TABLE 1.
Characteristics and summary of included studies
| No. | Author/Year/Country | Aim | Sample | Method | Instruments | Findings | Implications |
|---|---|---|---|---|---|---|---|
| 1 |
Abiola et al. (2017 )Nigeria |
To examine the elements of well‐being that led to resilience among undergraduate nursing students | 71 undergraduate nursing students | Cross‐sectional design | Resilience Scale (RS)/Self‐Scoring PERMA Scale/demographic form | Resilience has a positive relationship with an individual's well‐being. Nursing students with higher resilience were identified as having higher levels of well‐being. Positive emotions and engagement were two elements of well‐being that significantly differentiated nursing students with different resilience levels | Future research on developing a program related to resilience and the sub‐elements of well‐being was recommended |
| 2 |
Arries‐Kleyenstüber (2021) Canada |
To explore self‐reported resilience about ethical ideology among undergraduate nursing students, compare differences in scores and examine the relationships between the study variables and selected demographic characteristics | 80 undergraduate nursing students | Cross‐sectional design | Resilience ScaleTM/Ethics Position Questionnaire (EPQ)/demographic form | Age and year of study had no relationship with resilience among nursing students. Only gender was associated with resilience, with male nursing students scoring lower on resilience and equanimity than female nursing students. Moreover, personal values and interpersonal factors may explain the different levels of resilience in different genders | Faculty members need to pay attention to the influences of gender on perceiving resilience among nursing students. The findings of this study can provide support and strategies for nursing students to cope with stressors based on gender differences |
| 3 |
Beauvais et al. (2014) United States |
To describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well‐being and academic success in undergraduate and graduate nursing students | 73 undergraduate nursing students/51 graduate nursing students (total N = 124) | Cross‐sectional design | Spreitzer Psychological Empowerment Scale/Wagnild and Young Resilience Scale/Spiritual Well‐Being Scale/Mayer–Salovey–Caruso Emotional Intelligence Test/demographic form | Resilience, psychological empowerment and spiritual well‐being positively affected academic success among graduate nursing students but not undergraduate nursing students | This study pointed out the implications of exploring the factors that can help increase academic success in undergraduate nursing education |
| 4 |
Ching and Cheung (2021) China |
To gather data from students in pre‐registration healthcare disciplines to identify the factors that influence their resilience | 1070 undergraduate nursing students/133 medical laboratory science students/65 radiography students/52 optometry students (total N = 1320) | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/General Self‐Efficacy Scale (GSE)/Cognitive and Affective Mindfulness Scale, Revised Cognitive and Affective Mindfulness Scale (CAMS‐R)/Positive and Negative Affect Scale (PANAS)/Brief Cope Scale (BCS)/demographic form | Age was associated with all students' resilience, though some factors affected resilience among students from different disciplines. Among nursing students, gender and financial assistance were associated with resilience, whereas the year of study was indicated as significant among medical laboratory science students and having a paid job was reported among optometry students. In addition, all nine predictors in the study affected resilience among nursing students | Nursing instructors and clinical preceptors should work together to enhance resilience in nursing students and other healthcare students. The enhancement of resilience could help them with personal growth and professional development |
| 5 |
Ching et al. (2020) China |
To explore the stressors and coping patterns of nursing students with differing levels of resilience and burnout during clinical placements | 24 undergraduate nursing students | Qualitative descriptive design | Semi‐structured interview | Two main themes were revealed: (1) stressors arising from the students aligning their expectations with the demands of the clinical placement and (2) coping as a process of fitting into the ward culture. High resilience and low burnout levels among nursing students were associated with self‐directed goals and coping by using self‐regulation strategies. In contrast, low resilience and high burnout were related to external orientation and self‐blame strategies | The authors recommended three approaches to help nursing students during their clinical practice: (1) offering interventions to empower nursing students to fit into the clinical environment, (2) inspiring engagement in self‐reflection and (3) encouraging the use of both personal and external resources |
| 6 |
Chow et al. (2018) China |
To examine the relationship between resilience and well‐being among university nursing students in Hong Kong | 678 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/World Health Organization‐5 Well‐Being Index (WHO‐5)/demographic form | Resilience had a positive effect on perceived well‐being among both undergraduate and postgraduate nursing students. In addition, postgraduate nursing students had higher levels of resilience than undergraduate nursing students | Nursing educators and stakeholders should focus on educational strategies to enhance resilience levels among nursing students in the nursing curriculum. Moreover, developing a supportive learning environment that can foster resilience in nursing students is crucial |
| 7 |
Chow et al. (2020) China |
To develop a resilience‐building module for university nursing students and evaluate its effects on resilience, well‐being and mindfulness | 195 undergraduate nursing students | Mixed‐methods design | Connor–Davidson Resilience Scale (CD‐RISC)/World Health Organization‐5 Well‐Being Index (WHO‐5)/Mindfulness Attention Awareness Scale (MAAS)/focus group interviews/demographic form | Mindfulness was associated with resilience. Additionally, nursing students were pleased with the learning experience of the resilience‐building module, which evoked their awareness of resilience | Including the resilience‐building module in the undergraduate nursing, curricula could be beneficial. Moreover, better mindfulness was acknowledged as vital for enhancing resilience among undergraduate nursing students |
| 8 |
Clohessy et al. (2019) Australia |
To gain insight into how midwifery students conceptualize resilience and explore how education might support its development | Six undergraduate midwifery students | Concept analysis design | Focus group/thematic analysis | Four main themes were identified: (1) resilience is triggered by exposure to adversity, (2) resilience consists of being able to bounce back, (3) resilience enables you to move forward and (4) resilience is important for midwifery students | Crucial strategies were recommended for enhancing resilience among undergraduate midwifery students, such as building self‐confidence, inspiring optimism and providing social support |
| 9 |
Devi et al. (2021) Indonesia |
To reveal whether resilience mediates the associations among stress, depression and anxiety | 336 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/Depression, Anxiety and Stress Questionnaire (DASS‐42)/demographic form | Stress and resilience had a negative relationship. Nursing students were found to be vulnerable to psychological health problems, such as anxiety and depression, during clinical practice. Additionally, stress was one of the critical predictors of anxiety and depression among nursing students, especially during clinical practice. Resilience was identified as a mediator between stress and both anxiety and depression. This study found that nursing students with high levels of resilience were at a low risk of anxiety and depression during their clinical practice | As resilience is a crucial mediator between clinical practice and stress, depression and anxiety levels among nursing students, strategies to enhance resilience in this population should be explored |
| 10 |
Dong et al. (2021) China |
To analyze how family resilience mediates the relationship between childhood trauma and psychological resilience among undergraduate nursing students | 698 undergraduate nursing students | Cross‐sectional design | Childhood Trauma Questionnaire (CTQ)/Family Resilience Assessment Scale (FRAS)/Connor–Davidson Resilience Scale (CD‐RISC)/demographic form | Nursing students' psychological resilience was associated with childhood trauma and family resilience. Those who had experienced childhood trauma reported having low psychological resilience. Family resilience was confirmed not only to be a mediator between childhood trauma and psychological resilience but also to have a negative relationship with childhood trauma. Moreover, family resilience positively correlated with psychological resilience among nursing students | Promoting family interventions may be advantageous to the enhancement of resilience in nursing students, especially among those who have experienced childhood trauma |
| 11 |
Drach‐Zahavy et al. (2021) Israel |
To examine nursing students' stress and ability to cope with the coronavirus disease 2019 (COVID‐19) pandemic through an ecological model of resilience | 492 undergraduate nursing students | Cross‐sectional design | NASA Task Load Index/Coping Strategies Inventory Short Form (CSISF)/Connor–Davidson Resilience Scale (CD‐RISC)/Preparedness Scale/Trust in Administrators Scale/Strain Symptoms Questionnaire (SSQ‐14)/demographic form | Resilience decreases the level of stress in nursing students. Strain symptoms were negatively associated with trait resilience, perceptions of positive responses from the university regarding the pandemic and having trust in national policymakers. In contrast, disengagement‐in‐emotion coping strategies were positively related to strain symptoms | Resilience in nursing students can be developed and influenced through academic learning and clinical training |
| 12 |
Eaves and Payne (2019) United Kingdom |
To explore the relationship between perceived stress, resilience, burnout and the intention to leave midwifery among midwifery students | 150 undergraduate midwifery students | Cross‐sectional design | Perceived Stress Scale (PSS)/Oldenburg Burnout Inventory (OLBI)/Resilience Scale (RS)/intention to quit questions/demographic form | The findings revealed a relationship between resilience, stress and burnout. Stress predicted disengagement and emotional exhaustion was predicted by stress and year of study. A high level of stress and a low level of resilience predicted the intention to quit a midwifery program. Resilience was indicated as an essential factor to help reduce the choice to quit. Moreover, resilience did not affect burnout among students but helped preserve their interest in the profession and prevented them from leaving their education | Resilience may be helpful for nursing students to continue with their education while they are working in the nursing profession |
| 13 |
Elzohary et al. (2017) Egypt |
To determine the relationship between levels of ego resilience, perceived stress and degree of life satisfaction among faculty nursing students at Damanhour University | 520 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/Perceived Stress Scale (PSS)/Satisfaction with Life Scale (SWLS)/demographic form | Ego resilience had a negative relationship with perceived stress but a positive relationship with life satisfaction in nursing students. This indicated that a high level of ego resilience might reduce perceived stress in nursing students and increase their life satisfaction. In addition, predictive factors related to high ego resilience among nursing students were participating in academic/social activities, social support, year of enrollment and a higher level of life satisfaction. In contrast, a high level of perceived stress predicted low ego resilience | Nursing educators should pay more attention to developing and improving resilience levels in nursing students, which can benefit graduates with high academic and clinical competence in their efforts to adjust to work adversities |
| 14 |
Ertekin Pinar et al. (2018) Turkey |
To investigate midwife candidates' psychological resilience, self‐confidence and problem‐solving skills | 270 undergraduate midwifery students | Cross‐sectional design | Psychological Resilience Scale for Adults (PRSA)/Self‐Confidence Scale (SCS)/Problem Solving Inventory (PSI)/demographic form | The findings showed a positive relationship between psychological resilience, self‐confidence and problem‐solving skills. Age was associated with self‐confidence and psychological resilience, whereas living area was associated with self‐confidence and problem‐solving skills. In addition, perceived social support was related to psychological resilience and problem‐solving skills and monthly income was related to psychological resilience | Preventive programs regarding factors affecting students' resilience, self‐confidence and problem‐solving skills were recommended. Furthermore, future studies that examine low levels of resilience, self‐confidence and problem‐solving skills based on different years of study should be considered |
| 15 |
Fernández‐Martínez et al. (2021) Spain |
To analyze how students' levels of resilience and fear of death evolve in the first three years of the degree and whether there are differences between students based on age and gender and to describe the relationship between resilience and fear of death | 100 undergraduate nursing students | A comparative, correlational and longitudinal study | Collet–Lester Fear of Death Scale (CLFODS)/Resilience Scale (ER‐14)/demographic form | Fear of death among nursing students was reported at medium to high levels throughout all academic years and was associated with their age. In addition, the study year was related to nursing students' resilience levels | Although this study revealed that fear of death was not related to resilience among nursing students, the authors emphasized the importance of resilience in clinical education for nursing students |
| 16 |
Froneman et al. (2016) South Africa |
To explore and describe nursing students' views on the essential elements required for an effective educator–student relationship to strengthen their resilience and the educator–student relationship | 40 undergraduate nursing students | Explorative, descriptive and contextual qualitative design | World Café Method/content analysis | The findings revealed five main themes; (1) teaching–learning environment, (2) educator–student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Nursing students needed a caring and supportive environment, constructive interaction, acknowledged human rights and suitable non‐verbal communication. The crucial characteristics of nursing educators are binarizing, caring, respectful, responsible, moral, patient, open‐minded, motivation and punctual | Nursing educators should focus on creating a more positive and effective educator–student relationship and practice strategies to strengthen nursing students' resilience. Moreover, nursing students must be informed about the importance of resilience |
| 17 |
García‐Izquierdo et al. (2018) Spain |
To analyze the role of resilience in the dimensions of academic burnout syndrome and psychological health in a sample of nursing students | 218 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/Maslach Burnout Inventory Student Survey (MBI‐SS)/General Health Questionnaire (GHQ‐12)/demographic form | The findings showed an association between burnout, emotional exhaustion and self‐efficacy with resilience and psychological health in nursing students. In addition, the study revealed the moderating role of resilience in psychological health in cases of emotional exhaustion | The measurement of appropriate training for nursing students was recommended. Moreover, future research investigating the relationship between resilience and academic burnout and the effect of resilience on psychological health is crucial |
| 18 |
Grande et al. (2021) Saudi Arabia |
To investigate the relationship between nursing students' profile variables and their mental well‐being and resilience during the coronavirus disease‐19 (COVID‐19) pandemic and how this impacts their understanding of holistic nursing care provision | 579 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/Warwick–Edinburgh Mental Well‐Being Scale (WEMWBS)/demographic form | There were no significant differences in resilience level based on age, gender and year of study. However, nursing students' academic performance affected their resilience, such that nursing students with higher grade point averages (GPA) were reported to have higher resilience levels. Moreover, a positive relationship between resilience and mental well‐being was reported among nursing students during the pandemic | Nursing students' assessment of resilience and mental well‐being should be carried out through academic support by nursing educators and preceptors |
| 19 |
Hamadeh Kerbage et al. (2021) Australia |
To explore undergraduate nursing students' resilience, challenges experienced and supports utilized during the pandemic | 340 undergraduate nursing students | Mixed‐method design | Connor–Davidson Resilience Scale (CD‐RISC)/narrative reflection/demographic Form | Resilience levels were higher in employed nursing students than those unemployed. In addition, resilient nursing students' resilience level is sorted to be higher than those of others. Three main themes were identified: (1) fear of the virus, (2) isolation and (3) mental health problems. Essential coping strategies for nursing students included developing daily routines, staying connected and establishing self‐help techniques | Nursing educators and stakeholders should develop strategies for enhancing nursing students' resilience during their nursing education. Future research to assess the resilience of nursing students after the COVID‐19 pandemic subsides is recommended. Moreover, supporting strategies for the nursing curriculum were suggested to benefit nursing education |
| 20 |
Hasson et al. (2021) United Kingdom |
To test the differences in resilience, stress and well‐being and explore the correlations between nursing students in China and those in the United Kingdom | 444 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/WHO 5 Well‐Being Index/ Perceived Stress Scale (PSS)/demographic form | Age and intention to leave among nursing students in both countries affected resilience. Moreover, psychological well‐being was associated with resilience and stress level, such that stress and resilience were identified as affecting factors and resilience was a protective factor | Future research should examine interventions and coping strategies that help younger nursing students cope with stress during their nursing education. In addition, a more extensive cohort study of educational institutions and nursing students' year groups is recommended. Moreover, policymakers in nursing education should develop support mechanisms and policies to help nursing students reduce stress and improve their resilience |
| 21 |
Hwang and Shin (2018) South Korea |
To determine the characteristics of nursing students with high academic resilience | 254 undergraduate nursing students | Cross‐sectional design | Resilience Scale (RS)/Clinical Practice Stress Scale/Clinical Practice Satisfaction Scale/demographic form | High levels of academic resilience in nursing students were associated with having good interpersonal relationships, high academic grades, role models and high satisfaction with one's major. Moreover, nursing students with a high academic resilience level were reported to have lower clinical practice stress levels and more increased social‐affective capabilities than those with lower academic stress levels | The findings showed that nursing students with a high level of resilience are less likely to quit their studies and more likely to benefit from activities that support their social‐affective skills. The nursing curriculum should be embedded with programs that can improve the social‐affective competence of nursing students |
| 22 |
Keener et al. (2021) United States |
To examine the relationship between quality of life (QoL), resilience and associated factors among nursing students during the unprecedented COVID‐19 pandemic and subsequent social distancing requirements | 130 undergraduate nursing students/22 postgraduate nursing students (total N = 152) | Cross‐sectional design | WHO Quality of Life‐BREF (WHOQOL‐BREF)/Connor–Davidson Resilience Scale (CD‐RISC)/demographic form | QoL in nursing students was related to resilience, having online experience and being well‐prepared for online learning. This study highlighted resilience as a predictive variable for QoL in nursing students | A hybrid online learning model should be integrated into the nursing curriculum, improving the online learning experience and professional development opportunities. Online resources should be well provided. Moreover, future research to evaluate resilience enhancement programs for nursing students should be carried out |
| 23 |
Kim (2019) South Korea |
To examine the influence of resilience, life satisfaction and psychological well‐being on attitudes toward death | 184 undergraduate nursing students | Cross‐sectional design | Interpersonal Reactivity Index (IRI)/Life Satisfaction Scale (LSS)/Psychological Well‐Being Scale (PWB)/Attitude to Death Scale/demographic form | Attitude to death was related to nursing students' resilience, life satisfaction and psychological well‐being. Resilience had a positive relationship with life satisfaction and psychological well‐being, whereas life satisfaction had a positive relationship with the psychological well‐being of nursing students | Death‐related education and end‐of‐life care should be added to the nursing curriculum as they can benefit nursing students in perceiving death as a path of life. This could help them effectively handle such incidents related to death during their nursing education |
| 24 |
Kim et al. (2021) United States |
To explore the influence of coping mechanisms as predictors of stress, anxiety and depression among nursing students during the COVID‐19 lockdown | 173 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/Spirituality Support Scale/Family APGAR Questionnaire /Perceived Stress Scale (PSS)/General Anxiety Disorder‐7 (GAD‐7)/Patient Health Questionnaire‐9 (PHQ‐9)/demographic form | A high level of resilience and family functioning were related to a lower risk of stress, anxiety and depression among nursing students during the COVID‐19 lockdown. Also, a lower risk of depression was associated with high levels of spiritual support | A resilience‐building program for nursing students should be developed and integrated into the nursing curriculum and implemented through lectures, reflective journaling and assignments. Such a program could benefit students with stress management regarding academic, social and personal diversity. In addition, resilience interventions and training to improve the psychological well‐being of nursing students are essential |
| 25 |
Kong et al. (2016) China |
To examine the positive association between emotional intelligence and clinical communication ability among practice nursing students and determine whether resilience moderates the relationship between emotional intelligence and clinical communication ability among Chinese nursing students | 377 undergraduate nursing students | Cross‐sectional design | Emotional Intelligence Inventory (EII)/Connor–Davidson Resilience Scale (CD‐RISC)/Clinical Communication Ability Scale (CCAS)/demographic form | The findings showed a positive relationship between emotional intelligence and clinical communication ability among nursing students. Specifically, resilience was identified as a factor that moderated this relationship | Developing resilience intervention strategies is recommended, as they could help enhance nursing students' clinical communication abilities and emotional intelligence |
| 26 |
Kotera et al. (2021) United Kingdom |
To appraise relationships of self‐compassion through experiences of resilience, engagement, motivation and well‐being in UK nursing students | 182 undergraduate nursing students | Cross‐sectional design | Self‐Compassion Scale‐Short Form (SCS‐SF)/Brief Resilience Scale (BRS)/Utrecht Work Engagement Scale for Students (UWES‐S)/Academic Motivation Scale (AMS)/Short Warwick–Edinburgh Mental Well‐Being Scale (SWEMWBS)/demographic Form | While self‐compassion had a positive relationship with resilience, engagement, intrinsic motivation and mental well‐being, it had a negative relationship with motivation. In addition, resilience and mental well‐being were essential predictors of self‐compassion | Nursing educators and preceptors can help nursing students foster self‐compassion through resilience training and mental well‐being practices |
| 27 |
Labrague (2021) Philippines |
To examine the direct and indirect effects of stress associated with the pandemic on student nurses' life satisfaction and psychological well‐being through the intermediary role of resilience | 301 undergraduate nursing students | Cross‐sectional design | Perceived Stress Scale (PSS)/Psychological Well‐Being Scale (PWBS)/Brief Multidimensional Students' Life Satisfaction Scale (BMSLSS)/Brief Resilient Coping Scale (BRCS)/demographic Form | During the COVID‐19 pandemic, resilience was reported to reduce the negative effects of pandemic‐associated stress on nursing students' life satisfaction and psychological well‐being | Enhancing resilience can help sustain mental and psychological well‐being and expand life satisfaction in nursing students |
| 28 |
Lee and Kim (2021) South Korea |
To examine the mediating effects of emotional intelligence and resilience on the relationship between type D personality and caring ability in nursing students | 278 undergraduate nursing students | Cross‐sectional design | Type D Scale‐14 (DS14)/Wong and Law Emotional Intelligence Scale (WLEIS)/Connor–Davidson Resilience Scale (CD‐RISC)/demographic form | Type D personality was associated with emotional intelligence, resilience and caring ability. Emotional intelligence was identified as a mediator between type D personality and caring ability | An evaluation of emotional intelligence in nursing students should be included in an intervention to improve the students' caring abilities. Also, promoting nursing students' emotional intelligence strategies needs to be implemented |
| 29 |
Lekan et al. (2018) United States |
To explore resilience in senior‐level baccalaureate nursing students | 100 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/one open‐ended question about the experience of resilience/demographic form | Resilience in nursing students was associated with academic stressors and support resources. The authors recommended that nursing educators help nursing students develop resilience, which will benefit nursing students regarding their academic success and the smooth transition into professional nursing roles in the future | Nursing students with complex family and employment commitments may be vulnerable to impaired resilience. Future studies to further explore resilience in this population may benefit nursing education |
| 30 |
Li et al. (2014) China |
To investigate the relationships among post‐traumatic growth, emotional intelligence and psychological resilience in vocational school nursing students who had experienced childhood adversities | 202 undergraduate nursing students | Cross‐sectional design | Childhood Adversities Checklist (Chinese version)/Posttraumatic Growth Inventory/Emotional Intelligence Scale/Connor–Davidson Resilience Scale (CD‐RISC)/demographic form | Post‐traumatic growth had a positive relationship with emotional intelligence and psychological resilience | This study addressed that resilience and emotional intelligence can help nursing students deal with difficulties in their clinical practices |
| 31 |
Liang et al. (2019) Taiwan |
To develop and implement a resilience enhancement (RE)‐based project for Taiwanese nursing students during their Last Mile practicum | 28 undergraduate nursing students | Participatory action research (PAR) design | Group discussion/individual interviews/reflective diaries | The findings revealed three main themes: (1) increasing self‐exploration, (2) furthering confidence and competency and (3) constructing resilience. In addition, improving nursing knowledge and skills and practicing positive thinking and behavior can enhance resilience in nursing students | The findings of this study can be used as a guideline to design resilience enhancement programs for nursing students during clinical education. Such programs would provide psychological support and lead to the improvement of professional competence |
| 32 |
Lopez et al. (2018) Singapore |
To understand how undergraduate nursing students perceive and experience their clinical placements and to identify the factors that helped them build resilience | 19 undergraduate nursing students | Qualitative content analysis design | Focus group interviews | The findings revealed two major categories: (1) challenges faced during clinical placements and (2) building resilience over time. During their first clinical placement, nursing students experienced stress because of inadequate peer and clinical support. Resilience developed over time and helped them adapt to the culture of clinical placements through peer support | Nursing students' resilience can be developed through clinical education. Resilience programs related to coping strategies and mindfulness training should be integrated into the nursing curriculum |
| 33 |
Mathad et al. (2017) India |
To identify the correlates and predictors of resilience among nursing students | 194 undergraduate nursing students | Cross‐sectional design | Freiburg Mindfulness Inventory (FMI)/Connor–Davidson Resilience Scale (CD‐RISC)/Toronto Empathy Questionnaire (TEQ)/Perseverative Thinking Questionnaire (PTQ)/demographic form | Nursing students' resilience was associated with mindfulness, perseverative thinking and empathy | This study addressed the importance of resilience and mindfulness in nursing education |
| 34 |
Mcdermott et al. (2020) USA |
To test a positive psychology‐oriented model detailing the potential links between (a) psychological resilience, (b) depressive symptoms, (c) intrapersonal well‐being, (d) interpersonal well‐being and (e) academic distress in nursing students. | 933 undergraduate nursing students | Cross‐sectional design | Brief Resilience Scale (BRS)/Patient Health Questionnaire‐9 (PHQ9)/Brief Inventory of Thriving (BIT)/Healthy Minds Study (HMS)/demographic Form | Decreasing depression levels enhanced resilience levels in nursing students. This study highlighted that resilience is critical to the academic well‐being of nursing students, especially within the unsupportive contexts of the nursing students' mental health | Nursing educators and policymakers should consider contextual factors, such as providing a positive campus climate. Moreover, resilience training programs can benefit nursing students' academic success and mental well‐being |
| 35 |
Mott (2014) USA |
To examine the lived experiences of undergraduate nursing students with faculty bullying | Six undergraduate nursing students | Phenomenological design | In‐depth individual interviews | The findings revealed four main themes: (1) emotional experiences of bullying, (2) giving and gaining mutual respect, (3) value of resilience and persistence and (4) perception is reality. Resilience and persistence are crucial factors for nursing students to overcome bullying. Resilient behaviors were identified as not wanting to quit or adjusting to oneself | Nursing educators' ability to engage in positive interactions with students should be evaluated. Moreover, a workshop on positive interactions with students should be provided for nursing educators |
| 36 |
Orkaizagirre‐Gómara et al. (2020) Spain |
To develop a predictive model for perceived competence and to obtain an integrator evaluation of the nursing curriculum with measures of nursing self‐efficacy, general self‐efficacy, resilience and stress among nursing students | 265 undergraduate nursing students | Cross‐sectional design | The Nursing Clinical Skills Self‐Efficacy Scale (CSES)/Generalized Self‐Efficacy Scale (GSE)/Brief Resilience Scale (BRS)/Perceived Competence for Nursing Students (PCNS)/Kezkak‐Questionnaire on Stressors/demographic form | Perceived competence in nursing students was predicted by nursing self‐efficacy, general self‐efficacy, resilience and the year of the degree course | An integrated evaluation model can help predict clinical performance in nursing students. Future research related to resilience, self‐efficacy, perceived competence and stress should be carried out within the context of clinical practice. Moreover, comparative studies in different clinical contexts and cultures are recommended |
| 37 |
Ozsaban et al. (2019) Turkey |
To evaluate the levels of psychological resilience, academic stress and social support available to nursing students and the relationship between these factors | 322 undergraduate nursing students | Cross‐sectional design | Psychological Resilience Scale for Adults (PRSA)/Nursing Education Stress Scale (NESS)/Multidimensional Scale of Perceived Social Support (MSPSS)/demographic form | A positive relationship between resilience and perceived social support in nursing students was addressed. Resilience was affected by the individual characteristics of nursing students. Additionally, this study showed no relationship between resilience and academic stress | Future studies are recommended to understand better the factors affecting nursing students' resilience and how they can be improved. Better theoretical models related to resilience among nursing students should be developed and evaluated |
| 38 |
Reyes et al. (2015) Canada |
To explore nursing students' understanding and enactment of resilience | 38 undergraduate nursing students | Grounded theory design | In‐depth individual interviews | The basic social process associated with the understanding and enactment of resilience in nursing students was identified as “pushing through,” which they employed to handle adversities during their education. Resilience can be learned and developed, as it is viewed as a dynamic and contextual process instead of a static trait or personality characteristic | Future research focusing on theory development within the context of different types of nursing education programs and diverse cultural backgrounds is recommended. In addition, the findings of this study addressed the need to integrate the topic of nursing students' resilience into the nursing curriculum |
| 39 |
Ríos‐Risquez et al. (2016) Spain |
To examine the relationship between resilience, academic burnout and psychological health in a sample of nursing students | 113 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/Maslach Burnout Inventory Student Survey (MBI‐SS)/General Health Questionnaire (GHQ‐12)/demographic form | Relationships among resilience, emotional exhaustion and psychological health were reported. The resilience and emotional exhaustion predicted perceived psychological health. Moreover, resilience was related to psychological discomfort and academic burnout | Developing resilience in nursing students is important and integrating resilience into nursing education is essential |
| 40 |
Sahu et al. (2019) India |
To explore the relationship between levels of stress and resilience with the use of mobile phones in nursing students |
72 undergraduate nursing students/30 postgraduate nursing students (Total N = 102) |
Cross‐sectional design | Perceived Stress Scale (PSS)/Connor–Davidson Resilience Scale (CD‐RISC)/Mobile Phone Involvement Questionnaire (MPIQ)/demographic form | The findings showed a relationship between perceived stress and both resilience and age. The capacity to recover was higher in graduate nursing students than undergraduate students. In addition, a relationship between high mobile phone use and perceived stress was found | Stress management and life skills training programs are crucial. A psycho‐educational module or intervention to support nursing students' resilience, enhance their stress management skills and promote the healthy use of mobile phones is recommended |
| 41 |
Sam and Lee (2020) India |
To assess the perceived stress and resilience levels of nursing students | 620 undergraduate nursing students | Cross‐sectional design | Resilience Scale (RS)/Perceived Stress Scale (PSS)/demographic form | Severe stress and low resilience levels in nursing students were reported, as well as a relationship between perceived stress and resilience | Assessing nursing students' resilience is essential and the topic of resilience should be embedded in the nursing education program |
| 42 |
Serçe et al. (2021) Turkey |
To determine the predictive role of nursing students' characteristics and psychological resilience in psychological distress | 652 undergraduate nursing students | Cross‐sectional design | General Health Questionnaire (GHQ‐12)/Resilience Scale (RS)/demographic form | Psychological distress in nursing students was affected by suffering from a chronic disease, being a woman, poor academic achievement, choosing the profession so as not to be unemployed, being single and having a low resilience level | It is recommended that psychological distress be assessed among nursing students and an intervention be developed to enhance resilience in at‐risk nursing students |
| 43 |
Sigalit et al. (2017) Israel |
To explore (a) the associations between students' personal and group resilience, their utilization of social networking platforms and formally taught communication skills; (b) students' personal and clinical characteristics related to personal and group resilience and the perceived helpfulness of a communication course; and (c) factors that contribute to students' satisfaction with their clinical placement | 149 undergraduate nursing students | Cross‐sectional design | Connor–Davidson Resilience Scale (CD‐RISC)/social media use questionnaire/one open question on satisfaction with clinical placement/demographic form | The findings showed a relationship between social media use and nursing students' resilience. Additionally, social media use, religion and clinical placement characteristics were related to the communication course's resilience and perceived helpfulness | Social media use can be used to promote resilience among nursing students |
| 44 |
Smith and Yang (2017) China |
To examine the relationship between stress and resilience on psychological well‐being in a cohort of Chinese undergraduate student nurses | 1538 undergraduate nursing students | Cross‐sectional design | Stress in Student Nursing (SINS‐CN)/Resilience Scale (RSCN)/General Health Questionnaire (GHQ 12)/demographic form | Relationships between resilience and stress and psychological well‐being in nursing students were found | Resilience training programs and effective coping strategies among nursing students should be developed to help them handle adversities. The authors recommended that resilience training and effective coping strategies should be promoted among nursing students |
| 45 |
Spurr et al. (2021) Canada |
To examine resilience and wellness, together with the key factors that promote well‐being, in nursing students from a mid‐western Canadian university | 196 undergraduate nursing students | Cross‐sectional design | Health Status Survey/Professional Quality of Life (ProQOL) Survey/Cantril Well‐Being Scale/Ego‐Resilience Scale (ER89)/demographic form | There was a relationship between wellness and resilience in nursing students | Understanding how resilience and wellness are influenced throughout the nursing program can be the key to developing targeted wellness initiatives for nursing students |
| 46 |
Tian et al. (2019) China |
To explore the status and influencing factors of vertical workplace violence among Chinese nursing students and to examine the relationship between resilience and such violence | 486 undergraduate nursing students | Cross‐sectional design | Resilience Scale of University Students (RSUS)/Questionnaire on Nursing Students' Workplace Vertical Violence/demographic form | Nursing students commonly experience vertical workplace violence during clinical practices. This study pointed out that resilience is a positive factor that helps them deal with these issues | Future study related to exploring and expanding the role of resilience within the context of clinical practice is recommended |
| 47 |
Van Hoek et al. (2019) Belgium |
To explore the influence of sociodemographic factors, resilience and stress‐reducing activities on academic outcomes in undergraduate nursing students, including the intention to leave, academic success and dropout rates | 554 undergraduate nursing students | Cross‐sectional design | VK+ Resilience Scale/P3 Palliative Behavior Scale/demographic form | High levels of resilience in nursing students predicted their academic success, intentions to leave and dropout rates. Sociodemographic factors were not associated with educational outcomes | A future cohort study focusing in depth on dropout rates among undergraduate nursing students is recommended |
| 48 |
Vestphal et al. (2020) Denmark |
To investigate the lived experiences of undergoing a nursing education as an emotionally insecure student | Seven undergraduate nursing students | Phenomenological‐hermeneutic design | Semi‐structured interview | Having insecure emotions was linked to feeling shame in nursing students | Nursing educators must be aware of potential misunderstandings and avoid shaming nursing students. Reflection sessions can help nursing students handle emotionally charged experiences. It is crucial to help nursing students explore protective factors and resilience, as these can be their hidden resources for managing feelings of emotional insecurity |
| 49 |
Wang et al. (2021) Taiwan |
To explore the academic resilience of undergraduate nursing students during their Adulting Nursing practicums and identify protective factors to mitigate their impact | 19 undergraduate nursing students | Grounded theory design | Individual in‐depth interviews | The main challenges during the clinical practicum of nursing students were facilitators, the environment and the application of techniques. Additionally, academic resilience can be defined as the ability to uphold optimism while dealing with clinical challenges. The crucial outcome of an educational resilience development process is overcoming ignorance through clinical practice | It is recommended that nursing educators and preceptors provide suitable teaching strategies and academic support to help nursing students improve their resilience |
| 50 |
Yıldırım et al. (2021) Turkey |
To investigate the effects of communication skills on resilience in undergraduate nursing students in Turkey | 687 undergraduate nursing students | Cross‐sectional design | Resilience Scale for Adults (RSA)/Communication Skills Scale (CSS)/demographic form | Resilience in nursing students was associated with some sociodemographic variables, including marital status, year of study, income, living conditions, social support, self‐coping mechanisms and perceived health status. In addition, resilience was affected by personal communication skills | Interventions regarding communication skills and factors affecting nursing students' resilience should be implemented |
| 51 |
Yıldız (2021) Turkey |
To determine the relationship between post‐traumatic growth (PTG), psychological flexibility and psychological resilience in nursing students after the COVID‐19 alarm status | 292 undergraduate nursing students | Cross‐sectional design | Acceptance and Action Questionnaire‐II (AAQ‐II)/Brief Resilience Scale (BRS)/Posttraumatic Growth Inventory (PTGI)/demographic form | Resilience in nursing students was related to both post‐traumatic growth and psychological flexibility. In addition, a higher resilience level was found in a group of nursing students with a middle‐income status and stable attitudes toward the profession | Including resilience and psychological flexibility in nursing, the curriculum was suggested. Practical methods, such as reflective practice, problem‐based learning and experiential learning, were recommended as learning and teaching approaches to enhance resilience. Moreover, proper training in areas such as conflict management skills, stress management skills and communication skills should be provided for nursing students |
| 52 |
Yun et al. (2020) South Korea |
To examine the relationships between nursing students' academic motivation, resilience and post‐traumatic growth | 291 undergraduate nursing students | Cross‐sectional design | Post‐Traumatic Growth scale (PTG)/Resilience Scale (RS)/academic motivation questions/demographic form | The effects of academic motivation on resilience and post‐traumatic growth in nursing students were found. Additionally, resilience was identified as a mediator between academic inspiration and post‐traumatic growth | A program enhancing post‐traumatic growth through reinforcing intrinsic motivation and resilience should be developed and integrated into the nursing curriculum. Future research should explore resilient nursing students' characteristics and the relationship between academic motivation and nursing retention rates |