ABSTRACT
BACKGROUND: Resilience is the process of adapting well in adverse situations. Due to the challenges of teaching in online programs and the adaptations needed by students, it is important that faculty and students maintain a high level of resilience. PURPOSE: The purpose of this study was to assess the resilience level of undergraduate and graduate nursing students and faculty who interact in an online environment and to determine factors that impact resilience. METHODS: This study employed a descriptive cross-sectional study design using a convenience sample of undergraduate and graduate students and faculty at six accredited universities in the United States. Faculty and student resilience were measured using the Connor Davidson 10 Resilience scale instrument. RESULTS: The sample included 92 faculty who taught at least one online course and 200 students who were enrolled in at least one online course. There was no difference in faculty or student resilience by generation or program. Overall resilience scores were at the moderate level for both students and faculty. CONCLUSION: Resilience has multiple benefits for both students and faculty, and is a critical concept for focus in nursing education at all levels.
Subject(s)
Education, Nursing , Students, Nursing , Cross-Sectional Studies , Faculty , Faculty, Nursing , Humans , United StatesABSTRACT
INTRODUCTION: The University initiated an Interdisciplinary Health Sciences Students (IHSS) education program, Cultural Competency & Mutual Respect (CCMR), for medicine (MED), pharmacy (PHARM), nursing (NSG), physical (PT) and occupational therapy (OT). This study assessed CCMR pre/post learning outcomes through the Inventory for Assessing the Process of Cultural Competence-Revised((c)) (IAPCC-R). METHODS: Subjects included: 100 MED, 140 NSG, 36 PT, 11 OT and 53 PHARM IHSS. IAPCC-R(c) completed by IHSS: 263 Fall, 2003; 48 Spring, 2004. Controls included 100 MED and 36 PT. Pre/post test scores were calculated. Paired analyses performed, comparing overall CC scores and constructs, p < 0.05. RESULTS: Overall pre versus post mean scores: 2003: 69.75 and 71.62; 2004: 66.77 and 71.85. Paired t-test 2003: MED t = -3.1976 P > t = 0.0020; NSG t = 0.5196 P > t = 0.6064; PT t = 4.7181 P > t=0.0000; 2004: PHARM t =-3.7861 P > t=0.0006; All other t = -1.7392 P > t = 0.1425. Two sample t-test, significant only for post-module for Hispanic/Asian/other, 77.50, White, Non-Hispanic 70.37. DISCUSSION: Results indicate PT, MED, PHARM attained significant scores for constructs: Attitudes, Knowledge, and Skills; but not Encounters and Desires. Post-test scores indicated progressions approaching CC, however not yet Culturally Proficient. CONCLUSION: Results indicate IHSS are becoming more Culturally Aware as a result of CCMR participation; however, they have not achieved Cultural Proficiency. The constructs of Cultural Desire and Encounters warrant curricular enhancement for progression towards Cultural Proficiency.
