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This series of studies examined resilience among nursing students in the context of clinical education in Thailand. Using both quantitative and qualitative methods, this study explored factors associated with resilience, experiences of challenges and support, and strategies for promoting resilience from the perspectives of both nursing students and instructors.

To examine empirical research on resilience among nursing students in the context of nursing education, an integrative review in which the existing literature on nursing student resilience was synthesized in Study I. Key themes around the conceptualization of resilience, factors affecting resilience, and its mediating role in student well-being were identified. To investigate the relationship between nursing students’ resilience and relevant variables in the context of clinical education, a cross-sectional study of 319 Thai nursing students was conducted in Study II. The results indicated that social support, self-directed learning, and perceived stress were significantly associated with resilience levels during clinical education.  

Moreover, to describe nursing students’ experiences regarding challenges and support for resilience within the context of clinical education, in-depth interviews with 28 nursing students were conducted in Study III. The results revealed two main themes regarding nursing students’ experiences of resilience during clinical practice: “experiences of vulnerability” and “experiences of meaningfulness.” The students described challenges in navigating uncertainty, transcending professional struggles, and adapting to diverse clinical encounters. However, they also found meaning through social connections and engaging in positive transformation as key support strategies.

To explore nursing instructors’ experiences with challenges and support strategies to promote resilience among nursing students during clinical education, focus group interviews with 27 nursing instructors were conducted in Study IV. The results highlighted themes around challenges and support strategies for fostering student resilience. The instructors emphasized difficulties in bridging theory and practice, building clinical confidence, adapting to new environments, and managing expectations. They described strategies such as providing thorough preparation, facilitating peer support, and utilizing reflective activities to enhance resilience.

Across the studies, resilience emerged as a crucial quality for nursing students to develop during clinical education. It was conceptualized as a dynamic process influenced by personal attributes, social support, and environmental factors. The research highlighted the complex interplay between challenges that test resilience and strategies that can strengthen it. The findings align with the Unitary Caring Science Resilience Model, which emphasizes caring relationships, holistic well-being, and reflective practice.

Recommendations include integrating resilience building into nursing curricula, implementing comprehensive student support systems, enhancing instructor training, and further research on targeted interventions. These studies underscore the need for a holistic approach to nursing education that fosters clinical competence and resilience. Nursing instructors can better prepare students to thrive amid the complexities of healthcare environments by addressing challenges and leveraging the support strategies identified.

This study contributes fundamental insight into promoting resilience among nursing students in Thailand, with implications for nursing education globally. Further studies could explore cultural factors, evaluate specific interventions, and examine the long-term effects on nursing careers and patient care.