Teaching resilience and vulnerability to nursing students using films: A qualitative study

Alessio Conti; Marco Clari; Francesca Carignano; Patrizia Saccí; Lorenza Garrino

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Abstract

BACKGROUND. There is a limited tradition of using films in healthcare education, although it is constantly developing. Further, to understand complex concepts, such as vulnerability and resilience, is fundamental to improving nursing education.

OBJECTIVE. This study aims to explore how a combined approach, using films and expert patients, could influence nursing education on the topics of vulnerability and resilience. Methods. A qualitative descriptive study was carried out. Reflective writings of eight bache- lor's degree students during the first semester of the second year were analysed through a con- tent analysis methodology.

RESULTS. Two main themes emerged: 1) To face up to vulnerability through resilience expe- riences, with three sub-themes: active behaviours to cope with disability; carrying the heavy load of vulnerability; using resilience as a new beginning; 2) Students' difficulties and perspec- tives on caring vulnerable people, with two sub-themes: awkwardness of facing vulnerability; and walk together to overcome disability

CONCLUSIONS: The use of films, enhanced by the lived experiences of expert patients, would improve the learning in the new generation of nursing students that are actually more involved in the use of innovative learning strategies. The adoption of new ways to teach complex con- cepts to bachelor degree nursing students is pivotal to simplify theories and to establish a posi- tive connection between nursing students and educators. The education system should consi- der that, only through emotionally strong educational strategies, is possible to foster an endu- ring emotional knowledge in students.

KEYWORDS: Cinema, Resilience, Nursing Education, Teaching Methods, Physical Challenge

Insegnare la resilienza e la vulnerabilitaÌ€ agli studenti infermieri attraverso l'utilizzo di film: uno studio qualitativo

INTRODUZIONE. Per comprendere concetti complessi, come la vulnerabilitaÌ€ e la resilienza, è neces- sario usare metodologie didattiche diverse dalle semplici lezioni frontali. L'utilizzo dei film e di pazienti esperti a supporto della formazione degli studenti infermieri, sebbene in costante sviluppo.

OBIETTIVO. Esplorare come la visione di film e la partecipazioni di pazienti esperti alle lezioni possa contribuire all'insegnamento dei concetti di resilienza e vulnerabilitaÌ€ agli studenti infermieri. Metodi. E' stata condotta un'analisi qualitativa descrittiva. Le narrazioni riflessive di otto studenti iscritti al secondo anno del Corso di Laurea in Infermieristica, prodotte durante un'attivitaÌ€ didat- tica opzionale condotta nel corso del primo semestre, sono state analizzate utilizzando un'analisi del contenuto.

RISULTATI. Dall'analisi sono emersi due temi principali: 1) Affrontare la vulnerabilitaÌ€ ricorrendo alla resilienza, con tre sotto-temi: i comportamenti attivi per fronteggiare la disabilitaÌ€, portare il peso relativo alla vulnerabilitaÌ€ e utilizzare la resilienza come un nuovo inizio; 2) Le difficoltaÌ€ degli studenti e le prospettive di assistere persone vulnerabili, con due sotto-temi: il disagio di affrontare la vulnerabilitaÌ€ e percorrere insieme la strada per superare la disabilitaÌ€.

CONCLUSIONI. L'utilizzo dello strumento filmico, potenziato dall'esperienza personale dei pazienti esperti, puoÌ€ essere utile nella formazione delle nuove generazioni di studenti infermieri, dal momento che sono i maggiormente coinvolti dall'uso di strategie innovative di apprendimento. L'adozione di nuovi metodi di insegnamento per i concetti complessi negli studenti del Corso di Laurea in Infermieristica è essenziale per semplificare teorie e stabilire una connessione positiva tra studenti e docenti. L'uso di strategie educative emotivamente significative puoÌ€ stimolare una cono- scenza emozionale duratura negli studenti.

PAROLE CHIAVE: Cinema, Resilienza, Studenti infermieri, Metodologie didattiche, Crescita perso- nale

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Conti, A., Clari, M., Carignano, F., Saccí , P., & Garrino, L. (2019). Teaching resilience and vulnerability to nursing students using films: A qualitative study. PROFESSIONI INFERMIERISTICHE, 72(2). Recuperato da https://www.profinf.net/pro3/index.php/IN/article/view/630

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Riferimenti

Audiard, J. (Producer), Cassinelli, M. (Producer), Caucheteux, P. (Producer), Dedet, A. (Producer), & Audiard, J. (Director). (2012). Rust and Bone [Motion Picture]. France, Belgium: Why Not Productions.
Beauvais, A. M., Stewart, J. G., DeNisco, S., & Beauvais, J. E. (2014). Factors related to academic success among nursing students: a descriptive correlational research study. Nurse Education Today, 34(6), 918–923.
Benson, J., Quince, T., Hibble, A., Fanshawe, T., & Emery, J. (2005). Impact on patients of expanded, general practice based, student teaching: observational and qualitative study. BMJ, 331, 89.
Bergonzo, D., Garrino, L., Martin, B., & Dimonte, V. (2010). Il cinema per la formazione medica e infermieristica: analisi della letteratura. Tutor, 10, 1–13.
Birkeland, A., & Natvig, G. K. (2009). Coping with ageing and failing health: a qualitative study among elderly living alone. International Journal of Nursing Practice, 15(4), 257–264.
Blasco, P. G., Blasco, M. G., Levites, M. R., & Moreto, G. (2011). Educating through movies: How Hollywood fosters reflection. Creative Education, 2(3), 174–180.
Blasco, P. G., Garcia, D. S., De Benedetto, M. A., Moreto, L., Roncoletta, A.F., & Troll, T. (2010). Cinema for educating global doctors: from emotions to reflection, approaching the complexity of the human being. Primary Care, 10(3), 45–47.
Bleakley, A. (2014). Patient-centred medicine in transition: The heart of the matter (Vol. 3). Swizerland: Springer Science & Business Media.
Boelen, C., Heck, J. E., & World Health Organization. (1995). Defining and measuring the social accountability of medical schools. Geneva: World Health Organization.
Brett-MacLean, P. J., Cave, M. T., Yiu, V., Kelner, D., & Ross, D. J. (2010). Film as a means to introduce narrative reflective practice in medicine and dentistry: a beginning story presented in three parts. Reflective Practice, 11(4), 499–516.
Caldeira, S., & Timmins, F. (2016) Resilience: synthesis of concept analyses and contribution to nursing classifications. International Nursing Review, 63, 191–199
Carpenter, J., Stevenson B., & Carson E.,(2008). Creating a shared experience using movies in nursing education. Nurse Educator, 33(3), 103–104.
Clandinin, D. J., & Connelly, F. M. (2000), Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass, Inc.
Darbyshire, D., & Baker, B. (2012). A systematic review and thematic analysis of cinema in medical education. Medical Humanities, 38(1), 28–33.
DeFur, P. L., Evans, G. W., Cohen Hubal, E. A., Kyle, A. D., Morello-Frosch, R. A., & Williams, D. R. (2007). Vulnerability as a function of individual and group resourceesresources in cumulative risk assessment. Environmental Health Perspectives, 115(5), 817–824.
Dlugonski, D., Das, B. M., & Martin, T. (2015). Increasing collective efficacy for physical activity: Design and rationale of Moms UNITE for Health. Contemporary Clinical Trials, 45(Pt B), 233–238.
Feragen, K. B., Kvalem, I. L., Rumsey, N., & Borge, A. I. H. (2010). Adolescents with and without a facial difference: The role of friendships and social acceptance in perceptions of appearance and emotional resilience. Body Image, 7(4), 271–279.
Fieschi, L., Burlon, B., & De Marinis, M. G. (2015). Teaching midwife students how to break bad news using the cinema: An Italian qualitative study. Nurse Education in Practice, 15(2), 141–147.
Folkman, S. (2001). Revised coping theory and the process of bereavement. In: Stroebe, M. S., Hansson, R. O., Stroebe, W., Schut, H. (Eds). Handbook of Bereavement Research: Consequences, Coping, and Care. Washington, DC, US, American Psychological Association, pp. 563–584.
Garcia-Dia, M. J., DiNapoli, J. M., Garcia-Ona, L., Jakubowski, R., & O'Flaherty, D.,(2013). Concept analysis: resilience. Archives of Psychiatric Nursing, 27(6), 264–270.
Garmezy, N. (1993). Children in poverty: Resilience despite risk. Psychiatry, 56(1), 127-136.
Garrino, L., & Gregorino, S. (2011). L'immagine Filmica nella Formazione alle Cure: Indicazioni Metodologiche e Pratiche di Utilizzo. MEDIC, 9(2), 17–24.
Gillespie, B. M., Chaboyer, W., Wallis, M., & Grimbeek, P. (2007). Resilience in the operating room: developing and testing of a resilience model. Journal of Advanced Nursing, 59(4), 427– 438.
Glantz, M. D., & Johnson, J. L. (Eds.). (1999). Resilience and development: Positive life adaptations. Swizerland: Springer Science & Business Media.
Gramaglia, C., Jona, A., Imperatori, F., Torre, E., & Zeppegno, P. (2013). Cinema in the training of psychiatry residents: focus on helping relationships. BMC medical education, 13(1), 90.
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112.
Greenbaum, C. W., & Auerbach, J. G. (1992). The conceptualization of risk, vulnerability, and resilience in psychological development. Longitudinal studies of children at psychological risk: Cross-national perspectives, 9-28.
Harvey, J., & Delfabbro, P. (2004). Psychological resilience in disadvantaged youth: A critical overview. Australian Psychologist, 39(1), 3–13.
Hathaway, C. (2013). Using Film, Television, and Other Media to Teach Management and Leadership Concepts. Nurse Educator, 38(6), 239–240.
Herdman, T.H. & Kamitsuru, S.,(Eds.). (2014). NANDA International Nursing Diagnoses: Definitions and Classification, 2015–2017. Oxford, UK: Wiley Blackwell,
Herrmann, J. W. (2006). Using film clips to enhance nursing education. Nurse Educator, 31(6), 264–269.
Hyde, N. B., & Fife, E. (2005). Innovative instructional strategy using cinema films in an undergraduate nursing course. ABNF Journal, 16(5), 95.
Kasperson, R. E., & Berberian M. (2011). Integrating Science and Policy: Vulnerability and Resilience in Global Environmental Change. London, UK, Routledge.
Kerr, J. L., Dattilo, J., & O'Sullivan, D. (2012). Use of recreation activities as positive coping with chronic stress and mental health outcomes associated with unemployment of people with disabilities. Work, 43(3), 279–292.
Kuluski, K., Dow, C., Locock, L., Lyons, R. F., & Lasserson, D. (2014). Life interrupted and life regained? Coping with stroke at a young age. International Journal of Quality Studies on Health Well-being, 9, 1-12.
International Council of Nurses. (2015). ICNP_ definition. Available at: http://www.icn.ch/what-we-do/definition-a- elements-of-icnpr/ (accessed 26 February 2017).
Lazarus, R. S. (1993). Coping theory and research: past, present and future. Psychosomatic Medicine, 55, 234–247.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543–562.
Luthar, S. S., Sawyer, J. A., & Brown, P. J. (2006). Conceptual issues in studies of resilience: Past, present, and future research. Annals of the New York Academy of Sciences, 1094, 105–115.
Masten, A. (1994). Resilience in individual development: Successful adaptation despite risk and adversity. In: Wang, M. C., Gordon, E. W., (Eds.) Educational Resilience in Inner-city America: Challenges and Prospects. Hillsdale, NJ, Erlbaum, pp. 3–25.
Masters, J. C. (2005). Hollywood in the classroom: using feature films to teach. Nurse Educator, 30(3), 113–6.
McAllister, M., Rogers, I., & Lee, B. D. (2015). Illuminating and
inspiring: using television historical drama to cultivate contemporary nursing values and critical thinking. Contemporary Nurse, 50(2–3), 127–138.
Park, S. E., Allfrey, C., Jones, M. M., Chana, J., Abbott, C., Faircloth, S., ... & Abdullah, L. (2017). Patient participation in general practice based undergraduate teaching: a focus group study of patient perspectives. British Journal of General Practice, 67(657), e260-e266.
Pearlin, L. I., & Schooler, C. (1978). The structure of coping. Journal of Health and Social Behaviour, 19(1), 2–21.
Pines, E. W., Rauschhuber, M. L., Cook, J. D., Norgan, G. H., Canchola, L., & Richardson, C. (2014). Enhancing resilience, empowerment, and conflict management among baccalaureate students: outcomes of a pilot study. Nurse Educator, 39(2), 85–90.
Polit, D. F., & Beck, C. T. (2013). Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 8th ed. Philadelphia: Wolters Kluwer Health.
Powley E, & Higson R. (2005). The Arts in Medical Education: A Practical Guide. Oxford, UK: Radcliffe.
Schmidt, K. W. (2015). O-45 Movie clips as facilitators in the process of advance care planning (ACP).
Shapiro, J., & Rucker, L. (2004). The Don Quixote effect: why going to the movies can help develop empathy and altruism in medical students and residents. Family System Health, 22(4), 445–452.
Spencer, J., Blackmore, D., Heard, S., Mc Crorie, P., McHaffie, D., & Scherpbier, A. (2000). Patient-oriented learning: a review of the role of the patient in the education of medical students. Medical Education, 34(10), 851–857.
Stacy, R., & Spencer, J. (1999). Patients as teachers: a qualitative study of patients' views on their role in a community-based undergraduate project. Medical Education, 33(9), 688–694.
Stringfield, Y. (1999). Teaching nursing management using popular movies. Nurse Educator, 24(4), 30–36.
Tufford, L., & Newman, P. (2012). Bracketing in qualitative research. Qualitative social work, 11(1), 80-96.
Vanderbilt-Adriance, E., & Shaw, D. S. (2008). Conceptualizing and Re-Evaluating Resilience across Levels of Risk, Time, and Domains of Competence. Clinical Child Family Psychology Reviews, 11(1-2), 30–58.
Victorson, D., Tulsky, D. S., Kisala, P. A., Kalpakjian, C. Z., Weiland, B., & Choi, S. W. (2015). Measuring resilience after spinal cord injury: Development, validation and psychometric characteristics of the SCI-QOL Resilience item bank and short form. The Journal of Spinal Cord Medicine, 38(3), 366–376.
Wagnild, G. (2009). A Review of the Resilience Scale. Journal of Nursing Measurement, 17(2), 105–113.
Walsh, F. (2003). Family resilience: a framework for clinical practice. Family process, 42(1), 1–18.
Wykurz, G., & Kelly, D. (2002). Developing the role of patients as teachers: literature review. BMJ. 325, 818–821.

Riferimenti

Audiard, J. (Producer), Cassinelli, M. (Producer), Caucheteux, P. (Producer), Dedet, A. (Producer), & Audiard, J. (Director). (2012). Rust and Bone [Motion Picture]. France, Belgium: Why Not Productions.

Beauvais, A. M., Stewart, J. G., DeNisco, S., & Beauvais, J. E. (2014). Factors related to academic success among nursing students: a descriptive correlational research study. Nurse Education Today, 34(6), 918–923.

Benson, J., Quince, T., Hibble, A., Fanshawe, T., & Emery, J. (2005). Impact on patients of expanded, general practice based, student teaching: observational and qualitative study. BMJ, 331, 89.

Bergonzo, D., Garrino, L., Martin, B., & Dimonte, V. (2010). Il cinema per la formazione medica e infermieristica: analisi della letteratura. Tutor, 10, 1–13.

Birkeland, A., & Natvig, G. K. (2009). Coping with ageing and failing health: a qualitative study among elderly living alone. International Journal of Nursing Practice, 15(4), 257–264.

Blasco, P. G., Blasco, M. G., Levites, M. R., & Moreto, G. (2011). Educating through movies: How Hollywood fosters reflection. Creative Education, 2(3), 174–180.

Blasco, P. G., Garcia, D. S., De Benedetto, M. A., Moreto, L., Roncoletta, A.F., & Troll, T. (2010). Cinema for educating global doctors: from emotions to reflection, approaching the complexity of the human being. Primary Care, 10(3), 45–47.

Bleakley, A. (2014). Patient-centred medicine in transition: The heart of the matter (Vol. 3). Swizerland: Springer Science & Business Media.

Boelen, C., Heck, J. E., & World Health Organization. (1995). Defining and measuring the social accountability of medical schools. Geneva: World Health Organization.

Brett-MacLean, P. J., Cave, M. T., Yiu, V., Kelner, D., & Ross, D. J. (2010). Film as a means to introduce narrative reflective practice in medicine and dentistry: a beginning story presented in three parts. Reflective Practice, 11(4), 499–516.

Caldeira, S., & Timmins, F. (2016) Resilience: synthesis of concept analyses and contribution to nursing classifications. International Nursing Review, 63, 191–199

Carpenter, J., Stevenson B., & Carson E.,(2008). Creating a shared experience using movies in nursing education. Nurse Educator, 33(3), 103–104.

Clandinin, D. J., & Connelly, F. M. (2000), Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass, Inc.

Darbyshire, D., & Baker, B. (2012). A systematic review and thematic analysis of cinema in medical education. Medical Humanities, 38(1), 28–33.

DeFur, P. L., Evans, G. W., Cohen Hubal, E. A., Kyle, A. D., Morello-Frosch, R. A., & Williams, D. R. (2007). Vulnerability as a function of individual and group resourceesresources in cumulative risk assessment. Environmental Health Perspectives, 115(5), 817–824.

Dlugonski, D., Das, B. M., & Martin, T. (2015). Increasing collective efficacy for physical activity: Design and rationale of Moms UNITE for Health. Contemporary Clinical Trials, 45(Pt B), 233–238.

Feragen, K. B., Kvalem, I. L., Rumsey, N., & Borge, A. I. H. (2010). Adolescents with and without a facial difference: The role of friendships and social acceptance in perceptions of appearance and emotional resilience. Body Image, 7(4), 271–279.

Fieschi, L., Burlon, B., & De Marinis, M. G. (2015). Teaching midwife students how to break bad news using the cinema: An Italian qualitative study. Nurse Education in Practice, 15(2), 141–147.

Folkman, S. (2001). Revised coping theory and the process of bereavement. In: Stroebe, M. S., Hansson, R. O., Stroebe, W., Schut, H. (Eds). Handbook of Bereavement Research: Consequences, Coping, and Care. Washington, DC, US, American Psychological Association, pp. 563–584.

Garcia-Dia, M. J., DiNapoli, J. M., Garcia-Ona, L., Jakubowski, R., & O'Flaherty, D.,(2013). Concept analysis: resilience. Archives of Psychiatric Nursing, 27(6), 264–270.

Garmezy, N. (1993). Children in poverty: Resilience despite risk. Psychiatry, 56(1), 127-136.

Garrino, L., & Gregorino, S. (2011). L'immagine Filmica nella Formazione alle Cure: Indicazioni Metodologiche e Pratiche di Utilizzo. MEDIC, 9(2), 17–24.

Gillespie, B. M., Chaboyer, W., Wallis, M., & Grimbeek, P. (2007). Resilience in the operating room: developing and testing of a resilience model. Journal of Advanced Nursing, 59(4), 427– 438.

Glantz, M. D., & Johnson, J. L. (Eds.). (1999). Resilience and development: Positive life adaptations. Swizerland: Springer Science & Business Media.

Gramaglia, C., Jona, A., Imperatori, F., Torre, E., & Zeppegno, P. (2013). Cinema in the training of psychiatry residents: focus on helping relationships. BMC medical education, 13(1), 90.

Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112.

Greenbaum, C. W., & Auerbach, J. G. (1992). The conceptualization of risk, vulnerability, and resilience in psychological development. Longitudinal studies of children at psychological risk: Cross-national perspectives, 9-28.

Harvey, J., & Delfabbro, P. (2004). Psychological resilience in disadvantaged youth: A critical overview. Australian Psychologist, 39(1), 3–13.

Hathaway, C. (2013). Using Film, Television, and Other Media to Teach Management and Leadership Concepts. Nurse Educator, 38(6), 239–240.

Herdman, T.H. & Kamitsuru, S.,(Eds.). (2014). NANDA International Nursing Diagnoses: Definitions and Classification, 2015–2017. Oxford, UK: Wiley Blackwell,

Herrmann, J. W. (2006). Using film clips to enhance nursing education. Nurse Educator, 31(6), 264–269.

Hyde, N. B., & Fife, E. (2005). Innovative instructional strategy using cinema films in an undergraduate nursing course. ABNF Journal, 16(5), 95.

Kasperson, R. E., & Berberian M. (2011). Integrating Science and Policy: Vulnerability and Resilience in Global Environmental Change. London, UK, Routledge.

Kerr, J. L., Dattilo, J., & O'Sullivan, D. (2012). Use of recreation activities as positive coping with chronic stress and mental health outcomes associated with unemployment of people with disabilities. Work, 43(3), 279–292.

Kuluski, K., Dow, C., Locock, L., Lyons, R. F., & Lasserson, D. (2014). Life interrupted and life regained? Coping with stroke at a young age. International Journal of Quality Studies on Health Well-being, 9, 1-12.

International Council of Nurses. (2015). ICNP_ definition. Available at: http://www.icn.ch/what-we-do/definition-a- elements-of-icnpr/ (accessed 26 February 2017).

Lazarus, R. S. (1993). Coping theory and research: past, present and future. Psychosomatic Medicine, 55, 234–247.

Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71, 543–562.

Luthar, S. S., Sawyer, J. A., & Brown, P. J. (2006). Conceptual issues in studies of resilience: Past, present, and future research. Annals of the New York Academy of Sciences, 1094, 105–115.

Masten, A. (1994). Resilience in individual development: Successful adaptation despite risk and adversity. In: Wang, M. C., Gordon, E. W., (Eds.) Educational Resilience in Inner-city America: Challenges and Prospects. Hillsdale, NJ, Erlbaum, pp. 3–25.

Masters, J. C. (2005). Hollywood in the classroom: using feature films to teach. Nurse Educator, 30(3), 113–6.

McAllister, M., Rogers, I., & Lee, B. D. (2015). Illuminating and

inspiring: using television historical drama to cultivate contemporary nursing values and critical thinking. Contemporary Nurse, 50(2–3), 127–138.

Park, S. E., Allfrey, C., Jones, M. M., Chana, J., Abbott, C., Faircloth, S., ... & Abdullah, L. (2017). Patient participation in general practice based undergraduate teaching: a focus group study of patient perspectives. British Journal of General Practice, 67(657), e260-e266.

Pearlin, L. I., & Schooler, C. (1978). The structure of coping. Journal of Health and Social Behaviour, 19(1), 2–21.

Pines, E. W., Rauschhuber, M. L., Cook, J. D., Norgan, G. H., Canchola, L., & Richardson, C. (2014). Enhancing resilience, empowerment, and conflict management among baccalaureate students: outcomes of a pilot study. Nurse Educator, 39(2), 85–90.

Polit, D. F., & Beck, C. T. (2013). Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 8th ed. Philadelphia: Wolters Kluwer Health.

Powley E, & Higson R. (2005). The Arts in Medical Education: A Practical Guide. Oxford, UK: Radcliffe.

Schmidt, K. W. (2015). O-45 Movie clips as facilitators in the process of advance care planning (ACP).

Shapiro, J., & Rucker, L. (2004). The Don Quixote effect: why going to the movies can help develop empathy and altruism in medical students and residents. Family System Health, 22(4), 445–452.

Spencer, J., Blackmore, D., Heard, S., Mc Crorie, P., McHaffie, D., & Scherpbier, A. (2000). Patient-oriented learning: a review of the role of the patient in the education of medical students. Medical Education, 34(10), 851–857.

Stacy, R., & Spencer, J. (1999). Patients as teachers: a qualitative study of patients' views on their role in a community-based undergraduate project. Medical Education, 33(9), 688–694.

Stringfield, Y. (1999). Teaching nursing management using popular movies. Nurse Educator, 24(4), 30–36.

Tufford, L., & Newman, P. (2012). Bracketing in qualitative research. Qualitative social work, 11(1), 80-96.

Vanderbilt-Adriance, E., & Shaw, D. S. (2008). Conceptualizing and Re-Evaluating Resilience across Levels of Risk, Time, and Domains of Competence. Clinical Child Family Psychology Reviews, 11(1-2), 30–58.

Victorson, D., Tulsky, D. S., Kisala, P. A., Kalpakjian, C. Z., Weiland, B., & Choi, S. W. (2015). Measuring resilience after spinal cord injury: Development, validation and psychometric characteristics of the SCI-QOL Resilience item bank and short form. The Journal of Spinal Cord Medicine, 38(3), 366–376.

Wagnild, G. (2009). A Review of the Resilience Scale. Journal of Nursing Measurement, 17(2), 105–113.

Walsh, F. (2003). Family resilience: a framework for clinical practice. Family process, 42(1), 1–18.

Wykurz, G., & Kelly, D. (2002). Developing the role of patients as teachers: literature review. BMJ. 325, 818–821.

Teaching resilience and vulnerability to nursing students using films: A qualitative study

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