Gause Gopolang, Sehularo Leepile Alfred, Matsipane Molekodi Jacob
NuMIQ Research Focus Area, Faculty of Health Sciences, North-West University, Potchefstroom, South Africa.
Lifestyle Diseases Research Focus Area, Faculty of Health Sciences, North-West University, Mafikeng, South Africa.
Int J Ment Health Nurs. 2025 Feb;34(1). doi: 10.1111/inm.13492.
It is generally presumed that most undergraduate first-year nursing students are not prepared for the transition from basic to higher education. Resilience is recommended as a viable coping strategy that acts as a buffer to the adversities that undergraduate first-year nursing students experience. Therefore, the aim of this study was to develop and validate a conceptual framework to improve resilience among undergraduate first-year nursing students at a South African university. A multiphase concurrent mixed-methods research design was followed through concept analysis, and the empirical, development and validation phases. Development and validation of a conceptual framework were guided by Dickoff et al.'s practice-oriented theory model and e-Delphi, respectively. Data used for development of the conceptual framework were gathered from undergraduate first-year nursing students from two campuses of a South African university, while national and international experts in nursing education were used to validate a conceptual framework. The conceptual framework developed shows that the undergraduate first-year nursing students are at the centre of four contexts, namely South African university, work-integrated clinical facilities, the South African Nursing Council and South African higher education. The conceptual framework includes collaboration of stakeholders, mentoring and debriefing. The guiding principles of the conceptual framework encompass strengthening internal resources and establishment of a support group to achieve the terminus, which is characterised by undergraduate nursing students' improved transition from basic to higher education. In conclusion, the newly developed conceptual framework has the potential to improve resilience among undergraduate first-year nursing students.
一般认为，大多数本科一年级护理专业学生并未为从基础教育向高等教育的过渡做好准备。韧性被推荐为一种可行的应对策略，可作为本科一年级护理专业学生所经历逆境的缓冲。因此，本研究的目的是开发并验证一个概念框架，以提高南非一所大学本科一年级护理专业学生的韧性。通过概念分析以及实证、开发和验证阶段，采用了多阶段并行混合方法研究设计。概念框架的开发和验证分别以迪科夫等人的实践导向理论模型和电子德尔菲法为指导。用于开发概念框架的数据来自南非一所大学两个校区的本科一年级护理专业学生，同时利用护理教育领域的国内和国际专家对概念框架进行验证。所开发的概念框架表明，本科一年级护理专业学生处于四个背景的中心，即南非大学、临床实习一体化设施、南非护理理事会和南非高等教育。概念框架包括利益相关者的协作、指导和汇报。概念框架的指导原则包括加强内部资源和建立一个支持小组以实现目标，其特点是本科护理专业学生从基础教育到高等教育的过渡得到改善。总之，新开发的概念框架有可能提高本科一年级护理专业学生的韧性。
