Degree Name
Nursing Practice, DNP
Publication Date
12-2-2025
First Advisor
Sandy King
Abstract
Nursing faculty frequently experience high levels of stress, workload demands, and burnout, which can negatively affect teaching effectiveness and retention. Literature supports resilience as a protective factor that enhances well-being and professional sustainability. The purpose of this quality improvement project was to impact resilience levels among full-time undergraduate nursing faculty through a self-paced online resiliency training program. Guided by Pender’s Health Promotion Model and Lewin’s Change Theory, this pre- and post-intervention design used the 10-item Connor-Davidson Resilience Scale (CD-RISC-10) to assess changes in resilience. Eleven faculty members completed the pre-survey, and two completed the post-survey. The post-survey mean CD-RISC-10 scores showed an effect from the pre-survey results, indicating a clinically meaningful improvement in resilience. Qualitative feedback revealed greater self-awareness, confidence, and coping strategies to manage stress, and a model of resilience for students. These findings suggest that brief, accessible interventions can enhance faculty well-being and contribute to a culture of support within academic nursing. This project advances nursing practice by offering an evidence-based, sustainable framework for fostering resilience among nursing educators.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Holder, Rachael, "Resiliency for Nurse Educators: Incorporating Resiliency Training for Nursing Faculty" (2025). Doctor of Nursing Practice Projects. 274.
https://arch.astate.edu/dnp-projects/274
