Date of Award

4-2025

Embargo Period

4-30-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Nursing

College

College of Nursing

First Advisor

Diana Layne

Second Advisor

Teresa M. Stephens

Third Advisor

Susan D. Newman

Abstract

This dissertation investigates the feasibility of integrating resilience education into nursing curricula. It evaluates the effects of the Registered Nurse Personal Resilience Enhancement Plan (RN-P.R.E.P.) on resilience and professional quality of life. An integrative review synthesized literature on educational interventions to enhance resilience among health science students, focusing on techniques and targeted internal protective factors. The multi-method study included a pilot implementation of the RN-P.R.E.P. intervention, collecting quantitative data from pre-/post-participant surveys and qualitative interviews with nursing faculty and administrators.

The integrative review followed Whitemore and Knafl's five-step methodology, guided by the PRISMA reporting guidelines. Interventions were analyzed using the Nursing Student Resilience Model. The multi-method study employed the RE-AIM framework to explore the feasibility of implementing resilience education into undergraduate nursing curricula at a large public university in the southeast. Students participated in a 12-week intervention, followed by optional interviews, while faculty and administration only participated in interviews.

The compendium consists of three manuscripts. The integrative review highlighted the diversity of resilience interventions and their varying effectiveness, emphasizing the need for tailored interventions for nursing students. The second manuscript reported quantitative findings from the RN-P.R.E.P. pilot program, noting successful curriculum adoption despite minimal changes in student resilience and professional quality of life. The third manuscript presented qualitative findings from faculty interviews, noting faculty support for resilience education but identifying challenges such as knowledge gaps and time constraints. This dissertation provides critical insight for integrating resilience into healthcare education curricula.

Rights

Copyright is held by the author. All rights reserved.

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