| 1. Attributes of students’ resilience |
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1.1.1
Defining of resilience
invulnerability (Concalves et al. 2021:5) embedded in a socio-ecological perspective (Drach-Zahavy et al. 2021:111) the ability of a person to navigate their way to resources that sustain well-being Individual, family and community level (Drach-Zahavy et al. 2021:111; 115)
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1.1.2
Self-efficacy and self-determination
… I taught classes with a few of my peers (Wallace et al. 2021:616) … we [ as students] felt helpless not knowing what to do … over time, I have become more self-reliant (Vázquez-Calatayud et al. 2021:126) …[ students] gained confidence (Ghandi et al. 2021:8)
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1.1.3
Adaptability during remote learning
… after we do our classes, we get together and do our own classes … (Wallace et al. 2021:616) … [ The COVID-19 pandemic] prompted many students to enhance their resourcefulness and creativity (Wallace et al. 2021:616) … [ students] stayed connected to their studies by actively seeking out opportunities via online platforms such as zoom … to communicate with teachers and peers (Kerbage et al. 2021:1412)
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1.1.4
Resilience is protective of students’ well-being
… resilience partially mediates the relationship between hopelessness and depression… (Pretorius 2021:275) … higher levels of resilience … protect [students] their well-being (Drach-Zahavy et al. 2021:116) … As personal, relational, organizational and national resilience is augmented…students are able to maintain their well-being (Drach-Zahavy et al. 2021:117)
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| 2. Aspects enhancing the development of resilience |
2.1. Cognitive adaptability cultivating students’ resilience |
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2.1.1
Creating opportunities for personal and professional growth
… guided self-reflection and mentor support… can yield opportunities for positive personal growth (Goodlet et al. 2022:36) Everything I have witnessed, whether it be good or bad, will influence my future practice as a student and nurse. I will reflect on the things that I have experienced and when I feel drained and defeated through life, work or when I’m struggling with an assignment, these things will remind me that I am strong and that, no matter how tough things get, it will all be worth it for both myself and my patients (Leigh et al. 2020:788) Though, physically exhausting and emotionally draining, I have developed strong emotional resilience (Kane et al. 2022:99)
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2.1.2
Contributing to society
It was like a very rapid evolution … We went from the fear of being away from my family, friends, university … to the frustration and helplessness of not knowing how to help… to finding our place as professionals and … feeling useful (Vázquez-Calatayud et al. 2021:126) I felt a social obligation as I am nearly qualified and … in a place to help my community (Kane et al. 2022:97) It’s so amazing to hear the positive stories of communities coming together to support our healthcare and key workers [ in the Netherlands] (Leigh et al. 2020:789)
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2.1.3
Fostering healthy relationships with peers and self
During the transition to virtual learning, the mantra of ‘we are all in this together’ (Goodlet et al. 2022:34) … [ COVID] pushed me out of my comfort zone and allowed me to ‘show up’ in ways I never knew I could (Evans et al. 2021:779) … [ I developed the] ability to take time for self-care (Wallace et al. 2021:616)
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2.1.4
Adversity as an opportunity to learn and acquire new skills
[ Social Work] students to receive Telehealth Training (Evans et al. 2021:780) … [ Students] learned how to work in disaster management (Ghandi et al. 2021:8) I felt this time would give me a unique experience (Kane et al. 2022:99)
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2.1.5
Viewing the positive side of challenges
… contentment is the key… the gift of life … [ to] find happiness (Ezulike et al. 2021:10) … do the best with what you got (Wallace et al. 2021:616) Staying positive in times of uncertainty (Kerbage et al. 2021:1411)
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| 2.2. Coping strategies cultivating students’ resilience |
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2.2.1
Emotion-focused coping
Managing negative emotions
Each time I feel down emotionally, I play the piano… Social media was a good coping strategy (Ezulike et al. 2021:10) … whenever I have free time, I tried to exercise as much as I can (Wallace et al. 2021:616) … Religion and spirituality… (Ezulike et al. 2021:10)
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2.2.2
Problem-focused coping
Active actions to cope or solve problems
… [ Students] Counselled themselves… learned a new skill (Ezulike et al. 2021:10) Debriefing…developing routines (Kerbage et al. 2021:1411) … shared reflections… (Leigh et al. 2020:789)
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2.2.3
Altruism and satisfaction to be of help to others
… assisting other people kept [ students] them busy and took their minds off the current situation (Ezulike et al. 2021:10) Self-satisfaction in life-saving process and in service to the needy… (Ghandi et al. 2021:9) I have been trained for this. It is my responsibility (Vázquez-Calatayud et al. 2021:127)
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2.3.1
Institutional support
… university [ was seen] as supportive … provision of data, counselling services …support offered by lecturers and tutors (Laher et al. 2021:224) … There was a very good atmosphere in the team and a great deal of collaboration …. (Vázquez-Calatayud et al. 2021:127) … [ supervisor] checking on my wellbeing … guiding me (Kane et al. 2022:99)
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| 2.3. Support cultivating students’ resilience |
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2.3.2
Peer support
… we felt like we were going through this together. Nobody was alone, and we had the support that we needed (Wallace et al. 2021:615) Having colleagues close by… knowing that the other person will understand you because they are in the same situation as you … if I needed to cry, I wept… (Vázquez-Calatayud et al. 2021:127)
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2.3.3
Social and professional support
My family members provided little financial support. They also provided huge emotional support by encouraging me not to give up hope (Ezulike et al. 2021:9) I have a regular Zoom meeting with my church group to stay connected (Kerbage et al. 2021:1411) I’m also seeing a therapist on a regular basis … it also helped me (Wallace et al. 2021:616)
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| 3. Aspects hindering the development of resilience |
3.1 Challenges in cultivating students’ resilience |
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3.1.1
Coping challenges
… some students used negative coping strategies such as avoidance. While such a coping strategy proves effective in the short term, it may be ineffective in the long term (Ezulike et al. 2021:14) … self-distraction coping strategy… (Laher et al. 2021:221) Low resilience was correlated with more severe burnout, poor well-being, reduced motivation, and higher usage of stimulants… (Forycka et al. 2022:10)
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| 4. Recommendations to cultivate students’ resilience |
4.1 Recommendations to cultivate students’ resilience |
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4.1.1
Capacity building to cultivate resilience and mental health
… universities to implement programmes to educate students… increase awareness regarding mental health… signs and symptoms of hopelessness and depression (Pretorius 2021:275) … online counselling sessions, workshops on coping and stress… (Aslam et al. 2021:85) Students must be given the tools to manage their anxiety (Yüksel & Yilmaz 2022:81)
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4.1.2
Enhancing institutional support (academic & emotional)
… the lecturers in the Department, reach out to the students…at different time points, to know how well they are faring…assure [ them] they are not alone… (Ezulike et al. 2021:14) … foster online community building, become adept in teaching in an online environment… promote self-care to cultivate resilience (Wallace et al. 2021:617) … maintain transparency about the [ educational] goals … Share your own experiences…offer flexible structures…provide ongoing feedback (Schlesselman et al. 2020:680)
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4.1.3
Providing psychological support for students
More access to counselling services and self-help material was recommended (Laher et al. 2021:224) Allow student to determine how much they can withstand … Ask students what makes them feel safe… Communicate often… Invite conversation … Address students by name … Ask students how they are doing (Schlesselman et al. 2020:680) … [ it was recommended that] students with moderate anxiety should be followed up after graduation and supported to ensure that they do not experience more severe anxiety while working in clinical settings (Yüksel & Yilmaz 2022:81)
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