Stress, Resilience, and Well-Being in Undergraduate Nursing Students

Although stress, resiliency, and well-being have been studied individually in nursing students, the relationship among these three concepts has not been well studied in the undergraduate nursing student population. The purpose of this secondary analysis was to examine the relationship of stress, resilience, and well-being in undergraduate nursing students. The primary study was conducted at a Midwestern university with 261 junior and senior nursing students. Primary investigators surveyed 261 students utilizing the Perceived Stress Scale, Connor-Davidson Resiliency Scale 25, and Linear Analog Scale Assessment. This study found that stress and well-being were negatively correlated (p \u3c 0.0001), stress and resilience were negatively correlated (p \u3c 0.0001), and well-being and resilience were positively correlated (p \u3c 0.0001). Additionally, these concepts were compared to students’ academic terms. Stress decreased in students throughout their academic terms while well-being increased. Resilience did not change in relation to academic term

Stress, Resilience, and Well-Being in Undergraduate Nursing Students

Although stress, resiliency, and well-being have been studied individually in nursing students, the relationship among these three concepts has not been well studied in the undergraduate nursing student population. The purpose of this secondary analysis was to examine the relationship of stress, resilience, and well-being in undergraduate nursing students. The primary study was conducted at a Midwestern university with 261 junior and senior nursing students. Primary investigators surveyed 261 students utilizing the Perceived Stress Scale, Connor-Davidson Resiliency Scale 25, and Linear Analog Scale Assessment. This study found that stress and well-being were negatively correlated (p \u3c 0.0001), stress and resilience were negatively correlated (p \u3c 0.0001), and well-being and resilience were positively correlated (p \u3c 0.0001). Additionally, these concepts were compared to students’ academic terms. Stress decreased in students throughout their academic terms while well-being increased. Resilience did not change in relation to academic term