Conceptual Model Of Resilience Research Articles

Physician resilience: a grounded theory study of obstetrics and gynaecology residents.

Enhancing physician resilience has the promise of addressing the problem of burnout, which threatens both doctors and patients and increases in residents with each year of training. Programmes aimed at enhancing physician resilience are heterogeneous and use varied targets to measure efficacy, because there is a lack of clarity regarding this concept. A more robust understanding of how resilience is manifested could enhance efforts to create and measure it in physicians in training. A qualitative study used grounded theory methodology to analyse semi-structured interviews with a purposive, intensity sample of obstetrics and gynaecology residents in an urban academic health centre. Longitudinal engagement through two sets of interviews 3-6 months apart allowed for variations in season and context. Thematic saturation was achieved after enrollment of 18 residents representing all 4 years of postgraduate training. A three-phase coding process used constant comparison, reflective memos and member checking to support the credibility of the analysis. A conceptual model for resilience as a socio-ecological phenomenon emerged. Resilience was linked to professional identity and purpose served to root the individual and provide a base of support through adversity. Connections to others inside and outside medicine were essential to support developing resilience, as was finding meaning in experiences. The surrounding personal and professional environments had strong influences on the ability of individuals to develop personal resilience. Physician resilience in this context emerged as a developmental phenomenon, influenced by individual response to adversity as well as surrounding culture. This suggests that both programmes teaching individual skills as well as systematic and cultural interventions could improve a physician's capacity to thrive.

Development of a Conceptual Model of Resilience in New Graduate Nurses

To explore experiences of stress-tolerance among new graduate nurses and to develop a conceptual model of resilience. The formation rules of the conceptual model can be found. It’s necessary to examine resilience positively affecting new nurses at different stages of transition period. Using a grounded theory approach, 12 outstanding new nurses aged 20-26 years whose working time was more than 12 months but less than 24 months were interviewed. Dynamic adjustment process was the core category of the conceptual model of resilience, including three sub-processes, (focus on self-survival, clinical environment, and patient), fifteen major categories and thirty sub-categories. The process consisted of three main phases: ‘Paying Attention to Self-Survival’, ‘Caring for Clinical Situations’, and ‘Caring for Patients’. The feedback of head nurses can make new nurses recognize their strengths and weaknesses, and feel the warmth from the leaders, which is favorable to the improvement of new nurses' working ability. Flexible scheduling likely creates a good working atmosphere and maintains the mental health of new nurses, which can make them learned much skills from the senior nurses, and help them smoothly adapt to the work environment. The personalized instructions and career-planning are crucial to strengthen the resilience of new nurses. External supports mean that the nurses can obtain the supports and help from a partner, family or friends, which become a key factor to affect the resilience of the nurse. Self-management, right values, independent learning, a firm belief and other personal factors are important internal factors for promoting the development of nurses' resilience. This conceptual model can be used to understand connotation of resilience in new graduate nurses, and to facilitate nurses’ role transition. It’s likely to provide reference for nursing managers to formulate relevant strategies, greatly reducing the turnover rate and alleviating the shortage of nurses in global nursing workforce.

Promoting wellbeing at university: the role of resilience for students of the built environment

Resilience is positively linked to academic engagement and achievement, and contributes to students’ mental health and wellbeing. Research was undertaken to measure the resilience of students undertaking studies in the built environment, identify the factors which contribute to high or low levels of student resilience and explore the relationship between resilience and wellbeing. Survey data were collected from 410 undergraduate students from Melbourne, Australia. Results identified that of the six components of resilience, students scored highest on building networks, staying healthy, interacting cooperatively and living authentically, and lowest in maintaining perspective. Experience, university policy and the interaction between the university, work and home environments was found to contribute to student resilience. Results also identified that resilience is an antecedent of student wellbeing. A conceptual model of resilience and student wellbeing is presented which draws on the ecological systems model. Universities can actively support student wellbeing by fostering resilience. Resilience can be developed by embedding resilience-building strategies within course structures, learning activities and assessment tasks. Universities can implement policies and procedures and offer assets and resources which create a learning environment that supports resilience-building behaviour.

Risk management is not enough: a conceptual model for resilience and adaptation-based vulnerability assessments

The US government has focused considerable attention on enhancing our society’s ability to protect critical systems and services from disruptive events. Over the past decade, federal agencies have bolstered their efforts to identify and minimize threats using traditional risk-based approaches such as continuity of operations and disaster risk reduction processes. However, these valuable risk identification and management tools are limited because they rely upon foreseeable factor analyses of steady-state systems with predictable hazard frequencies and severities. In assessing the capability of complex adaptive systems to cope with disruptions, an overemphasis upon engineering resilience through risk management and planning for what is predictable may cloud or detract from our efforts to better understand a system’s emergent capabilities to withstand disruptions that are unforeseeable. This article contends that augmenting traditional risk approaches through the incorporation of methodologies grounded in socio-ecological system (SES) resilience principles offers a potential avenue for improving our agencies’ abilities to assess and manage both known and unknown risks. We offer a notional rationale for broadening our examination of system vulnerabilities and present a conceptual model that combines engineering and SES resilience paradigms to facilitate the identification, assessment, and management of system vulnerabilities. The Military Installation Resilience Assessment model described herein applies risk and resilience principles to evaluate whole systems, focusing on interconnections and their functionality in facilitating response and adaptation.

Ten years of "CHOICES" in Portugal: four generations, a real resilient opportunity.

"Escolhas" ("Choices") is a Portuguese programme that aims to promote children and youth social inclusion in deprived socioeconomic contexts. The present study aims to identify internal and external resources perceived by children and adolescents that participated in the programme, to understand the impact in life contexts, and to identify the resources nominated by their family, project professionals and partners. A qualitative method was used in order to analyze 365 discourses from four different groups: children and adolescents (149), family (40), project professionals (126) and project partners (50). The model used was Benard's Conceptual Model for Resilience and Youth Development. The conclusions highlight the success and relevance of Programa Escolhas ("CHOICES") regarding the children and the adolescents and their families, by promoting social inclusion in deprived socioeconomic contexts.

Conceptual understanding of resilience in the adolescent with cancer: Part I

During the past two decades, increased research attention has been directed toward understanding the adolescent who is confronted with challenges such as poverty or substance abuse. Accordingly, pediatric oncology nurse researchers and clinicians are increasingly becoming interested in understanding the experience of resilience in the adolescent with cancer. Research and clinical reports have shown that many adolescents with cancer are resilient even though they experience multiple stressors. That is, even in the face of adversity, they develop into well-adapted individuals. The purpose of this article is to develop a conceptual understanding of resilience in adolescents with cancer. Areas that are addressed include the following: (a) an historical overview of the major theoretical paradigms used to understand the pediatric cancer experience; (b) a summary of definitional issues related to the construct of resilience; and (c) a conceptual model of resilience. New insights are provided that may lead pediatric oncology nurse researchers and clinicians to examine resilience in the adolescent with cancer from a variety of perspectives.

Conceptual understanding of resilience in the adolescent with cancer: Part I.

During the past two decades, increased research attention has been directed toward understanding the adolescent who is confronted with challenges such as poverty or substance abuse. Accordingly, pediatric oncology nurse researchers and clinicians are increasingly becoming interested in understanding the experience of resilience in the adolescent with cancer. Research and clinical reports have shown that many adolescents with cancer are resilient even though they experience multiple stressors. That is, even in the face of adversity, they develop into well-adapted individuals. The purpose of this article is to develop a conceptual understanding of resilience in adolescents with cancer. Areas that are addressed include the following: (a) an historical overview of the major theoretical paradigms used to understand the pediatric cancer experience; (b) a summary of definitional issues related to the construct of resilience; and (c) a conceptual model of resilience. New insights are provided that may lead pediatric oncology nurse researchers and clinicians to examine resilience in the adolescent with cancer from a variety of perspectives.