The nursing student resilience scale-social and emotional learning (NSRS-SEL): Development and psychometric validation.

Measuring Positive Stress Appraisal Among Nursing Students: Development and Psychometric Evaluation of the Nursing Student Positive Stress Scale (NSPSS)

Understanding Resilience Among Undergraduate Nursing Students: Dimensions and Associated Factors

Background: Resilience is an important resource in nursing education, supporting students in adapting to demanding academic and clinical environments. However, evidence regarding the factors associated with resilience among nursing students remains inconsistent. This study aimed to examine the factors associated with resilience among undergraduate nursing students, with particular emphasis on gender, age, academic progression, institutional context, and selected sociodemographic characteristics. Methods: A cross-sectional quantitative study was conducted with 263 undergraduate nursing students from two higher education institutions in Portugal. Data were collected using the Takviriyanun Resilience Factors Scale, adapted and validated for the Portuguese population. Descriptive and inferential statistical analyses were performed to examine the two dimensions of the scale—Personal and Social Support Skills and Problem-Solving Skills—and their associations with sociodemographic and academic variables. Results: Students reported generally favourable levels of resilience-related factors, with higher scores observed in items reflecting personal responsibility and perceived social support. Comparatively lower scores were observed for items related to calmness and patience, confidence, optimism, and perceived social acceptance. A statistically significant gender difference was found in Problem-Solving Skills, with male students showing higher mean ranks than female students (p = 0.038); however, the effect size was small (r = 0.13). A moderate positive correlation was observed between Problem-Solving Skills and Personal and Social Support Skills (ρ = 0.394, p < 0.001). No statistically significant associations were found between the resilience dimensions and age, year of study, higher education institution, displacement status, place of residence, or religious affiliation. Conclusions: Undergraduate nursing students demonstrated generally favourable levels of resilience-related factors. Personal and Social Support Skills and Problem-Solving Skills were positively associated, suggesting a meaningful relationship between interpersonal resources and problem-solving competencies. Although a small gender difference was observed in Problem-Solving Skills, the findings do not indicate substantial gender-related differences in resilience-related factors. Educational strategies aimed at strengthening problem-solving, adaptive coping, emotional self-regulation, and social support may be relevant throughout undergraduate nursing education. Longitudinal and multicentre studies are warranted to further investigate the factors associated with resilience and to evaluate the effectiveness of resilience-focused educational interventions.

Fostering Mental Health and Resilience: Assessing and Developing Psychological-Emotional Competencies in Cross-University Credit Learning under the New Liberal Arts

This study aims to assess the psychological and emotional competencies (e.g., resilience, adaptability, interpersonal skills) of students participating in cross-university credit programs under the New Liberal Arts educational framework, and to propose targeted development pathways that foster both academic achievement and mental well-being. A mixed-methods sequential design was employed. Phase 1 involved a large-scale survey of 650 students from three universities engaged in cross-institutional coursework, using validated scales to measure psychological adaptation, emotional regulation, and learning engagement. Phase 2 consisted of in-depth interviews with 45 students and 20 academic advisors to explore the contextual and relational factors influencing these competencies. Data were integrated to identify key predictors and challenges. Students demonstrated moderate levels of psychological adaptation, with 35% reporting significant initial stress related to academic and social integration in a new institutional environment. However, high emotional regulation scores correlated strongly with superior academic performance (r = 0.61, p<0.01) and higher satisfaction with the cross-university experience. Qualitative analysis revealed that structured mentorship and peer support networks were critical facilitators, increasing students' sense of belonging and self-efficacy by an average of 40%. Systematically assessing and cultivating psychological and emotional competencies is essential for the success of cross-university learning initiatives. The proposed development pathways—integrating pre-program preparation, embedded mentorship, and reflective practice—can significantly enhance student resilience, engagement, and overall mental health, thereby realizing the holistic educational goals of the New Liberal Arts. Li Li, College of Arts and Information Engineering, Dalian Polytechnic University, Dalian 116499, China.

Advancing Health Workforce Education: Development and Psychometric Validation of the Challenges in Team-Based Learning Questionnaire (CTBLQ) in Vietnam

Overall, the CTBLQ demonstrated satisfactory psychometric properties and provides a standardized diagnostic instrument for identifying barriers to Team-Based Learning implementation and may support evidence-informed curriculum evaluation, educational planning, and future research in nursing education while contributing to the advancement of health workforce education through improved implementation of collaborative learning.

Turkish adaptation of the Nurse Team Resilience Scale in public health emergencies: a validity and reliability study.

BACKGROUND Public health emergencies place substantial pressure on healthcare systems and highlight the critical role of nursing teams in maintaining service continuity. Although resilience has frequently been examined at the individual level, instruments assessing resilience at the nursing team level remain limited. This study aimed to translate the Nurse Team Resilience Scale (NTRS) into Turkish and evaluate its psychometric properties among nurses working in primary healthcare settings. METHODS This methodological study was conducted with 218 nurses working in family health centers and community health centers between November 2025 and January 2026. The psychometric evaluation was guided by COSMIN methodological standards. The cross-cultural adaptation process included forward-backward translation, expert review, and pilot testing. Content validity was assessed using the content validity index. Construct validity was evaluated using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Reliability was examined through internal consistency, split-half reliability, and test-retest analysis. RESULTS Content validity findings supported the cultural and conceptual appropriateness of the Turkish version, with I-CVI and S-CVI/Ave values of 1.00. EFA supported a single-factor structure explaining 72.685% of the total variance. CFA indicated acceptable to good model fit. The scale demonstrated high internal consistency, strong split-half reliability, and strong test-retest reliability, supporting short-term temporal stability. CONCLUSIONS The Turkish version of the NTRS demonstrated strong psychometric evidence supporting its validity and reliability for assessing nursing team resilience in public health emergency contexts. The scale may be used in research and practice to evaluate and strengthen team resilience among nurses. CLINICAL TRIAL NUMBER Not applicable.

Resilience and empathy dimensions in undergraduate nursing education: A multicenter structural analysis in Latin America.

BACKGROUND Empathy is a core competency in undergraduate nursing education and is closely linked to quality of care. Its expression may be influenced by individual regulatory traits such as resilience, particularly in emotionally demanding academic clinical contexts. However, the dimensional associations between resilience and empathy remain insufficiently explored in nursing students. OBJECTIVE To examine structural associations between resilience and empathy dimensions among undergraduate nursing students from multiple Latin American countries. METHODS A cross-sectional multicenter study was conducted with 3611 undergraduate nursing students from five Latin American countries. Participants completed the Jefferson Scale of Empathy-Health Professions Student version (JSE-HPS) and the Resilience Trait Scale (RTS). Confirmatory factor analyses and reliability analyses were performed for both instruments. Measurement invariance across countries was evaluated for the resilience scale. Structural associations between resilience and empathy dimensions were estimated using structural equation modeling and interpreted as theoretically guided exploratory approximations. RESULTS The structural model showed inadequate incremental fit (CFI = 0.83; TLI = 0.81), despite comparatively more favorable RMSEA and SRMR values. Consequently, the individual path coefficients cannot be regarded as stable or well-supported structural associations. Within this misspecified model, the estimated coefficients suggested heterogeneous patterns across resilience and empathy dimensions; however, their magnitude, direction, and statistical significance may be sensitive to model specification. These results should therefore be considered preliminary and hypothesis-generating rather than as reliable estimates of dimensional relationships. CONCLUSIONS The inadequate incremental fit of the structural model precludes firm conclusions regarding the dimensional associations between resilience and empathy. Although the estimated coefficients suggested potentially differentiated patterns, these findings are too model-dependent to support educational recommendations or substantive interpretations at this stage. Further studies should refine and cross-validate the measurement and structural specifications before evaluating the educational relevance of these relationships.