Indian Journal of Psychiatric Nursing

ORIGINAL ARTICLE
Year
: 2019  |  Volume : 16  |  Issue : 1  |  Page : 24--26

Effectiveness of a structured teaching program on the knowledge of emotional resilience among nursing undergraduates of a selected nursing college of Hyderabad


Anumol Joseph1, PT Shiny2, Pragati Robin3,  
1 Assistant Professor, Department of Mental Health Nursing, Vijaymarie College of Nursing, Hyderabad, India
2 Lecturer, Medical Surgical Nursing, Vijaymarie College of Nursing, Hyderabad, India
3 Assistant Professor, Bethany College of Nursing Bhilai, Chattisgarh, India

Correspondence Address:
Mrs. Anumol Joseph
Vijay Marie College of Nursing, Hyderabad, Telangana
India

Abstract

Background: Emotional resilience refers to one's ability to adapt to stressful situations or crises. More resilient people are able to “roll with the punches” and adapt to adversity without lasting difficulties; less resilient people have a harder time with stress and life changes, both major and minor. Objectives: The objectives of the study were to assess the effect of structured training program on knowledge of emotional resilience and to seek association between knowledge scores and selected demographic variables. Material and Methods: The research approach selected for the present study was a quantitative approach. A preexperimental research design was adapted with one-group pretest–posttest design. The study was conducted in a selected nursing college of Hyderabad. The sample size was 32. The sample chosen for the study was B.Sc. Nursing 1st-year students. Convenient sampling technique was used. A questionnaire with multiple-choice questions was prepared. Results: Majority of the students that is 16 (50%) who participated in the study were aged 18 years. Most of them belonged to nuclear family that is 25(78%). The pretest mean scores were 12.4 and the posttest mean scores were 16.5. Paired “t” test value was 18.6 and table value is 2.05 at 0.05 and the df is 31 which indicated that structured teaching was effective in improving knowledge of the students. There was no association between knowledge and selected demographic variables, such as age, religion, and type of family. Conclusion: It is during this novice period that they experience a lot of emotional upheavals and find it difficult to cope with trivial matters. The knowledge about emotional resilience will help them to face the challenges of life with optimism, and it would help them to use their problem-solving skills and to solve complex problems in life.



How to cite this article:
Joseph A, Shiny P T, Robin P. Effectiveness of a structured teaching program on the knowledge of emotional resilience among nursing undergraduates of a selected nursing college of Hyderabad.Indian J Psy Nsg 2019;16:24-26


How to cite this URL:
Joseph A, Shiny P T, Robin P. Effectiveness of a structured teaching program on the knowledge of emotional resilience among nursing undergraduates of a selected nursing college of Hyderabad. Indian J Psy Nsg [serial online] 2019 [cited 2019 Dec 12 ];16:24-26
Available from: http://www.ijpn.in/text.asp?2019/16/1/24/269167


Full Text



 Introduction



Emotional resilience is the ability to adapt to stressful situations and cope with life's ups and downs. The word “resilience” comes from the Latin “resilio” meaning to bounce back. Resilience does not eliminate stress or erase life's difficulties but allows you to tackle or accept problems, live through adversity, and move on with life.[1] Emotional resilience refers to one's ability to adapt to stressful situations or crises. More resilient people are able to “roll with the punches” and adapt to adversity without lasting difficulties; less resilient people have a harder time with stress and life changes, both major and minor.[1]

David Viscott argues that “when individuals are seen to have an emotional breakdown as a result of stress, what is really happening is their emotional resilience has reached a breaking point. Therefore managing emotional resilience and protecting this process from disruptions and disturbances is an important part of helping individuals lead to a consistent and happy mental life.”[2]

Fredrickson has noticed that there is a link between emotional resilience and education. Individuals who have gained higher qualifications develop a greater degree of emotional resilience from those with limited educational experiences. This could mean that emotional resilience develops because of the ability to intellectually deal with and reconfigure psychological factors as well as the way in which they lead to the development of resilience.[3]

Resilience is not a quality that you either do or do not possess; there are varying degrees how well a person is able to handle stress. The researchers felt that there is a need to conduct the study as students are more in contact with stress and emotional instability. Nursing students pursue a career with chaos and get confused with the practicality and procedures.

 Materials And Methods



The research approach selected for the present study was a quantitative approach. A preexperimental research design was adapted with one-group pretest–posttest design. The study was conducted in a selected nursing college of Hyderabad. There were 32 B. Sc. Nursing 1st-year students chosen for the study by convenient sampling technique.

Intervention

The researchers prepared content on emotional resilience which included dimensions elements, importance, ways of building resilience, qualities of a resilient individual emotional intelligence and its significance, managing stress during examinations, and mindfulness. The teaching was given through lecture cum discussion, and the audio-visual aid used was PowerPoint presentation.

 Results



The [Table 1] majority of the samples who participated in the study were of age eighteen 16 (50%), and were Christians 20 (63%). Most of them belonged to nuclear family 25 (78%). Most of the students' mothers'(56.25%) and fathers'(28%) were graduates.{Table 1}

As illustrated in [Figure 1], the majority of the study students during pretest reported that 24 (75%) had average knowledge, 7 (22%) had below average knowledge, and only 1 (3%) accounted to above average knowledge. However, after the implementation of the structured teaching program 21 (66%) students reported average knowledge and 9 (28%) reported above average knowledge and only 2 (6%) had below average knowledge{Figure 1}

As given in [Table 2], the knowledge scores of students on pretest and posttest revealed that the mean score of pretest was 12.4 with standard deviation (SD) 1.24 and posttest score was 16.5 with SD 0.78.{Table 2}

As given in [Table 3], the pretest mean score of the students was 12.4 and the posttest mean score was of the students 16.5. Paired “t” test value was 18.6 and table value is 2.05 at 0.05 and the df is 31.{Table 3}

There was no association between knowledge scores of subjects and selected demographic variables such as age, religion, and type of family as Chi-square value is less than table value [Table 4].{Table 4}

 Discussion



Fredrickson noticed that there is a link between emotional resilience and education. Individuals who have gained higher qualifications develop a greater degree of emotional resilience from those with limited educational experiences. This could mean that emotional resilience develops because of the ability to intellectually deal with and reconfigure psychological factors as well as the way in which they lead to the development of resilience.[3] The present study focused on improvement in knowledge after implementation of a structured teaching program. The results revealed that majority of the samples that is 16 (50%) who participated in the study were aged 18 years and were Christians 20 (63%). Most of them belonged to nuclear family (25, 78%). The pretest mean scores were 12.4 and the posttest mean scores were 16.5. Paired “t” test value was 18.6 and table value is 2.05 at 0.05 and the df is 31 which indicated that structured teaching was effective in improving knowledge of the students. There was no association between knowledge of students with their selected demographic variables, such as age, religion, and type of family.

 Conclusion



The student nurses face a drift from school and family surroundings to college and hostel atmosphere which is a dynamic transition in their lives demanding personal and academic fulfillment. It is during this novice period that they experience a lot of emotional upheavals and find it difficult to cope with trivial matters. The knowledge about emotional resilience will help them to face the challenges of life with optimism, and it would help them to use their problem-solving skills and to solve complex problems in life.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

References

1Available from: https://warwick.ac.uk/services/counselling/informationpages/emotional_resilience/. [Last accessed on 2018 Sep 28]
2What is Emotional Resilience? Available from: https://www.ukessays.com/essays/psychology/what-is-emotional-resilience-psychology-essay.php?vref=1. [Last accessed on 2017 Jun 03].
3Fredrickson BL. The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. Am Psychol 2001;56:218-26.