Resilience and Wellness Among Entry-To-Practice Accelerated and Traditional Nursing Students

Abstract

Background: Nurses who have developed resilience and wellness skills have a more positive outlook on education and decreased turnover rates. These skills can be built in nursing school and improve not only nurse outcomes but also nursing student outcomes. No current research exists on the differences in resilience and wellness scores between accelerated and traditional entry-to-practice nursing students. The two program types often use different curriculum delivery methods and program lengths, and faculty tend to use various teaching and learning principles. However, there is no research to support the idea that the two groups are fundamentally different.Purpose: The purpose of this study was to investigate levels of resilience and wellness in entryto-practice nursing students in accelerated and traditional programs. Aims: 1. Compare resilience and wellness scores between accelerated and traditional entry-topractice nursing students. 2. Determine the relationship between student characteristics associated with wellness and resilience. Methods: This study employs a cross-sectional descriptive research design among entry-topractice nursing students. Multiple t-tests and ANOVA tests were used to investigate levels of resilience and wellness in entry-to-practice nursing students in accelerated and traditional programs. Results: The study found there was no statistical difference in wellness or resilience levels between accelerated and traditional students. Statistically significant results indicated that mental health and chronic health conditions negatively impacted wellness and resilience for both groups. Conclusion: The data suggests there is no significant difference in resilience and wellness levels for accelerated and traditional nursing students.