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| ORIGINAL ARTICLE |
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| Year : 2019 | Volume
: 16
| Issue : 1 | Page : 24-26 |
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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
| Date of Web Publication | 14-Oct-2019 |
Correspondence Address:
Mrs. Anumol Joseph
Vijay Marie College of Nursing, Hyderabad, Telangana
India
 Source of Support: None, Conflict of Interest: None
DOI: 10.4103/IOPN.IOPN_9_19
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.
Keywords: Emotional resilience, emotional upheavals, stress
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;16:24-6 |
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 2022 Jul 3];16:24-6. Available from: https://www.ijpn.in/text.asp?2019/16/1/24/269167 |
| 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: Frequency and percentage distribution of samples by their demographic characteristics
Click here to view |
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
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: Knowledge scores of subjects before and after structured teaching program (n=32)
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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: Effectiveness of teaching program on the knowledge of emotional resilience
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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: Association between posttest and selected demographic variables (n=32)
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| 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 | | |
| 1. | |
| 2. | |
| 3. | Fredrickson BL. The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. Am Psychol 2001;56:218-26.  |
[Figure 1]
[Table 1], [Table 2], [Table 3], [Table 4]
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