Delivering resilience training to pre-registration student nurses in partnership with a reservist military organisation: A qualitative study

TY - JOUR

T1 - Delivering resilience training to pre-registration student nurses in partnership with a reservist military organisation

T2 - A qualitative study

AU - Corlett, Jo

AU - McConnachie, Tom

N1 - No funding

PY - 2021/2

Y1 - 2021/2

N2 - Background: Nurses need resilience to safeguard their well-being. In collaboration with a military reservist organisation the Team Series was designed to foster resilience by promoting teamwork and leadership skills in student nurses.Objectives: To explore participants' experiences of engaging with the Team Series and the skills and knowledge acquired.Design: A qualitative design.Setting: A Scottish University.Participants: Fourteen 3rd year pre-registration nursing students, ten academic staff and ten reservists.Methods: Audio-taped focus groups and interviews thematically analysed.Results: Students conceptualised resilience as clinical competence, valuing an active learning process enabling them to practice clinical and interpersonal skills, utilising a range of communication, team-building, leadership and problem-solving skills. Participation in the Team Series fostered self-awareness and self-confidence, the foundations of resilience, helping students feel more competent in coping effectively in stressful situations.Conclusion: The positive impact of collaborating with a military organisation experienced in developing team-working and leadership skills is demonstrated. Learning experiences designed to promote physical and emotional resilience should be threaded throughout curricula to ensure these attributes are developed and sustained over time.

AB - Background: Nurses need resilience to safeguard their well-being. In collaboration with a military reservist organisation the Team Series was designed to foster resilience by promoting teamwork and leadership skills in student nurses.Objectives: To explore participants' experiences of engaging with the Team Series and the skills and knowledge acquired.Design: A qualitative design.Setting: A Scottish University.Participants: Fourteen 3rd year pre-registration nursing students, ten academic staff and ten reservists.Methods: Audio-taped focus groups and interviews thematically analysed.Results: Students conceptualised resilience as clinical competence, valuing an active learning process enabling them to practice clinical and interpersonal skills, utilising a range of communication, team-building, leadership and problem-solving skills. Participation in the Team Series fostered self-awareness and self-confidence, the foundations of resilience, helping students feel more competent in coping effectively in stressful situations.Conclusion: The positive impact of collaborating with a military organisation experienced in developing team-working and leadership skills is demonstrated. Learning experiences designed to promote physical and emotional resilience should be threaded throughout curricula to ensure these attributes are developed and sustained over time.

KW - Civilian-military collaboration

KW - Physical and emotional resilience

KW - Resilience education

KW - Student nurses

UR - https://www.scopus.com/pages/publications/85099520007

U2 - 10.1016/j.nedt.2020.104730

DO - 10.1016/j.nedt.2020.104730

M3 - Article

C2 - 33360314

SN - 0260-6917

VL - 97

JO - Nurse Education Today

JF - Nurse Education Today

M1 - 104730

ER -