Resilience is a complex concept that is extensively drawn upon in higher education, nursing included. The objective is to examine the concept of resilience and its use within nursing education.
Rodgers’ evolutionary concept analysis was used to explore this concept.
The current focus on fostering resilience in undergraduate nursing education predominantly focuses on educational interventions to support one’s ability to self-care continues to be pervasive within the nursing literature. More recent dialogue encourages a more holistic approach that examine interventions from both individual and structural perspectives.
Recommendations for future research are to examine the synergy between individual, contextual, and structural factors to support resilience in nursing students.
Implications for International Audience
Based on the concept analysis, resilience is contextual. Therefore, nurse educators may support and foster nursing students’ resilience by having increased awareness of both individual and structural perspectives of resilience.
The authors would like to extend their appreciation to Dr. Mina Singh and Dr. Gillian Parekh for their support in the planning stage of this manuscript. Thank you to Professor Michelle Connell and Stephanie Kinzie for their insightful feedback in support of this manuscript.
Research funding: The author (JT) would like to acknowledge Centennial College, York University Graduate Fellowship, Registered Nurses Association of Ontario – Nursing Research Interest Group, and the Canadian Nurses Foundation for their financial support. The funding organizations played no role in the study design; in the collection, analysis, and interpretation of data; in the writing of the report; or in the decision to submit the report for publication.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no conflict of interest.
Informed consent: Not applicable.
Ethical approval: Not applicable.
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