Nursing Students' Resilience and Intent to Work at the Bedside.

AIM: The primary purpose of this study was to explore relationships between self-efficacy, peer support, coping style, intent to work at the bedside, and resilience in nursing students. BACKGROUND: Resilience correlates with one-year retention at the bedside. Retention of bedside nurses improves patient outcomes. METHOD: A quantitative, correlational design determined relationships between variables. Surveys were completed by 205 participants. Surveys included a program type list, intent to work at the bedside items, the Brief Cope Scale, the General Self-Efficacy Scale, the Peer Group Caring Interaction Scale. RESULTS: Significant relationships were found between resilience and self-efficacy, resilience and coping style, and peer support and approach coping style. Half of the respondents intended to work at the bedside for two years after graduation. Self-efficacy and avoidance coping were resilience predictors. CONCLUSION: To support resilience, educators should facilitate students' development of self-efficacy and approach coping style.

Concept Analysis of Rigor in Nursing Education.

The term rigor appears in nursing education literature, but the definitions are inconsistent. Likewise, there is variation in the implementation of rigor in nursing curricula and courses. Nurse educators need a clear and shared understanding of rigor to prepare graduates to use critical thinking. The purpose of this concept analysis is to gain understanding of the meaning of rigor in nursing education so that educators can establish a standardized definition, which will contribute to consistency of its application in learning environments with uniform criteria for curricula evaluation.