Grade Level Differences in Resilience of Nursing Students Measured Using Bidimensional Resilience Scale

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  • Sugimoto Chie
    Master course of Management in Health Care Sciences, Graduate School of Health Care Sciences, Jikei Institute
  • Kasahara Satoko
    Master course of Management in Health Care Sciences, Graduate School of Health Care Sciences, Jikei Institute
  • Oka Kohei
    Master course of Management in Health Care Sciences, Graduate School of Health Care Sciences, Jikei Institute

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  • 二次元レジリエンス要因尺度を用いた看護学生のレジリエンス特性の学年による違い
  • ニジゲン レジリエンス ヨウイン シャクド オ モチイタ カンゴ ガクセイ ノ レジリエンス トクセイ ノ ガクネン ニ ヨル チガイ

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Abstract

<p>Purpose: This study aimed to identify differences in levels of resilience in nursing students by grade level and their relationships with social support.</p><p>Methods: A self-administered questionnaire was conducted on 246 first- to third-year nursing students. The questionnaire included demographics, the Bidimensional Resilience Scale (BRS), and social support. Analyses included the one-way analysis of variance and multiple regression analysis.</p><p>Results: “Control” of innate factors of the BRS was significantly higher in third-year students than in first-year students (F2,227 = 3.2, P = 0.042). By contrast, acquired factors included significantly higher levels of “attempting to solve a problem” (F2,227 = 6.2, P = 0.002) and “self-understanding” (F2,227 = 7.3, P < 0.001) among second- and third-year students, in comparison with first-year students, and there was no difference in “understanding others.” Support from nursing school instructors during clinical training influenced “self-understanding” (β = 0.22). Furthermore, “understanding others” was influenced heavily from support by significant others (β = 0.21).</p><p>Conclusions: Our findings indicate that “self-understanding,” “attempting to solve a problem,” and “control” of nursing students increased. Building resilience requires support from providers in both regular and extra-curricular activities.</p>

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