高风险的心理社会健康问题的条件，会阻碍学生在护理学士课程期间的学术和专业成长。
本研究采用 PRISMA 指南进行系统综述和荟萃分析。该综述在 PROSPERO 注册，注册号为：CRD42023475098。
对最相关的数据库进行了初步搜索：PubMed、CINAHL 和 PsycINFO，同时对 Wiley Online Library、HEC 数字图书馆和 Science Direct 进行了二次搜索，以查找 2023 年 10 月前评估形成年级（第 1 年和第 2 年）本科护理学生建立韧性干预措施的英语研究。本综述纳入了准实验研究（QES）和随机对照试验研究（RCT）。对三项 QES 和两项提供关于韧性促进综合估计信息的 RCT 进行了荟萃分析。
在 596 项确定的记录中，有 6 项符合条件，包括四项 QES 和两项 RCT，共有 472 名参与者。研究在样本量、干预策略、教学活动、干预内容和持续时间、测量量表以及主要结局的统计分析方面存在差异。QES 的荟萃分析显示，干预前后的韧性评分之间没有差异，标准化均数差（SMD）为 0.04 [95%置信区间-0.22，0.30]。RCT 立即干预后显示无显著效果，SMD 为 0.35 [95%置信区间-0.06，0.75]；然而，在一个月的随访中，实验组显示出统计学上显著的效果，SMD 为 0.54 [95%置信区间 0.12，0.95]。
本综述提供了教育干预对提高护理学生韧性的延迟效果的证据。以韧性为重点的教育干预有可能提高护理学生的韧性。然而，由于韧性的时间限制和多方面性质，建议未来的研究开发一种包容性的多维韧性建设方法。
本手稿按照 PRISMA 指南系统综述和荟萃分析的要求撰写。
