Effectiveness of a resilience-focused educational program for promoting resilience in nursing students: A systematic review and meta-analysis.

AIM: To evaluate the effectiveness of a resilience-focused educational program to promote resilience among the forming year's BSN students. BACKGROUND: Resilience is a resource for the well-being and growth of nursing students. Lack of resilience is a high-risk condition for psychosocial health problems that hinder students' academic and professional growth during the BSN program. DESIGN: A systematic review and meta-analysis are reported using PRISMA guidelines. The review was registered at the PROSPERO with the ID number: CRD42023475098. METHODS: A primary search was done on the most relevant databases: PubMed, CINAHL, and PsycINFO while a secondary search was done on the Wiley Online Library, HEC Digital Library, and Science Direct for studies in the English language that assessed resilience-building interventions in forming years (1st and 2nd year) undergraduate nursing students till Oct 2023. Both quasi-experimental studies (QESs) and randomized control trial studies (RCTs) were included in this review. The meta-analysis was performed on three QESs and two RCTs that provided information about a pooled estimate of resilience promotion. RESULTS: Of 596 identified records, six were found eligible comprising four QESs and two RCTs with a total of 472 participants. Studies were found with variability in sample size, intervention strategy, teaching-learning activities, intervention content and duration, measurement scales, and statistical analysis of the main outcome. Meta-analysis of QESs showed no effects between pre-and post-intervention resilience scores, the standardized mean difference (SMD) of 0.04 [95 % CI -0.22, 0.30]. The RCTs immediately after intervention showed a non-significant effect, SMD 0.35 [95 % CI -0.06, 0.75]; however, at follow-up of one month, it showed a statistically significant effect in favor of the experimental group, SMD 0.54 [95 % CI 0.12, 0.95]. CONCLUSION: This review has provided evidence of a delayed effect of educational intervention to improve resilience among nursing students. The resilience-focused educational intervention has the potential to improve the resilience of nursing students. However, because of the time-bound and multi-faceted nature of resilience, a need to develop an inclusive multi-dimensional approach for resilience building is recommended for future studies. REPORTING METHOD: The manuscript has been written in adherence with PRISMA guidelines for the systematic review and meta-analysis.

Effects of Online Unfolding Case Studies on Clinical Reasoning and Academic Performance of Undergraduate Nursing Students.

ABSTRACT: A single-episode online case study increases cognitive load in contrast to an unfolding online case study, which decreases cognitive load, improves academic performance, and enhances clinical reasoning. However, online utilization of unfolding case studies is limited. A one-group pretest posttest experimental design was employed with 45 nursing students in a pathophysiology course. Data were collected using Lasater's clinical reasoning scale and quiz scores to assess academic performance. The academic performance and clinical reasoning of nursing students were significantly higher with online unfolding case studies (p < .001), providing support for the use of the online unfolding case study method.

Bachelor of Science in Nursing Students' Perceptions Regarding Educator Feedback.

BACKGROUND: Feedback is imperative for academic success, learning, and professional growth. Faculty competence to provide constructive feedback is a cornerstone in the educational process, environment, and outcomes. METHODS: This cross-sectional study evaluated the quantity, quality, timing, and utilization of feedback among 38 Bachelor of Science in Nursing students. An assessment experience questionnaire was used to collected data. RESULTS: The majority of students (n = 27 [71%]) expressed that the timing of feedback is critical; 21 (55%) students reported feedback threatened their self-esteem, 19 (50%) students perceived feedback did not help in completing assignments, and 24 (63%) students reported feedback did not help in understanding assignments. Students reported the negative impact of feedback resulted in feeling discouraged regarding reflection (n = 20 [53%]) and self-regulation (n = 21 [55%]). CONCLUSION: Although feedback is imperative for academic success and professional development, the quantity and quality affects students' utilization of feedback. [J Nurs Educ. 2021;60(10):577-581.].