Abstract
Purpose: Advanced practice graduate nursing students (APGNS)—including nurse anesthesia, nurse practitioner, midwifery, and clinical nurse specialist students—face intense academic and clinical demands affecting mental health and learning outcomes. The shift from 24–28-month master’s to 36-month doctoral programs has amplified stressors, especially for nurse anesthesia students. This integrative review examines resilience development, measurement, and outcomes amid evolving educational demands.
Methods: Guided by Whittemore and Knafl’s integrative review method (2005), a systematic search of PubMed, CINAHL, Embase, and PsycINFO (2010–2025) identified 204 studies; 24 met inclusion criteria. Studies addressed resilience or related constructs among graduate nursing students. Quality appraisal used Joanna Briggs Institute (2020) tools; findings underwent thematic analysis.
Results: Four themes emerged: (1) Resilience protects—higher resilience linked to better academic performance, mental health, and stress adaptation; (2) Stress/barriers—time pressure, stigma, limited counseling hinder help-seeking; (3) Institutional strategies—mindfulness, wellness, and emotional intelligence improved coping and satisfaction; (4) Coping—self-efficacy, social support, problem-focused coping bolstered resilience. Nurse anesthesia students reported highest stress, stressing the need for targeted interventions.
Conclusion: Resilience is teachable and vital to academic success and well-being. Intentional curricular design and accessible support mitigate stress and burnout, especially for those in doctoral study.
Implications for Nursing: Structured resilience and wellness training across APGNS curricula promote retention, readiness, and workforce sustainability. Globally, faculty expertise in psychological safety, cultural sensitivity, and early intervention can transform nursing education and strengthen advanced practice nursing.
Notes
References:
1. Beauvais, A. M., Stewart, J. G., DeNisco, S., & Beauvais, J. E. (2014). Factors related to academic success among nursing students: A descriptive correlational research study. Nurse Education Today, 34(6), 918–923. https://doi.org/10.1016/j.nedt.2013.12.005
2. Ma, C. (2023). The academic stress and subjective well-being of graduate nursing students: The mediating role of resilience. Journal of Advanced Nursing, 79, 2654–2663.
3. Mesisca, A., & Mainwaring, J. (2021). Stress, anxiety, and well-being in nurse anesthesia doctoral students. AANA Journal, 89(5), 396–402.
4. Strout, K. et al. (2023). Wellness in nursing education to promote resilience and reduce burnout. JMIR Research Protocols, 12, e49020.
5. Aryuwat, P. et al. (2023). An integrative review of resilience among nursing students in the context of nursing education. Nursing Open, 10, 2793–2818.
6. Opalinski, A., & Martinez, L. A. (2025). Resilience of US nursing students: A theory-guided scoping review. Journal of Nursing Education, 64(3), 145–155.
Sigma Membership
Beta Pi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Integrative Review
Research Approach
Mixed/Multi Method Research
Keywords:
Stress and Coping, Curriculum Development, Teaching and Learning Strategies, Advanced Practice Registered Nursing, Nursing Students, Resilience, Hardiness
Recommended Citation
Hogan, Gerard Thomas, "Beyond Surviving: Resilience in Advanced Practice Nursing Students" (2026). International Nursing Research Congress (INRC). 60.
https://www.sigmarepository.org/inrc/2026/presentations_2026/60
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-07-25
Beyond Surviving: Resilience in Advanced Practice Nursing Students
Toronto, Ontario, Canada
Purpose: Advanced practice graduate nursing students (APGNS)—including nurse anesthesia, nurse practitioner, midwifery, and clinical nurse specialist students—face intense academic and clinical demands affecting mental health and learning outcomes. The shift from 24–28-month master’s to 36-month doctoral programs has amplified stressors, especially for nurse anesthesia students. This integrative review examines resilience development, measurement, and outcomes amid evolving educational demands.
Methods: Guided by Whittemore and Knafl’s integrative review method (2005), a systematic search of PubMed, CINAHL, Embase, and PsycINFO (2010–2025) identified 204 studies; 24 met inclusion criteria. Studies addressed resilience or related constructs among graduate nursing students. Quality appraisal used Joanna Briggs Institute (2020) tools; findings underwent thematic analysis.
Results: Four themes emerged: (1) Resilience protects—higher resilience linked to better academic performance, mental health, and stress adaptation; (2) Stress/barriers—time pressure, stigma, limited counseling hinder help-seeking; (3) Institutional strategies—mindfulness, wellness, and emotional intelligence improved coping and satisfaction; (4) Coping—self-efficacy, social support, problem-focused coping bolstered resilience. Nurse anesthesia students reported highest stress, stressing the need for targeted interventions.
Conclusion: Resilience is teachable and vital to academic success and well-being. Intentional curricular design and accessible support mitigate stress and burnout, especially for those in doctoral study.
Implications for Nursing: Structured resilience and wellness training across APGNS curricula promote retention, readiness, and workforce sustainability. Globally, faculty expertise in psychological safety, cultural sensitivity, and early intervention can transform nursing education and strengthen advanced practice nursing.
Description
This integrative review examined 24 studies on resilience among advanced practice graduate nursing students amid evolving doctoral education demands. Findings reveal resilience—shaped by institutional supports, coping strategies, and access to wellness resources—is vital for academic success and well-being. Nurse anesthesia students face the highest stress, highlighting the need for intentional curriculum design and resilience education.