Main Article Content
Objectives: To explore and understand the ability to recover from stress prompted by online learning amidst COVID-19 among the nurse-midwife students. Methods: This study was conducted using an explanatory sequential design. Two hundred nurse-midwife students participated in the quantitative part of the study using a stress resilience questionnaire adapted from Connor-Davidson Resilience Scale (CD-RISC). In the qualitative part, four focus groups were conducted until data saturation of a total of 20 students using semi-structured interviews with open-ended questions. Results: Nurse-midwife students suffered from stress caused by abrupt change amidst the COVID-19 crisis. Most of the 200 participants had moderate levels of stress resilience. In the focus groups the following key themes were identified: 1) recognising the effects of COVID-19 on learning and life, 2) perceiving change as a learning opportunity and a challenge that improves self-discipline, and 3) recovering with family, teacher, and peer support. Conclusions: Adaptability and resilience helped nurse-midwife students recover from stressful events caused by change in learning modes amidst COVID-19. Having stress resilience in the face of stressful experience will facilitate their transition to the nursing and midwifery profession and might improve their job retention in the future.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
National Statistical Office. Project to explore the impact of the Covid-19 epidemic situation [internet]. Bangkok: National Statistical Office. 2020 [cited 2020 Aug 20]. Avalaible from: http://ittdashboard.nso.go.th/covid19survey.php
United Nations Educational, Scientific and Cultural Organization [UNESCO] [internet]. Education: from disruption to recovery. London: United Nations Educational, Scientific and Cultural Organization. 2021 [cited 2021 Jul 20]. Avalaible from: https://en.unesco.org/covid19/educationresponse
Ministry of Higher Education, Research and Innovation. The announcement of Ministry of Higher Education, Science, Research and Innovation (No. 3) [internet]. Bangkok: Ministry of Higher Education, Research and Innovation. 2020 [cited 2021 Jul 20]. Avalaible from:
Kumkong M, Amornpiyaphakorn A, Chamnanpok R, et al. Provision of nursing practicum using online system in situation od covid-19. JNSU. 2021; 22(43): 114-26. Thai.
Yıldız E. Posttraumatic growth and positive determinants in nursing students after COVID-19 alarm status: A descriptive cross-sectional study. Perspect in Psychiatric Care. 2021; 57(4): 1876-87. doi: 10.1111/ppc.12761.
United Nations Children’s Fund [UNICEF]. Impact of covid-19 towards children and youth in Thailand [internet]. Bangkok: United Nations Children’s Fund. 2020 [cited 2021 Jul 20]. Avalaible from: https://www.unicef.org/thailand/media/6231/file/UNICEF%20Annual%20Report%202020%20EN.pdf
Wongsaree C, Sirilukkananan K. Instructional design and achievement test construction in 21st century in theoretical subjects in the field of nursing education J Health & Health Manag. 2019; 5(2): 1-22. Thai.
Rasmussen B, Hutchinson A, Lowe G, et al. The impact of covid-19 on psychosocial well-being and learning for australian nursing and midwifery undergraduate students: A cross-sectional survey. Nurse Educ Pract. 2022; 58: 103275. doi: 10.1016/j.nepr.2021.103275.
Austin Z, Gregory P. Resilience in the time of pandemic: The experience of community pharmacists during COVID-19. Res Social Adm Pharm. 2021; 17(1): 1867-75. doi: 10.1016/j.sapharm.2020.05.027.
Aburn G, Gott M, Hoare K. What is resilience? An integrative review of the empirical literature. J Adv Nurs. 2016; 72(5): 980-1000. doi: 10.1111/jan.12888.
Chow KM, Tang WKF, Chan WHC, et al. Resilience and well-being of university nursing students in Hong Kong: A cross-sectional study. BMC Med Educ. 2018; 18(1): 13. doi: 10.1186/s12909-018-1119-0.
Reyes AT, Andrusyszyn MA, Iwasiw C, et al. Resilience in nursing education: An integrative review. J Nurs Educ. 2015; 54(8): 438-44. doi: 10.3928/01484834-20150717-03.
Guillasper JN, Oducado RMF, Soriano GP. Protective role of resilience on COVID-19 impact on the quality of life of nursing students in the Philippines. BNJ. 2021; 7(1): 43-9. doi: 10.33546/bnj.1297.
McCarthy B, Trace A, O’Donovan M, et al. Nursing and midwifery students’ stress and coping during their undergraduate education programmes: An integrative review. Nurse Educ Today. 2018; 61: 197-209. doi: 10.1016/j.nedt.2017.11.029.
Stephens TM. Nursing student resilience: A concept clarification. Nursing Forum. 2013; 48(2): 125-33.
Alameddine M, Bou-Karroum K, Ghalayini W, et al. Resilience of nurses at the epicenter of the COVID-19 pandemic in Lebanon. Int J Nurs Sci. 2021; 8(4): 432-8. doi: 10.1016/j.ijnss.2021.08.002.
Reyes AT, Andrusyszyn MA, Iwasiw C, et al. Nursing students' understanding and enactment of resilience: A grounded theory study. J Adv Nurs. 2015; 71(11): 2622-33. doi: 10.1111/jan.12730.
Saengkhiew P, Khiaolueang D, Srijaiwong S, et al. Resilience and adaptation of nursing students in the covid-19 pandemic. BCNUT J Nurs. 2022; 14(1): 62-77. Thai.
Nartova-Bochaver S, Korneev A, Bochaver K. Validation of the 10-item connor-davidson resilience scale: The case of russian youth. Front. Psychiatry. 2021; 12: 611026. doi: 10.3389/fpsyt.2021.611026.
Holloway I, Galvin K. Qualitative research in nursing and healthcare. 4 th ed. Oxford, UK: John Wiley & Sons; 2017.
Braun V, Clarke V, Terry G. Thematic analysis. Qual Res Clin Health Psychol. 2014: 95-114.
Thomas LJ, Asselin M. Promoting resilience among nursing students in clinical education. Nurse Educ Pract. 2018; 28: 231-4. doi: 10.1016/j.nepr.2017.10.001.
Delgado C, Upton D, Ranse K, et al. Nurses’ resilience and the emotional labour of nursing work: An integrative review of empirical literature. IJNS. 2017; 70: 71-88. doi: 10.1016/j.ijnurstu.2017.02.008.
Trindade IA, Mendes AL, Ferreira NB. The moderating effect of psychological flexibility on the link between learned helplessness and depression symptomatology: A preliminary study. J Context Behav Sci. 2020; 15: 68-72. doi: 10.1016/j.jcbs.2019.12.001.
Ahmed WA, Mohammed BM. Nursing students’ stress and coping strategies during clinical training in KSA. J Taibah Univ Med Sci. 2019; 14(2): 116-22. doi: 10.1016/j.jtumed.2019.02.002.
Rood L, Tanzillo T, Madsen N. Student nurses’ educational experiences during COVID-19: A qualitative study. Nurse Educ Today. 2022; 119: 105562. doi: 10.1016/j.nedt.2022.105562.
Barzilay R, Moore TM, Greenberg DM, et al. Resilience, COVID-19-related stress, anxiety and depression during the pandemic in a large population enriched for healthcare providers. Transl Psychiatry. 2020; 10(1): 291. doi: 10.1038/s41398-020-00982-4.
Zhang F, Shang Z, Ma H, et al. High risk of infection caused posttraumatic stress symptoms in individuals with poor sleep quality: A study on influence of coronavirus disease (COVID-19) in China. MedRxiv. 2020; doi: 10.1101/2020.03.22.20034504.
Chmitorz A, Kunzler A, Helmreich I, et al. Intervention studies to foster resilience-A systematic review and proposal for a resilience framework in future intervention studies. Clin Psychol Rev. 2018; 59: 78-100. doi: 10.1016/j.cpr.2017.11.002.
Sweeney AB. Transitional challenges in a two-plus-two nursing program: Phenomenology of student experiences. Nurse Educ Pract. 2021; 54: 103139. doi: 10.1016/j.nepr.2021.103139.
Caton MT. The impact of spirituality, social support, and self-esteem on the resilience of Haitian nurses: Implications for nursing education. Arch Psychiatr Nurs. 2021; 35(2): 206-12. doi: 10.1016/j.apnu.2020.08.006.