Testing an Intervention to Develop Resilience in Student Nurses and Embed a Strategy In Undergraduate Curricula

Abstract

Background
Resilience is considered an umbrella term to encompass key factors including wellbeing, emotional intelligence, self-awareness and empathy. A growing body of literature concludes the necessity for resilience-enhancing interventions to be embedded in undergraduate curricula; it is not enough to simply assume that resilience and coping are an innate component of the student nurses’ journey.
Aims and objectives
Aims
1. To identify if a novel action learning intervention is more effective in developing resilience in student nurses than current practice.
2. To embed resilience education in undergraduate curricula to support students’ well-being.
Objectives
1. To compare the effectiveness of interventions with current practice
2. To assess stakeholder engagement with resilience enhancing interventons.

Methods
1. Design of an intervention that using the acronym R.E.A.L: Rest Express Appraise Learn.
2.A Randomised Controlled Trial design whereby participants will be randomly allocated to (i) Control or (ii) Intervention. During this period participants in the intervention group will be asked to attend Action Learning sets once per month for 3 months, each session will be scheduled for 120 minutes and will provide qualitative data.
3. All participants will be asked to anonymously complete two short Resilience self-assessment surveys at the beginning of month one and at the end of month three.
All participants will have usual access to University of Plymouth student support services and personal tutoring regardless of their randomised group.
Anticipated impact
The R.E.A.L. intervention should support an improvement in resiliency scale outcomes at post-test phase, meaning that this research offers the opportunity for resilience development, allowing the opportunity to engage in critical thinking as a skill for life and lifelong learning. Embedding resilience interventions into the curriculum should improve student well-being and experience, leading to better health, improved academic outcomes and a reduction in attrition.

Date of Award	2025
Original language	English
Awarding Institution	University of Plymouth
Supervisor	Graham Williamson (Director of Studies (First Supervisor)), Bridie Kent (Other Supervisor) & Alison Bacon (Other Supervisor)