Nursing Students' Resilience and Intent to Work at the Bedside
Michele A Gerdes1, Jenny B Schuessler
1About the Authors Michele A. Gerdes, EdD, RN, CNE, is associate professor, Rockhurst University-Saint Luke's College of Nursing and Health Sciences, Kansas City, Missouri. Jenny B. Schuessler, PhD, RN, CNE, is dean and professor of nursing, University of West Georgia, Tanner Health System School of Nursing, Carrollton, Georgia. The authors are grateful to Dr. Laura Caramanica and Dr. Kathleen Morales for their contributions to the content and formatting of the original study and to Dr. Lynda Idleman for providing assistance with statistics. For more information, contact Dr. Gerdes at michele.gerdes@rockhurst.edu .
Aim:
The primary purpose of this study was to explore relationships between self-efficacy, peer support, coping style, intent to work at the bedside, and resilience in nursing students.
Background:
Resilience correlates with one-year retention at the bedside. Retention of bedside nurses improves patient outcomes.
Method:
A quantitative, correlational design determined relationships between variables. Surveys were completed by 205 participants. Surveys included a program type list, intent to work at the bedside items, the Brief Cope Scale, the General Self-Efficacy Scale, the Peer Group Caring Interaction Scale.
Results:
Significant relationships were found between resilience and self-efficacy, resilience and coping style, and peer support and approach coping style. Half of the respondents intended to work at the bedside for two years after graduation. Self-efficacy and avoidance coping were resilience predictors.
Conclusion:
To support resilience, educators should facilitate students' development of self-efficacy and approach coping style.
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