Student Perspectives on Sources of Resilience During Nursing School.

ABSTRACT: Resilience is important to the academic and career success of nursing students; however, the literature on nursing student resilience is sparse and remains undertheorized. This article describes nursing students' perspectives on sources of resilience during nursing school at one institution of higher learning. A constant comparative analysis of baccalaureate nursing student focus group responses was performed. Three themes emerged: negative experiences, supportive structures and relationships, and individual coping processes and abilities. Interrelationships between thematic findings highlight the centrality of supportive structures and relationships. Based on these findings, theoretical guidance for future nursing student resilience assessments and interventions is provided.

Student perspectives on potential sources of trauma exposure during nursing school.

Adverse effects of events experienced by nursing students as harmful during nursing school have included moral distress, prolonged grief reactions, secondary traumatic stress, and anxiety and depression during nursing school. Nursing student perceptions of potential sources of trauma exposure also known as potentially traumatic events (PTEs) during nursing school are lacking in the literature. The purpose of this study was to describe nursing students' perceptions of potential sources of trauma exposure during nursing school at one private school of nursing. Four online, synchronous focus groups with undergraduate nursing students were conducted in April 2020. Four themes emerged from analysis of focus group transcripts related to potential sources of trauma exposure: Individual-oriented interpersonal sources, nursing student-oriented interpersonal sources, nursing student-oriented institutional and organizational sources, and individual-oriented community sources. Participants focused on nursing student-oriented, interpersonal, and institutional and organizational potential sources of trauma exposure, while minimizing individual-oriented, community, and macro-level potential sources of student trauma exposure during nursing school. Findings advance discussions of organizational, systems, and community PTEs in nursing education. Trauma-informed educational and healthcare systems that promote the academic and career success of nursing students should be considered in PTE prevention efforts.

Facilitators and Barriers to Critical Service-Learning Goals in a Community-Academic Relationship.

BACKGROUND: Educational exposure to authentic relationships where power is distributed is needed to prepare nursing students as social justice and patient-centered care practitioners and advocates. PURPOSE: The purpose of this study was to identify, describe, and understand facilitators and barriers to critical service-learning (SL) goals in an existing community-academic SL relationship. METHODS: Community partners were surveyed. Findings were compared with known factors in the literature that can facilitate or inhibit a relationship's success. RESULTS: Identification and description of SL relationship facilitators and barriers included partner-reported benefits from involvement in SL and limited satisfaction with their role in designing SL curriculum. CONCLUSIONS: Recommendations, such as increasing opportunities for partner involvement, provide insight into how to work toward critical SL goals in existing relationships. The equitable involvement of partners in nursing education processes has benefits for both students and community organizations.

Opportunities in the integration of primary care and public health nursing: Two case exemplars on physical activity and nutrition.

OBJECTIVE: The integration of primary care and public health nursing may provide new opportunities for transforming nursing practice that addresses population health. Effective programs emphasize multilevel approaches that include both downstream (education) and upstream (policy change) actions. The purpose of this article is to identify downstream and upstream nursing actions that integrate public health and primary care practice through two case exemplars concerning disparities in physical activity and nutrition. METHODS: Describe two research case exemplars: (1) a secondary analysis of school physical activity policy for female adolescents in 36 public middle schools and (2) a focus group study of African American adults in a community kitchen program. RESULTS: In exemplar 1, school policies lacked population-based standards and presented structural disadvantages to African American girls who were already obese. In exemplar 2, participants found the community kitchen program to be more effective than the federally funded nutrition program. DISCUSSION: Integrating primary care and public health nursing could improve the tailoring of physical activity and nutrition programs to local populations by following core principles of community engagement, infrastructural sustainability, aligned leadership, and data sharing for population health improvement.