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Nursing students may be perceived as having a stable college experience because they have a relatively clear career goal and a higher employment rate than students in other majors, but they consistently report that their heavy study loads, frequent exams, and clinical practice cause them to feel more stressed and depressed than students in other majors (Chernomas & Shapiro 2013, Lee & Jang 2021). Focusing on emotional events that have a direct impact on nursing students' learning and the college experience is crucial to their psychological wellbeing (Lee & Jang 2021). In order to improve the emotional experiences and life satisfaction of nursing students, it is crucial to determine the factors that affect their emotions.
A constructivist and grounded theory design was recently used to create a model of resilience for nursing students (Reyes et al. 2015). Three steps represent how resilience is experienced, according to the "Pushing Through" model of resilience: first, "stepping into," or embracing, the adversity. The second is "staying the course," or understanding that they must keep working toward their objectives. Finally, "acknowledge" what they have learned from their difficulties and how they feel prepared to face new challenges. Additionally, students had brief obstacles, such as 'disengaging' from class because they felt overburdened. This paradigm serves as a lens to illustrate how, despite facing challenges, resilience can be developed over time. There is early support for encouraging resilience in nursing students before they begin their professions given the data linking resilience to burnout in nursing students
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| Label | Type | Description | Intervention Names |
|---|---|---|---|
| Intervention group | Experimental | 60 students (30 nursing students in alexandria- 30 nursing students in Saudi). They will participate in resilience based intervention |
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| Control group | No Intervention | 60 students (30 nursing students in alexandria- 30 nursing students in Saudi). They will not participate in resilience based intervention |
| Name | Type | Description | Arm Group Labels | Other Names |
|---|---|---|---|---|
| Resilience-based intervention | Behavioral | resilience-based intervention is a curriculum that offers a careful selection of evidence-based exercises to build coping skills and promote thriving. The resilience-based intervention philosophy is that there are many routes to achieving greater resiliency. Each participants choose from a menu of exercises in the areas of goal-setting, emotional skills, social connection, health, meaning, and self-talk. The ability to choose exercises that fit their specific goals, interests, and schedules is important, because the most effective strategies are the ones that people actually do, which tend to be the ones that are most enjoyable and personally relevant. No single practice is going to work for everyone regardless of its proven benefits. resilience-based intervention makes improving well-being accessible, manageable and fun, by introducing a variety of bite-sized, exercises that participants can experiment with and find what works for them. |
| Measure | Description | Time Frame |
|---|---|---|
| The Emotion Regulation Questionnaire (ERQ) | It is a 10-item self-report scale designed to assess the habitual use of two commonly used strategies to alter emotion: cognitive reappraisal and expressive suppression. Participants respond to each item using a 7-point Likert scale ranging from 1 n(strongly disagree) to 7 (strongly agree). Cognitive reappraisal involves thinking differently about a situation in order to change its meaning in order to alter one's emotional experience. Expressive suppression involves decreasing the outward expression of emotion. Six items contribute to the subscale for cognitive reappraisal (e.g., "When I'm faced with a stressful situation, I make myself think about it in a way that helps me stay calm"). Four items contribute to the subscale for expressive suppression (e.g., "When I am feeling negative emotions, I make sure not to express them") (Gross, & John 2003). | 2 weeks |
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Inclusion Criteria:
Exclusion Criteria:
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| Name | Role | Phone | Extension | |
|---|---|---|---|---|
| Mahmoud Khedr, Lecturer | Contact | +201206137019 | 002 | mahmoud.khedr@alexu.edu.eg |
| Eman Taha, professoer | Contact | 01224240754 | eman.taha@alexu.edu.eg |
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| Facility | Status | City | State | ZIP | Country | Contacts |
|---|---|---|---|---|---|---|
| Faculty of Nursing | Recruiting | Alexandria | Egypt |
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|
| ID | Term |
|---|---|
| D000080103 | Emotional Regulation |
| D010549 | Personal Satisfaction |
| ID | Term |
|---|---|
| D000068356 | Self-Control |
| D012919 | Social Behavior |
| D001519 | Behavior |
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