The nursing student resilience scale-social and emotional learning (NSRS-SEL): Development and psychometric validation.
The NSRS-SEL shows promise as a tool for assessing resilience in nursing students, but further validation is necessary before it can be widely implemented.
Where it sits
this study against the rest of the selank corpusSummary and findings
This study developed the Nursing Student Resilience Scale-Social and Emotional Learning (NSRS-SEL) and evaluated its psychometric properties among nursing students. A total of 350 nursing students participated, with 41 excluded due to incomplete responses. The NSRS-SEL demonstrated preliminary evidence of an acceptable factor structure, reliability, and validity.
Abstract
This study developed the Nursing Student Resilience Scale-Social and Emotional Learning (NSRS-SEL) and evaluated its psychometric properties. Existing resilience instruments primarily assess general psychological resilience and may not fully capture the social and emotional competencies relevant to nursing students' adaptation in academic and clinical contexts. A mixed-methods design. Phase 1 involved a literature review and qualitative interviews with 20 nursing students to inform item development. Phase 2 examined the psychometric properties of the NSRS-SEL among 350 nursing students in southern Taiwan. Independent subsamples were used for exploratory factor analysis (EFA; n = 150) and confirmatory factor analysis (CFA; n = 159). Content validity, reliability and construct validity were assessed. A total of 41 participants were excluded due to incomplete or invalid responses during data screening. Content validity indices ranged from 0.89 to 1.00 at the item level, with a scale-level content validity index (S-CVI/Ave) of 0.92. EFA yielded a 22-item, three-factor structure: Inner Strength and Life Meaning, Active Coping and Problem Solving and Adaptive Beliefs and Social Support. CFA supported the three-factor model (χ²/df = 2.06, GFI = 0.80, CFI = 0.90, RMSEA = 0.08). Cronbach's α ranged from 0.85 to 0.89, composite reliability from 0.82 to 0.89 and average variance extracted from 0.43 to 0.55. The NSRS-SEL demonstrates preliminary evidence of an acceptable factor structure, reliability and validity. Further studies are needed to confirm its psychometric properties and to examine its applicability across different educational and cultural contexts.
Background
This paper addresses the need for a resilience measurement tool tailored for nursing students, highlighting that existing instruments may not adequately capture the social and emotional competencies necessary for their academic and clinical success. Prior research has primarily focused on general psychological resilience, leaving a gap in understanding the specific needs of nursing students. The development of the NSRS-SEL aims to fill this gap by providing a scale that reflects the unique challenges faced by this population.
Methods
The study employed a mixed-methods design, consisting of two phases. Phase 1 included a literature review and qualitative interviews with 20 nursing students to inform item development. Phase 2 involved evaluating the psychometric properties of the NSRS-SEL among 350 nursing students, with independent subsamples used for exploratory factor analysis (EFA; n=150) and confirmatory factor analysis (CFA; n=159).
Results
The primary endpoint indicated that the scale-level content validity index (S-CVI/Ave) was 0.92. EFA resulted in a 22-item, three-factor structure, and CFA supported this model with a χ²/df of 2.06, GFI of 0.80, CFI of 0.90, and RMSEA of 0.08. Reliability measures showed Cronbach's α ranged from 0.85 to 0.89 and composite reliability from 0.82 to 0.89.
Interpretation
The findings suggest that the NSRS-SEL has a promising factor structure and reliability, which is important for future research in nursing education. However, while the statistical significance of the results is noted, the clinical significance remains uncertain without further validation across diverse educational and cultural contexts. Limitations such as the specific population studied and the need for additional research may affect the applicability of the findings.
Key findings
- Content validity indices ranged from 0.89 to 1.00 at the item level.
- Scale-level content validity index (S-CVI/Ave) of 0.92.
- EFA yielded a 22-item, three-factor structure.
- CFA supported the three-factor model (χ²/df = 2.06, GFI = 0.80, CFI = 0.90, RMSEA = 0.08).
- Cronbach's α ranged from 0.85 to 0.89.
- Composite reliability from 0.82 to 0.89.
Limitations
- Sample limited to 350 nursing students in southern Taiwan.
- Further studies needed to confirm psychometric properties.
- Not generalizable to other populations or cultural contexts.