Increasing student success through in-class resilience education

A cross-sectional study of academic success measures, grit, and resilience among US dental students

PURPOSE

This study explored themes previously identified as central to holistic professional school success, as related to traditional academic achievement, resilience, and grit measures.

METHODS

This cross-sectional study surveyed third- and fourth-year US dental students. Items addressed themes previously identified as central to professional school success, including need for cognition, patient ownership, collective orientation, grit, and resilience. Traditional academic metrics were also included. Statistical analyses comprised one-way analysis of variance (ANOVA), simple linear regression, and stepwise multiple regression procedures.

RESULTS

A total of 126 students participated (81% response rate). Collective orientation, need for cognition, patient ownership, and resilience did not significantly correlate with grade point average (GPA), whereas grit did, r = 0.29. Need for cognition and patient ownership combined significantly predicted grit with approximately 35% of variance explained. Approximately 25% of variance in resilience scores was accounted for by need for cognition, coupled with collective orientation. Grit and resilience significantly correlated, r = 0.59.

CONCLUSIONS

Grit significantly predicted both traditional and alternative metrics of success among dental students, particularly need for cognition and patient ownership. A high need for cognition is consistent among students who display both grit and resilience. Neither resilience nor the alternative measures of success predicted traditional academic metrics.

Evaluating the Impact of Self-Care Strategies Incorporated in Undergraduate and Graduate Nursing Curricula: A Systematic Review

BACKGROUND

Evidence demonstrates professional nurses' vital need for self-care, underscoring the necessity to support the integration of self-care behaviors in nursing education.

PURPOSE

The aim was to synthesize the impact of self-care strategies in nursing curricula to evaluate students' experiential, evidence-based outcomes.

METHODS

A systematic review was conducted to examine interventional self-care studies in undergraduate and graduate nursing curricula published in the English language from 2018 to 2023. Searches were conducted between June 1, 2023, and July 12, 2023, in MEDLINE, PsycINFO, CINAHL, ProQuest, and PubMed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, yielding 20 peer-reviewed articles. Studies were evaluated for quality utilizing Medical Education Research Study Quality Instrument scoring; each author examined results independently to ensure rigor and mitigate bias.

RESULTS

Notable increases were observed regarding students' recognition of self-care needs across a variety of curricular methodologies and self-care strategies.

CONCLUSIONS

Evidence is mounting to substantiate curricular integration of self-care strategies in nursing education; further research of a robust nature is needed to refine curricular approaches.

Defining young people's mental health self-care: a systematic review and co-development approach

Self-care is among the emerging types of mental health support which operate outside traditional services, although the meaning and practice of self-care for young people with mental health difficulties are currently unclear. This systematic review was pre-registered with PROSPERO (CRD42021282510) and investigated conceptualizations of self-care in academic publications which investigated or discussed self-care for young people's mental health or wellbeing. A Patient and Public Involvement (PPI) workshop facilitated young people with experience of mental health difficulties to respond to the identified concepts and co-develop a definition of self-care. Searches in PsycINFO, MEDLINE, Embase, CINAHL Plus, Scopus, Cochrane Library of Systematic Reviews, and gray literature sources resulted in 90 included publications. Content analysis indicated little conceptual consistency, with health and wellness promotion most commonly used to define self-care. The PPI workshop co-developed a definition of mental health self-care, which attendees felt should emphasize an individual process of self-awareness, self-compassion, and specific strategies to work toward emotional balance. This study highlights the gap between current academic understandings of young people's mental health self-care and young people's experience. The presented definition will enable future research to begin from an understanding of self-care which is relevant to young people with experience of mental health difficulties.

A Utilização da Imitação Facial em Tarefas de Reconhecimento de Expressões Emocionais

Resumo A imitação facial é um comportamento involuntário capaz de facilitar a transmissão de informações não verbais relevantes em diferentes contextos sociais. Este estudo teve por objetivo analisar a capacidade de reconhecimento de expressões emocionais enquanto o observador tensiona a própria face ou imita a face-alvo. A hipótese utilizada foi a de que indivíduos que tensionam a própria face terão menor probabilidade de acertos na execução das tarefas de reconhecimento de expressões emocionais e aqueles que imitam a expressão terão uma maior probabilidade de acertos na execução das mesmas tarefas. A amostra foi composta por 30 participantes, divididos em dois grupos experimentais: o Grupo Imitação (GI) e o Grupo Ruído (GR), ambos com 18 participantes do sexo feminino e 12 do sexo masculino. O experimento consistiu em apresentar fotos de atores expressando facialmente uma emoção básica por 10 segundos. Neste período, os participantes deveriam, então, observar ou intervir facialmente, imitando ou tensionando a própria face (de acordo com o grupo alocado, Imitação ou Ruído). Após os 10 segundos executando a instrução (observar, imitar ou interferir), o participante deveria responder - entre as opções alegria, tristeza, nojo, raiva, surpresa e medo - a emoção correspondente à imagem. Os resultados apresentaram diferenças significativas quando comparadas as tarefas de tensionar ou imitar a face-alvo, sugerindo que a alteração da própria face do observador pode influenciar durante o desempenho de uma tarefa de reconhecimento de emoções em faces.

Evaluation of a Brief Stress Management Workshop for Incoming Nursing Students

The purpose of this study was to evaluate the effectiveness of a brief stress management workshop on nursing students' perceived stress and resilience. Students who received the stress management intervention during orientation had significantly higher resilience scores and lower stress scores 1 year later during COVID-19 than the comparison group.

Effectiveness of Progressive Muscle Relaxation, Deep Breathing, and Guided Imagery in Promoting Psychological and Physiological States of Relaxation

Research suggests that multiple forms of relaxation training (e.g., progressive muscle relaxation, meditation, breathing exercises, visualization, and autogenics) can help individuals reduce stress, enhance relaxation states, and improve overall well-being. We examined three different, commonly used approaches to stress relaxation-progressive muscle relaxation, deep breathing, and guided imagery-and evaluated them in a head-to-head comparison against each other and a control condition. Sixty healthy undergraduate participants were randomized to one of the four conditions and completed 20 minutes of progressive muscle relaxation, deep breathing, or guided imagery training that was delivered by recorded audio instruction. Baseline and follow-up assessment of psychological relaxation states were completed. Physiological relaxation was also assessed continuously using measures of electrodermal activity and heart rate. Results showed that progressive muscle relaxation, deep breathing, and guided imagery all increased the state of relaxation for participants in those groups, compared to participants in the control group. In each case, the increase was statistically significant and although the groups did not differ on relaxation before training, all groups were significantly higher on relaxation after training, as compared to the control group. Progressive muscle relaxation and guided imagery showed an immediate linear trend toward physiological relaxation, compared to the control group, and the deep breathing group showed an immediate increase in physiological arousal followed quickly by a return to initial levels. Our results lend support to the body of research showing that stress relaxation training can be effective in improving relaxation states at both the psychological and physiological level. Future research could examine stress relaxation techniques in a similar manner using designs where multiple techniques can be compared in the same samples.