Abstract
This study aimed to explore nursing students’ experiences of academic resilience. Nursing students regularly experience high levels of anxiety which can result in poor academic performance. Understanding nursing students’ experiences of academic resilience can provide an essential insight into maximising their learning and increasing their academic attainment. Semi structured interviews were conducted with 13 nursing students using a qualitative, descriptive phenomenological approach. Data were analysed using inductive content analysis. The results indicated that academic resilience is influenced by internal and external factors. A sense of belonging and connectiveness were essential for academic success and academic resilience develops over time. Rewards and time off were all important in dealing with academic stress. Findings suggest academic resilience can be developed and nurtured. The insight into nursing students’ experience of academic resilience and the potential for it to impact on student success have implications for nurse educators when planning and facilitating academic nursing programmes.
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