Nursing students require resilience to navigate the complexities of clinical practice. This characteristic is essential for managing demanding workloads, unpredictable patient situations, and emotional stressors while maintaining performance and well-being. Fostering resilience helps students develop the capacity to adapt to adversity, overcome setbacks, and remain committed to providing high-quality patient care. This qualitative study explores the challenges and supports influencing nursing students’ resilience during clinical education. Interviews with 28 Thai nursing students revealed two key themes: the “experience of vulnerability” and the “experience of meaningfulness”. The sub-themes of vulnerability included “navigating uncertainty”, “transcending professional struggles”, and “being exposed to diverse encounters”. The sub-themes of meaningfulness focused on restoring strength through social interactions and engaging in positive transformation. This study highlights the need for comprehensive support systems that address personal and professional vulnerabilities. Integrating caring theory principles could further enhance resilience by emphasizing compassionate care and fostering student empathy. This suggests that instructors and stakeholders can significantly impact student well-being by creating supportive environments built on collaboration, empathy, and mentorship, all of which are aligned with caring theory.

Aim: This integrative review aimed to examine empirical research on resilience among nursing students in the context of nursing education. Resilience helps nursing students handle challenges, such as changing learning styles and experiencing their first clinical practice.Design: An integrative review.Methods: The search terms focused on resilience and health in nursing students and nursing education. The database used in this review were CINAHL Plus, PubMed and MEDLINE. The Mixed Methods Appraisal Tool appraised the studies' quality.Results: This study explored 52 records and revealed three current research focuses related to nursing students' resilience: (1) the concept and description of resilience, (2) the characteristics affecting resilience and (3) the mediating role of resilience in maintaining holistic health. Recommendations include adding a resilience topic to the nursing curriculum, providing resilience enhancement programs, examining the relationship between resilience and holistic health and exploring the influence of resilience about global health crises.Public Contribution: Resilience among nursing students plays a vital role in helping them to overcome adversities during their nursing education. Additionally, after graduation, nursing students can continue contributing to society as resilient Registered Nurses in the future.

Resilience aids nursing students in dealing with adversities during their nursing education. This study examined the relationship between nursing students’ resilience and relevant variables in the context of clinical education. Methods: A cross-sectional study was conducted to collect data from 319 undergraduate nursing students in Northeast Thailand. The Connor–Davidson Resilience Scale, the Multidimensional Scale of Perceived Social Support, the Learning Experience Scale or the Personal Responsibility Orientation to Self-Direction in Learning Scale, and the Stressors in Nursing Students scale were administered. A multiple regression analysis was performed for factors presumed to be associated with resilience. Results reported that Thai nursing students’ average resilience score was 71.79 ± 16.33. Multiple regression analysis indicated factors associated with resilience, in which social support (β = 0.354, p < 0.001, 95%CI: 0.240 to 0.469) and self-directed learning (β = 0.787, p < 0.001, 95%CI: 0.606 to 0.968) showed a positive association, while stress (β = −0.083, p = 0.025, 95%CI: −0.083 to −0.006) had a negative association. The final model accounted for 43.4% of the variance in the resilience score. In conclusion, self-directed learning, social support, and perceived stress among nursing students during clinical education are associated with their resilience.

Background: Resilience is a cornerstone attribute for nursing students, enabling them to adapt to stressful situations encountered during their educational journey and subsequent healthcare career. Objective: This qualitative study aimed to explore nursing instructors’ experiences promoting resilience among nursing students during clinical education. Methods: Focus groups were conducted with 27 instructors from four nursing colleges in Thailand. Data were analyzed using Braun and Clarke’s inductive thematic analysis approach, guided by the Unitary Caring Science Resilience-Building Model. Results: Two main themes emerged: (1) Challenges to Nursing Students’ Resilience and (2) Support Strategies for Enhancing Resilience. Challenges included bridging theory and practice, upholding confidence in clinical skills, adapting to new clinical environments, and managing expectations. Support strategies encompassed providing comprehensive preparation, fostering open communication, implementing peer support systems, and utilizing reflective practice. Conclusions: The findings highlight the complex interplay of factors affecting nursing students’ resilience and the multifaceted approaches instructors use to support it. This study underscores the need for a holistic approach to nursing education that addresses clinical competence and psychological well-being. Implications include curriculum redesign to bridge the theory–practice gap, enhanced instructor training in mentorship and resilience-building, implementation of comprehensive student support systems, and technology integration to support learning and resilience.

Background/Objectives: Ageing populations face complex challenges, yet many older adults maintain well-being despite adversity. Understanding resilience offers critical direction for health promotion. This integrative review takes a conceptual and methodological approach to resilience in older adults, with clear implications for geriatric care. The review addresses: (1) how resilience is conceptualised and measured; (2) individual, social, and contextual factors linked to resilience; and (3) the effectiveness of interventions that aim to promote resilience. Methods: Following Whittemore and Knafl’s framework, a systematic search of six databases (PubMed, CINAHL, MEDLINE, Scopus, Web of Science, and Cochrane CENTRAL; 2016–2025) identified 42 empirical studies across 18 countries of diverse designs. Quality was assessed using the Mixed Methods Appraisal Tool, and thematic analysis identified five convergent themes. Results: Most studies explicitly defined resilience using trait-, process-, or outcome-based frameworks and employed validated instruments, most commonly the CD-RISC. Self-efficacy, spirituality, sense of coherence, and gratitude were consistently associated with resilience. Family relationships, social networks, and community participation were important relational correlates. Health status, education, economic security, and digital literacy were key contextual factors. Six longitudinal studies linked higher resilience to reduced mortality, slower cognitive decline, and attenuated frailty progression. Seven intervention studies, including five randomised controlled trials, supported physical activity, mindfulness, positive thinking training, Tai Chi, and technology-supported exercise as promising intervention modalities, though one web-based programme yielded null findings. Conclusions: Resilience in older adults is a multifaceted and potentially modifiable construct. Growing longitudinal evidence extends its relevance beyond psychological well-being to physical health outcomes, though cross-sectional designs predominate and limit causal inference. Measurement heterogeneity across more than twenty instruments underscores the need for international consensus and culturally valid tools. Larger longitudinal studies and adequately powered trials are needed to guide definitive practice and policy for ageing populations worldwide.

Hypertension is a significant public health challenge in Thailand, affecting approximately 60% of older adults and contributing substantially to cardiovascular morbidity and mortality. This study aimed to examine the effects of a 12-week mindfulness learning program on blood pressure control, hypertension awareness, self-care behaviors, and stress levels in patients with hypertension. A quasi-experimental one-group pretest-posttest design was used with 58 patients with blood pressure readings ≥140/90 mmHg recruited from Sakhrai Hospital, Nong Khai Province, Thailand. The program included hypertension self-assessment and goal-setting, health education, mindfulness practice, hypertension-specific exercise, telemedicine follow-up via the LINE application, and final evaluation. Data were collected using validated instruments. Statistically significant improvements were observed across all measured parameters. Hypertension awareness increased from predominantly low levels (65.6%) to high levels (100%), while low stress increased from 62% to 96.6%. Systolic and diastolic blood pressure decreased significantly from 132.36 to 128.17 mmHg and from 72.83 to 68.86 mmHg, respectively (p < 0.001). Qualitative findings identified four themes: integration into daily routines, perceived physical benefits, social support, and implementation challenges. These findings suggest that mindfulness may provide a culturally appropriate complementary approach to hypertension management in rural Thai settings. However, the findings require confirmation through randomized controlled trials.