Integrating Psychological Well-Being and Self-Care Behaviors Into Undergraduate Nursing Education Curriculum: A
Hua Li1, Alana Glecia, Fiona Opoku-Mensah
1About the Authors The authors are faculty at the University of Saskatchewan, Saskatoon, Saskatchewan, Canada. Hua Li, PhD, RN, is an associate professor, College of Nursing. Alana Glecia, MA, is a research assistant, Department of Sociology. Fiona Opoku-Mensah, MA, is a research assistant, Department of Sociology. Mary Ellen Labrecque, PhD, RN, is an assistant professor, College of Nursing. Pammla Petrucka, PhD, RN, is a professor, College of Nursing. For more information, contact Dr. Li at hua.li@usask.ca .
Aim:
The aim of this study was to review literature on integrating psychological well-being and self-care behaviors into the university undergraduate nursing education curriculum.
Background:
Burnout has been recognized as a key contributing factor to nursing shortages. Interventions aiming to improve coping skills and reduce stress have been shown to be effective. Learning coping skills during nursing education would benefit students greatly during their study and beyond.
Method:
The literature review searched four electronic databases including CINAHL, Medline, Embase, and Web of Science to select relevant peer-reviewed articles.
Results:
Seven studies met the inclusion criteria and were included in this review. Most showed that building resilience and improving self-care behaviors have positive effects on nursing students' psychological well-being.
Conclusion:
To enhance coping skills, reduce stress, and improve well-being in nursing students, university nursing programs should integrate psychological well-being and self-care behaviors into their nursing curricula.
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