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Volume 19, Issue 2 (2026)
J Med Edu Dev 2026, 19(2): 49-57 |
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Ethics code: IR.NUMS.REC.1401.022
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Andishmand Z, Babaei K, Moghadampasha A, Ali-Abadi T, Alinejad Mofrad S, Khaleghipour M et al . The effectiveness of Henderson's resilience model on self-efficacy and psychological distress among nursing students: a randomized controlled trial. J Med Edu Dev 2026; 19 (2) :49-57
URL: http://edujournal.zums.ac.ir/article-1-2594-en.html
URL: http://edujournal.zums.ac.ir/article-1-2594-en.html
Zahra Andishmand1, Kiana Babaei2, Azam Moghadampasha1, Tayyebeh Ali-Abadi *3, Samaneh Alinejad Mofrad4, Mostafa Khaleghipour5, Mehdi Bakaian6
1- Counseling center, Neyshabur University of Medical Sciences, Neyshabur, Iran
2- Department of Anesthesia, Neyshabur University of Medical Sciences, Neyshabur, iran
3- Department of Nursing, Neyshabur, University of Medical Sciences, Neyshabur, Iran ,tayebealiabadi@yahoo.com
4- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, South Western Sydney Campus, Australia
5- Department of Anesthesia, Neyshabur University of Medical Sciences, Neyshabur, Iran.
6- Department of Psychiatric Nursing, Neyshabur University of Medical Sciences, Neyshabur, Iran.
2- Department of Anesthesia, Neyshabur University of Medical Sciences, Neyshabur, iran
3- Department of Nursing, Neyshabur, University of Medical Sciences, Neyshabur, Iran ,
4- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, South Western Sydney Campus, Australia
5- Department of Anesthesia, Neyshabur University of Medical Sciences, Neyshabur, Iran.
6- Department of Psychiatric Nursing, Neyshabur University of Medical Sciences, Neyshabur, Iran.
Abstract: (78 Views)
Background & Objective: Nursing students often experience psychological distress, which can negatively affect their academic performance and well-being. Effective interventions that build resilience and self-efficacy are needed. Henderson's resilience model, which highlights the role of educational quality in fostering resilience, offers a useful framework. This study aimed to assess whether Henderson's resilience model could reduce psychological distress and improve academic self-efficacy and resilience in nursing students.
Materials & Methods: We carried out a single-blind randomized controlled trial with 36 nursing students, who were stratified into intervention (n = 18) and control (n = 18) groups. After attrition (three withdrawals, one incomplete questionnaire), the final sample included 17 students in the intervention group and 15–16 in the control group. Outcomes were measured using the Nursing Student Academic Resilience Inventory, the College Academic Self-Efficacy Scale, and the Depression Anxiety Stress Scale. Data were analyzed using paired and independent t-tests (with Welch's correction where needed) and chi-square tests in SPSS version 18.
Results: Baseline scores did not differ significantly between groups. At post-test, the intervention group showed significantly lower psychological distress (DASS mean difference = -9.27, 95% CI = -15.88 to -2.66; Welch's t = -2.900, df = 22.91, p = 0.008; Cohen's d = 1.03) and higher resilience (NSARI mean difference = +8.15, 95% CI = 1.35 to 14.95; Welch's t = 2.446, df = 30.02, p = 0.021; Cohen's d = 0.85). Academic self-efficacy also improved significantly in the intervention group (CASES mean difference = +13.65, 95% CI = 2.61 to 24.69; Welch's t = 2.525, df = 29.96, p = 0.017; Cohen's d = 0.88).
Conclusion: In this study, a structured 10‑week program based on Henderson's resilience model was associated with reduced psychological distress and improved resilience and academic self‑efficacy among nursing students. Larger, multi‑site trials with longer follow‑up are recommended to confirm these findings.
Materials & Methods: We carried out a single-blind randomized controlled trial with 36 nursing students, who were stratified into intervention (n = 18) and control (n = 18) groups. After attrition (three withdrawals, one incomplete questionnaire), the final sample included 17 students in the intervention group and 15–16 in the control group. Outcomes were measured using the Nursing Student Academic Resilience Inventory, the College Academic Self-Efficacy Scale, and the Depression Anxiety Stress Scale. Data were analyzed using paired and independent t-tests (with Welch's correction where needed) and chi-square tests in SPSS version 18.
Results: Baseline scores did not differ significantly between groups. At post-test, the intervention group showed significantly lower psychological distress (DASS mean difference = -9.27, 95% CI = -15.88 to -2.66; Welch's t = -2.900, df = 22.91, p = 0.008; Cohen's d = 1.03) and higher resilience (NSARI mean difference = +8.15, 95% CI = 1.35 to 14.95; Welch's t = 2.446, df = 30.02, p = 0.021; Cohen's d = 0.85). Academic self-efficacy also improved significantly in the intervention group (CASES mean difference = +13.65, 95% CI = 2.61 to 24.69; Welch's t = 2.525, df = 29.96, p = 0.017; Cohen's d = 0.88).
Conclusion: In this study, a structured 10‑week program based on Henderson's resilience model was associated with reduced psychological distress and improved resilience and academic self‑efficacy among nursing students. Larger, multi‑site trials with longer follow‑up are recommended to confirm these findings.
Article Type : Orginal Research |
Subject:
Medical Education
Received: 2025/09/17 | Accepted: 2026/02/22 | Published: 2026/04/1
Received: 2025/09/17 | Accepted: 2026/02/22 | Published: 2026/04/1
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