Other Titles
The Efficacy of the Strengths-Based Resilience Intervention among Thai First-Year Nursing Students: A Mixed-Methods Study [Poster Title]
Abstract
The prevalence of mental health problems among college students was rising even before the COVID-19 epidemic. The university-age population was affected by the epidemic, and studies have shown that this group is more vulnerable to COVID-related stress, anxiety, and depression. The adjustment to college is difficult during the pandemic, leading to high-stress levels and other mental health problems. Strengthening oneself and developing resilience can improve one's mental health and prevent adverse health effects. This research aimed to evaluate the Strengths-Based Resilience Intervention, focused on leveraging personal strengths to improve first-year nursing students' access to resources that affect their perceived stress, resilience, emotional self-awareness, and belonging.
A 5-week strengths-based resilience program was implemented with Thai first-year nursing students who experienced the challenges of college transition. A mixed-method, intervention-control group study was used to examine the efficiency of the intervention. A pre-post survey was used to compare the effect of the pre and post-participant responses on stress, resilience, emotional awareness, and belonging among first-year nursing students. The data was collected using the Perceived Stress Scale, Connor-Davidson Resilience Scale, Adverse Childhood Experiences Questionnaire, Emotional Self-Awareness Scale, and Perceived Cohesion Questionnaire. In-class reflective writings and final presentations were used to analyze the participant's qualitative responses to the program.
The post-intervention comparison between the intervention and control groups highlighted significant improvements in resilience, emotional self-awareness, and belonging within the intervention group. Notably, the outcomes did not differ significantly between participants with and without Adverse Childhood Experiences (ACEs). Qualitatively, four key themes emerged from participants' reflections on the program: “Focus on strength not weakness,” “Sharing, listening, and learning from each other,” “Understand yourself and understand others,” and “Transformational learning.” The study's findings emphasize the critical role of strength-based interventions in enhancing resilience among nursing students, particularly within the high-stress contexts of their academic and clinical training. These interventions not only assist in stress management but also contribute to nursing students' overall well-being and academic success.
Notes
References:
Alshowkan, A. (2022) Clinical Stress among Bachelor Nursing Students: A Qualitative Inquiry. Open Journal of Nursing, 12, 305-315. doi: 10.4236/ojn.2022.125021.
Chandler, G. E. (2021). Posi+ive Prac+ices: From Stress to Strength Build your Resilience One Neuron At a Time. Amherst, MA: 2Trees, LLC.
Chandler, G. E. & Helling, J. (2022). Changing Minds, Changing Lives: Facilitator Guide (2nd edition). Amherst, MA: 2Trees, LLC.
Chandler, G. E., Kalmakis, K. A., Chiodo, L., & Helling, J. (2020). The efficacy of a resilience intervention among diverse, at-risk, college athletes: A mixed-methods study. Journal of the American Psychiatric Nurses Association, 26(3), 269-281. https://doi.org/10.1177/1078390319886923
Chandler, G. E., Roberts, S. J., & Chiodo, L. (2015). Resilience intervention for young adults with Adverse Childhood Experiences. Journal of the American Psychiatric Nurses Association, 21(6), 406–416. https://doi.org/10.1177/1078390315620609
Gewalt, S. C., Berger, S., Krisam, R., & Breuer, M. (2022). “Effects of the COVID-19 pandemic on university students’ physical health, mental health and learning, a cross-sectional study including 917 students from eight universities in Germany”. PLOS ONE, 17(8), e0273928. https://doi.org/10.1371/journal.pone.0273928
Hamlin, A. R., & Barney, S. T. (2020). Understanding the impact of COVID-19 on college student academic and social lives. Research in Higher Education Journal, 41.
Lawrence, S. A., Garcia, J., Stewart, C., & Rodriguez, C. (2022). The mental and behavioral health impact of COVID-19 stay at home orders on social work students. Social Work Education, 41(4), 707-721. https://doi.org/10.1080/02615479.2021.1883582
Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States. Pedagogical Research, 5(4), em0078. https://doi.org/10.29333/pr/8485
Pulido-Martos, M., Augusto-Landa, J. M., & Lopez-Zafra, E. (2012). Sources of stress in nursing students: a systematic review of quantitative studies. International Nursing Review, 59(1), 15-25. https://doi.org/https://doi.org/10.1111/j.1466-7657.2011.00939.x
Sigma Membership
Beta Zeta at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Stress, Coping, Curriculum Development, Competence, First Year Nursing Students
Recommended Citation
Na nakorn, Siriphorn and Chandler, Genevieve Elizabeth, "The Efficacy of the Strengths-Based Resilience Intervention Among Thai First-Year Nursing Students" (2025). International Nursing Research Congress (INRC). 30.
https://www.sigmarepository.org/inrc/2025/posters_2025/30
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
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.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
The Efficacy of the Strengths-Based Resilience Intervention Among Thai First-Year Nursing Students
Seattle, Washington, USA
The prevalence of mental health problems among college students was rising even before the COVID-19 epidemic. The university-age population was affected by the epidemic, and studies have shown that this group is more vulnerable to COVID-related stress, anxiety, and depression. The adjustment to college is difficult during the pandemic, leading to high-stress levels and other mental health problems. Strengthening oneself and developing resilience can improve one's mental health and prevent adverse health effects. This research aimed to evaluate the Strengths-Based Resilience Intervention, focused on leveraging personal strengths to improve first-year nursing students' access to resources that affect their perceived stress, resilience, emotional self-awareness, and belonging.
A 5-week strengths-based resilience program was implemented with Thai first-year nursing students who experienced the challenges of college transition. A mixed-method, intervention-control group study was used to examine the efficiency of the intervention. A pre-post survey was used to compare the effect of the pre and post-participant responses on stress, resilience, emotional awareness, and belonging among first-year nursing students. The data was collected using the Perceived Stress Scale, Connor-Davidson Resilience Scale, Adverse Childhood Experiences Questionnaire, Emotional Self-Awareness Scale, and Perceived Cohesion Questionnaire. In-class reflective writings and final presentations were used to analyze the participant's qualitative responses to the program.
The post-intervention comparison between the intervention and control groups highlighted significant improvements in resilience, emotional self-awareness, and belonging within the intervention group. Notably, the outcomes did not differ significantly between participants with and without Adverse Childhood Experiences (ACEs). Qualitatively, four key themes emerged from participants' reflections on the program: “Focus on strength not weakness,” “Sharing, listening, and learning from each other,” “Understand yourself and understand others,” and “Transformational learning.” The study's findings emphasize the critical role of strength-based interventions in enhancing resilience among nursing students, particularly within the high-stress contexts of their academic and clinical training. These interventions not only assist in stress management but also contribute to nursing students' overall well-being and academic success.
Description
A 5-week strengths-based resilience program for first-year Thai nursing students used a mixed-method design to assess its impact on stress, resilience, emotional awareness, and belonging. The program significantly enhanced resilience and stress management, fostering emotional regulation and a sense of belonging. The study highlights the value of strength-based interventions in improving nursing students' well-being and supporting their academic success in high-stress environments.