{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,3]],"date-time":"2026-09-03T17:11:00Z","timestamp":1788455460611,"version":"build-2803163510"},"reference-count":64,"publisher":"Wiley","issue":"11","license":[{"start":{"date-parts":[[2015,7,21]],"date-time":"2015-07-21T00:00:00Z","timestamp":1437436800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"DOI":"10.13039\/501100005109","name":"Registered Nurses\u2019 Foundation of Ontario","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100005109","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Journal of Advanced Nursing"],"published-print":{"date-parts":[[2015,11]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Aim<\/jats:title><jats:p>The aim of this study was to explore nursing students' understanding and enactment of resilience.<\/jats:p><\/jats:sec><jats:sec><jats:title>Background<\/jats:title><jats:p>Stress is considered to be a major factor affecting the health, well\u2010being and academic performance of nursing students. Resilience has been extensively researched as a process that allows individuals to successfully adapt to adversity and develop positive outcomes as a result. However, relatively little is known about the resilience of nursing students.<\/jats:p><\/jats:sec><jats:sec><jats:title>Design<\/jats:title><jats:p>A constructivist, grounded theory qualitative design was used for this study.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>In\u2010depth individual interviews were conducted with 38 nursing students enrolled in a four\u2010year, integrated baccalaureate nursing degree programme at a university in Ontario, Canada. Face\u2010to\u2010face interviews were conducted from January to April 2012 using a semi\u2010structured interview guide.<\/jats:p><\/jats:sec><jats:sec><jats:title>Findings<\/jats:title><jats:p>The basic social process of \u2018pushing through\u2019 emerged as nursing students' understanding and enactment of resilience. Participants employed this process to withstand challenges in their academic lives. This process was comprised of three main phases: \u2018stepping into\u2019, \u2018staying the course\u2019 and \u2018acknowledging\u2019. \u2018Pushing through\u2019 also included a transient \u2018disengaging\u2019 process where students were temporarily unable to push through their adversities. The process of \u2018pushing through\u2019 was based on a progressive trajectory, which implied that nursing students enacted the process to make progress in their academic lives and to attain goals.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Study findings provide important evidence for understanding the phenomenon of resilience as a dynamic, contextual process that can be learnt and developed, rather than a static trait or personality characteristic.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jan.12730","type":"journal-article","created":{"date-parts":[[2015,7,21]],"date-time":"2015-07-21T08:37:07Z","timestamp":1437467827000},"page":"2622-2633","source":"Crossref","is-referenced-by-count":76,"title":["Nursing students' understanding and enactment of resilience: a\u00a0grounded theory study"],"prefix":"10.1111","volume":"71","author":[{"given":"Andrew Thomas","family":"Reyes","sequence":"first","affiliation":[{"name":"School of Nursing York University 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