Resiliency Among Student Nurses Final Manuscript

PHINMA UNIVERSITY OF PANGASINAN
COLLEGE OF NURSING
DAGUPAN CITY
Resiliency Among Student
Nurses: A Phenomenological
Study
A Thesis Proposal
Presented to the
Faculty of the College of Nursing
PHINMA University of Pangasinan
Dagupan City
In Partial Fulfilment
Of the Requirements for the Degree
Bachelor of Science in Nursing
Submitted by:
Urtula, Richell Joy V.
Valdez, Abigail R.
Valdez, Jeremy Neil M.
Valdez, Lea Mae E.
Valencia, Lady Byrd L.
March 2020
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PHINMA UNIVERSITY OF PANGASINAN
COLLEGE OF NURSING
DAGUPAN CITY
APPROVAL SHEET
In partial fulfillment of the requirements for the degree of Bachelor of Science in Nursing,
this research study entitled, “Resiliency Among Student Nurses: A Phenomenological Study”
prepared and submitted by Richell V. Urtula, Abigail R. Valdez, Jeremy Neil M. Valdez, Lea Mae
E. Valdez, and Lady Byrd L. Valencia is hereby recommended for oral examination.
Rosenda Jaramillo, RN, MAN

Research Adviser
Date Signed:_________
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Abstract
This research entitled Resiliency Among Student Nurses: A Phenomenological
Study is a qualitative study that designed to explore the lived experiences of student nurses that
show their resiliency. Despite the benefits of resilience to health, its relationship with the well
being of student nurses remains unexplored. To our knowledge, no study on resilience and well
being among university student nurses has been conducted in PHINMA University of
Pangasinan. Hence, this study proposes to examine the resiliency of Level III student nurses in
PHINMA University of Pangasinan.
The researchers employed Qualitative Research. The sample was composed of

purposively selected eleven undergraduate students in nursing program who reported a history of
adversities as well as a sense of personal thriving and resilience, by their own definition. Data
was collected primarily through in-depth interviews, and supportive methods of semi-structured
interview guide and document review were also utilized. Coding and analysis of data were
organized by the research questions, analysis and interpretation of findings were organized in
categories. Based on the participants’ responses, the study revealed that the emerging resilience
among student nurses is characterized primarily by the ability to successfully integrate
adversities. Difficult experiences the student nurses encountered help them to value the good
things in life, have a greater insight and prepare for their profession. In addition, taking action
steps contributed to resilience by targeting the disconnection and disempowerment that can result
from distressing situations. Student nurses are able to utilize difficulties and incorporate learning
in order to be more flexible to adapt in situations especially when they are in adversities.
Keywords: Resilience, Student nurses, Adversities, Challenges, Phenomenological Study
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Resiliency Among Student Nurses
ACKNOWLEDGMENTS
The researchers wish to express their heartfelt gratitude and profound appreciation to the
following persons who helped them accomplished this study.
Our panel of judges, for critiquing and enhancing our research study.
Professor Rosenda N. Jaramillo, our research adviser, and Professor Carlo Umali, and
Professor Ronnie N. De Vera our research instructors, we are deeply grateful for your undying
passion in imparting us your knowledge, for motivating us to continue this qualitative study no
matter how hard it is, and for the insights you have shared and professional guidance and
suggestions in accomplishing this study.
Our dean, Professor Maria Teresa R. Fajardo, for permitting us to conduct this study, and
for her usual support to her students.
Professor Rebenson Sison, Proffesor Mark Jofer Itorma, Professor Edbeg De Guzman,
Professor Julius Ong, and Professor Dianna Rose Dela Tore for validating the research
instrument.
The researchers would also like to acknowledge the authors of the other books that served
as their reference and contributed significantly to the completion of this requirement.
To our parents, who relentlessly supported us amidst our struggles and being good
providers.
Above all, to our Heavenly Father, who armed us with the wisdom, strength, and patience
in accomplishing this endeavor. We are truly grateful for Your unyielding love for us.
The Researchers
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DEDICATION
To God, our Heavenly Father, for the constant guidance and for all of the blessings we
received in spite of all difficulties and challenges we met along the way. The researchers believe
that all of the blessings, be them small or big are from Your love for us. This research study
would not be accomplished had it not been for you.

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Table of Contents
Title Page ……………………………………………………………………. 1 Approval
Sheet ……………………………………………………………. 2 Abstract
…………………………………………………………………… 3 Acknowledgement
…………………………………………………………… 4 Dedication
…………………………………………………………………… 5 Table of Contents
…………………………………………………………… 6
Chapter I: The Problem and its Background …………………………………… 8
Introduction …………………………………………………………… 8 Conceptual

Underpinning …………………………………………… 10
Rationale …………………………………………………………… 11 Statement of
the Problem …………………………………………… 11 Significance of the Study
…………………………………………… 12 Scope, Delimitations, and Limitations
…………………………… 12 Definition of Terms
…………………………………………………… 13
Chapter II: Review of Related Literature and Studies …………………… 15
Conceptual Literature …………………………………………… 15 Local

…………………………………………………………… 15
Foreign …………………………………………………………… 16 Research
Literature …………………………………………… 17 Local
…………………………………………………………… 17 Foreign
…………………………………………………………… 18 Synthesis
…………………………………………………………… 23
Chapter III: Methodology …………………………………………………… 26
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Research Design …………………………………………….…… 26 The

Researchers …………………………………………………. 26 Sampling Design
…………………………………………………. 27 Locale of the Study
…………………………………………………. 28 Data Collecting Procedure
…………………………………………. 28 Data Analysis
…………………………………………………. 29 Data Gathering Instruments
…………………………………. 29 Trustworthiness
…………………………………………………. 30 Protection of Rights
…………………………………………. 32
Chapter IV: Presentation, Analysis, and Interpretation of Data …………. 33
Characteristics of the Informants …………………………………. 33 Theme 1:

College Setbacks Mitigate Resilience …………………. 38 Theme 2: Positive Shifts
in Perception and Behavior …………. 42 Theme 3: Action Steps
…………………………………………. 45 Theme 4: Learning and Growth
Experiences …………………. 47
Chapter V: Summary, Implications and Recommendations …………. 51
Summary ………………………………………………………….. 51 Implications

…………………………………………………………... 53 Recommendations
…………………………………………………... 53
Appendices
A. Letter to the Dean ………………………………………….. 55 B. Letter to the
Respondents ………………………………….. 56 C. Letter to the Validators
………………………………….. 57 D. Semi-structured Interview Guide
………………………….. 58 E. Coding
………………………………………………………….. 60 F. Bracketing Notes
………………………………………….. 72 G. Transcription
………………………………………………….. 73
Curriculum Vitae ………………………………………………………….. 91 Bibliography
………………………………………………………….. 96
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Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
Nursing school is becoming ever more demanding. It is not only hard to complete but also
hard to get into. It is for those people who have a strong mind, heart, and soul (Swanson, 2018).
Significantly, nursing programs often experience attrition due to the rigor of their curriculum.
Student nurses experience higher levels of academic stress than those of other disciplines as they
have to adapt to various clinical settings for practice, Furthermore, they are exposed to diverse
situations like very sick, dying and death clients during related learning experience (Bordman,
2020). Hence, student nurses are more exposed to further academic stress.
Academic stress leads to psychological distress and has detrimental effects on well-being.
In addition, student nurses have to apply theoretical knowledge to practice in order to bridge the
theory-practice gap. They have to cope with the emotional and academic demands of patient care.
All these stressors may increase stress and psychological morbidity, such as excessive anxiety,
worry and depression. The ability to overcome such adversity and learn to be stronger from the
experience is regarded as resilience, a concept that emerged in the 1970s (Chow, Tang & Chan
2018).
Previous study has found that resilience has an impact on learning experience, academic
performance, course completion and, in the longer term, professional practice. Resilience is the
ability to overcome adversity and grow stronger from the experience. Increased resilience has
been shown to positively impact student nurses in school. (Thomas & Asselin 2017). Resilience,
emotional intelligence and post-traumatic growth may benefit student nurses’ careers and
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professional well-being. Developing resilience may assist their individual post-traumatic growth
and enhance their ability to cope with clinical and academic stress (Li, Cao, Cao & Liu 2014).
Bordman (2020) stated that resilience is a key tool for success with any venture in a person’s life.
Building resiliency may improve program completion.

According to Chow, Tang and Chan (2018), resilient student nurses showed better
psychological health and lower academic burnout. Notably, there is a growing research interest in
exploring why some student nurses can cope well but others cannot when they all face similar
problems and challenges during their program. Resilient individual nurses would have a tendency
to look for positive meanings in negative circumstances, so that they can cope with distress
effectively and adopt the knowledge they acquire from the setback as a form of reference to help
them cope with similar situations in the future. It is important to note that resilience is not merely
an indicator of well-being, but it is a process that enables an individual to remain healthy or to
recover quickly after adversity.
Despite the benefits of resilience to health, its relationship with the well-being of student
nurses remains unexplored. To our knowledge, no study on resilience and well-being among
university student nurses has been conducted in PHINMA University of Pangasinan. Hence, this
study proposes to examine the resiliency of student nurses in PHINMA University of Pangasinan.
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Conceptual Underpinning
The system approach (Input-Process-Output System) is used in describing the conceptual
framework of the study. As shown in Figure 1, the input consist the lived experiences of student
nurses: resiliency. The process will be a qualitative phenomenological descriptive research and a
purposive sampling is used. For the research instrument, a semi-structured interview questions,
audio recorder, and field notes are used. Giorgi’s method is used for the data analysis. The output
consists of the findings: themes, implications and recommendations for future studies.
INPUT PROCESS OUTPUT

Research Instrument
Lived experience of - Giorgi’s method
student - Semi-structured Findings:
nurses:“Resiliency”
Qualitative Questions
Themes
• Audio
- Phenomenological:
recorder Implications
Descriptive Research
• Field notes
Using:
Recommendations
Analysis of data
Purposive sampling
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Rationale
The aim of this study was to synthesize qualitative research exploring how resilience can
be developed in nursing students. The study identifies support strategies for developing resilience
among student nurses in order to strengthen their professional practice. Being a student nurse is
often described as stressful. That stress impacts the student experiences while they are in school
and may later impact their lives and journeys as professional nurses. Stressors and change can
provide growth and increase resilient qualities or protective factors. This is an important reminder
that developing resilience in nursing students is not only about students' need for support and well
being, but also about their capacity of student nurses to make stress as a strength. This study
investigate the state of knowledge on resilience in nursing students. Specifically the authors
sought to define and describe the concept, and identify factors that affect and evaluate strategies
to promote resilience in nursing students. This research provides information about the concept
of resilience in nursing students. Faculty awareness of the importance of resilience in nursing
students can better prepare students for the role of the professional nurse. Support from family,
friends and faculty impact a student's resilience. Through closely working with students, the
clinical arena and the classroom faculty can promote resilience.
Statement of the problem
The purpose of the study is to describe the resiliency of student nurses in
PHINMA-University of Pangasinan in Dagupan City.
Specifically, it seeks to answer the following questions:
1. What are the experiences of student nurses showing their resilience?
2. How student nurses show their resiliency?
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Significance of the Study
The study may benefit the following:
Student nurses. This may help the student nurses to express their resilience and learning how
to cope up with their challenges.
Nursing education. This will serve as a basis in incorporating resilience training in nursing
education.
Nursing practice. This study will serve as a guide for nurses to overcome difficulties and
develop better coping mechanisms to address stress through exposure to difficult working
situations.
School Administration. The study will serve as a basis on how they will implement different
ways and strategies on how they will benefit in resilience.
Nursing Research. The study will affect nursing research by giving one additional source to
the nursing community. The study will provide more evidence to support nursing practice, and
will also promote quality health outcomes for individuals, families, communities, and the health
care systems.
Scope, Delimitations and Limitations
Scope
This study focused on the resiliency of student nurses. This research is conducted in
PHINMA University of Pangasinan, Dagupan City Pangasinan. The study limits its coverage on
Level III Bachelor of Science in Student nurses of the present year S.Y. 2019-2020. The study
was
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conducted from November 2019 to February 2020. The study used the qualitative tradition of
phenomenology to describe the resilience of student nurses.
Delimitation
Students from other course, level and school are not included in the study as students from
the school will be more accessible and the study focuses on the Level III student nurses only.
Limitation
There are factors that is considered in conducting our study and in order to make this
study successful there are ways on how we solve those factors. First is the time constraint, for us
to be able to conduct our study, we must observe time management. And the other factor is the
students’ aloofness. Hence, the researchers’ best action to this matter is to build rapport and
maintain an open ambiance that accept all questions.
Definition of terms:
The following terms are defined operationally:
Resiliency - ability of a nursing student to recover or adjust easily to change especially by
compressive stress and includes how they learn to grow stronger from the experience.
Phenomenological Study- explores what student nurses experienced and focuses on their
experience of phenomena.
Descriptive Phenomenology- a method used to explore and describe the lived experience
of student nurses.
Lived experience- this refers to the student nurses daily experience on how they react on
certain circumstances that they meet that test their resilience.
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Student nurses- student in post-secondary educational program that leads to certification
and licensing to practice nursing usually as part of a program administered by a nursing school.
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Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

The purpose of this literature review is to provide an overview of the literature found to be
related to the study of student nurses’ resilience. It will begin with a conceptual literature (local
and foreign) followed by research literature (local and foreign) with certain topics relevant to this
study including student nurses’ stressors and protective factors found to be critical to the
development of resilience in nursing students.
Conceptual Literature
Local. The “Filipino Adolescents’ Coping Strategies: A Confirmatory Factor Analysis” is
a research study designed to examine the coping strategies of 266 selected Filipino college
students from a high educational institution in the Philippines (De Leon & Balila, 2014). The
coping scales was tested in different cultural groups. For one, the COPE Inventory of Carver et
al. (1989) was applied to the Philippine context to test the factorial validity of the scale.
The results showed four dominant factors: utilization of instrumental and emotional
support, use of substance, planning and action-taking, and use of humor. The other domains of the
COPE Inventory did not yield any significant factor result. This goes to show that there are
highlighted distinction between Filipino and foreign populations in terms of preferred ways of
coping with stress.
The 2009 Philippine Star news article written by Dr. Nina Halili- Jao entitled, “Coping
mechanisms of Pinoys” cited the book, From Victims to Survivors of Lourdes Ladrido- Ignacio
and Antonio Perlas (1995) which identified some coping mechanisms that Filipinos engaged in
when they experienced extreme difficulties. It is a combination of both healthy and unhealthy
ways
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of adjusting. Spirituality is the most frequently observed coping style. Filipinos turn to religion
and accept the reality. There are some utterances of “bahala na” or behaviors like “ipinapasa
Diyos” while there are other who stay positive that God will never leave them in these times of
crisis. The “bayanihan” or “pakikipag-kapwa” is also a well-observed coping behavior by which
Filipinos empathize and help each other. Seeking emotional, physical, and financial support from
family is also evident. There are also ways by which Filipinos lessen the emotional burden of
their problems by engaging in activities that would relax them, make them happy, and feel at ease
even if it is just temporary. Creativity and humor are said to be the strengths of Filipinos that
facilitate life improvement after a stressful life event (Rilveria, 2020).
Dr. Michael Tan of the University of the Philippines– Diliman also wrote an article
regarding his observations on how Filipinos cope with stress (2006). He agreed on the resilience
of Filipinos but emphasized that the “saya” that Filipinos are doing when stressed is actually a
form of externalized merriment—trying to be happy. People tend to smile, laugh, sing, dance or
drink their problems away. Moreover, Filipinos would go on with their lives through “tiis”
(tolerance) and “kimkim” (suppression) of the stress they are experiencing. Despite these, the
camaraderie spirit of the Filipinos allows them to survive these hardships by seeking support
from their friends and family.
Foreign. The constantly changing and increasingly specialized healthcare system, more
knowledgeable patients as well as the tension between demands and resources mean that both
nurses and students struggle to maintain a professional standard with which they can identify
(Nolte , 2017). There is growing evidence that resilience is not a static or an inborn feature, but a
contextual and dynamic process (Grant and Kinman, 2013). Furthermore, the term resilience is
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commonly used to describe the ability to turn challenges into opportunities and learn from
demanding situations (Delgado, 2017).
However, Richardson (2012) describes how stressors and change can provide growth and
increase resilient qualities or protective factors. Despite a wide range of partly different
understandings of the term, there seems to be a striking agreement about the adaptive nature of
resilience, reflected in several definitions as an ability to react appropriately to adversity and to
recover (Grant and Kinman, 2013). In particular, researchers have reported consistent positive
relationship between conscientiousness and academic performance (Noftle & Robins, 2011). It is
shown that conscientiousness is associated with academic motivation (Komarraju, Karau, &
Schmeck, 2009), which may mediate the effects of coscientiousness on performance. There is a
need for approaches that not only educate an adequate number of nurses, but also equip them with
the skills to handle the complex challenges inherent in daily nursing practice. In this context,
resilience appears to be an important asset (Tusaie & Dyer, 2014). Thomas and Asselin (2017)
refer to how increased resilience positively impacts on nurses in practice. Stephens (2013)
focuses on the opportunities offered by resilience-enhancing interventions to prepare nursing
students for their future professional practice.
Research Literature
Local. According to Maximo and Carranza,2016 , parental factors are one of the external
resources of resilience. The study indicates that approach behaviors, characterized by secure
attachment, make one more resilient as opposed to avoidant behaviors. Three love languages,
namely, quality, time, words of affirmation, and acts of service contributes most to resilience.
And when children are loved well by their parents their emotional tank gets filled and they
primed bodily and psychologically, to face the challenges of life.

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Potential and maternal influences most contribute to young adults' resilience. Quality time
with parents contributes most to resilience, especially when high stress is encountered. Parental
love is a protective factor that allows children to build resilience and its effect continues even
until young adulthood (Maximo, & Carranza, 2016).
Foreign. Jackson (2011) argued that beginning in the university can be a significant life
transition in which people’s ability to adjust is challenged. New students who are commencing
university studies and becoming immersed in campus social life often find the experience to be
not only exciting, but also frightening and difficult. Most new students must adapt to a new and
unfamiliar campus and living arrangement, become acquainted with a new set of peers, and face
an increase in academic challenges.
Therefore, understanding the factors which influence student adaptation is an important
area in need of research. Students’ levels of resilience were examined because higher levels of
resilience have been linked to good psychological adjustment following life experiences while
difficulties in developing higher levels of resilience have been associated with serious adjustment
problems after these events (Campbell-Sills, 2006). This suggests that students’ levels of
resilience may play an important role in whether or not they adapt to their university experiences.
In line with this, it is recommended the need to focus on building students’ levels of resilience in
order to aid in their adjustment to university (Stallman, 2011).
Nursing students are continually faced with different types of stressors (Augusto-Landa,
& Lopez-Zafra, 2012). These stressors can be academic, clinical, and personal. Some of these
academic stressors are perceived stress from examinations and assessments fear of failing
examinations, increased academic workload and disorganized and overwhelming course structure
(Barboza & Soares, 2012).
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Nursing students’ practicum areas have been identified as one of the leading stressors in
their academic lives (Thomas, Jack, & Jinks, 2012). More specifically, the sources of stress in
practicum areas involve fear of making mistakes, interpersonal difficulties with health care staff
in clinical, dealing with death, lack of competence and being emotionally involved with care of
patients. Personal and social stressors of nursing students include financial and the competitive
nature of relationships and difficulties of getting along with their peers placements (Crombie,
Brindley, Harris, Marks-Maran, & Thompson, 2013). It is interesting to note that nursing students
are not only distressed about how personal and social aspects of their lives impact their academic
performance; they also say that their academic and clinical workload could in turn negatively
affect their social and personal lives (Jimenez, Navia-Osorio, & Diaz, 2010).
There are factors within nursing students’ educational process that aggravate their stress.
For example, due to the nursing faculty shortage, teachers experience role strain, that in turn
impacts the level of academic support for nursing students and the stress they are already
experiencing (Oermann, 2004). Additionally, because of the increasing complexity and acuity of
patient conditions as well as nursing staff shortages in nursing practice areas, professional nurses
who support students in clinical settings are experiencing work-related distress and burnout,
resulting in students’ feelings of inadequacy and insecurity, fear of making mistakes, and the
perception of incompetence in caring for patients (Gibbons, 2010). Student nurses encounter
many risk factors that call for resilience. Insufficient professional skills and knowledge, ability to
cope with stress and utilize emotions, and support from colleagues and team, and a lack of
positive expectations about the future and emotional preparation for the job, are among the many
director indirect situations student nurses encounter (Cam & Buyukbayram, 2017). These are all
the risk factors. Cam and Buyukbayram (2017) stated that these risk factors have negative effect
on student
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nurse’s physical and psychological well-being and cause exhaustion, psychological problems,
decreased academic and life satisfaction, and lead to leaving or considering leaving their degree.
Adolescent baccalaureate nursing students often experience risks that trigger their
protective mechanism while also facing the added stressors of a rigorous nursing curriculum
(Atkinson, 2015). While they may voice their distress or complain of feeling “stressed”, many
may not be able to identify specific experiences or adverse events. The effects of these stressors
may lead to feelings of frustration and result in student attrition (either voluntary or from
academic failure) or other negative outcomes. Many students who persevere will face additional,
and often unexpected, stressors when beginning their clinical courses. Students are often
unprepared for the scheduling of clinical hours and the emotional toll created by the demands of
patient care, as well as the often-negative interactions with healthcare professionals, preceptors,
and/or nursing faculty.
Resilience has been described as a dynamic process that mitigates the effects of stress
through behaviors that facilitate adaptation in the context of adversity, resulting in the ability to
function above the norm in spite of significant stress (Tusaie & Dyer, 2014).
Resilience is also viewed as a preventive strategy that inhibits the debilitating effects of
chronic stress (Kelley, 2015). Because stress is a major part of nursing students’ academic lives,
resilience may be required for them to buffer the negative impacts of stress. Since stress
continues to adversely influence students’ academic lives as they progress in their education, it is
paramount for nursing students to develop and enhance their resilience to help them withstand
the challenges and adversities within their education (Dixon & Robinson-Kurpius, 2012).
It is also important to take note that, despite the unrelenting and demanding nature of the
educational process for nursing students, many have not succumbed to the pressures of their
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academic lives but rather have remained effective in attaining their academic goals and
completing their educational programs. One of the factors that may account for students’ thriving
despite challenges and stress is resilience. Resilience allows individuals to reframe, adapt,
balance, and persist in the face of difficulties and adversities, while being able to experience
some insight and growth through their challenges and develop mastery over other situations.
Many nursing education research studies indicate the benefits of resilience in nursing students’
academic lives. Resilience contributed to nursing students’ meeting their challenges and
academic goals (Williamson, Health, & Proctor-Childs, 2013).
Reyes’ (2015) grounded theory of “pushing through” represents nursing students
understanding and enactment of resilience. The explication of the process of “pushing through”
suggests that resilience is a process. More specifically, participants in the study used the process
of “pushing through” in order to withstand their challenges and achieve their academic goals. The
study extends Stephens’ (2013) concept of nursing student resilience, which is defined as “an
individualized process of development that occurs through the use of personal protective factors
to successfully navigate perceived stress and adversities. Furthermore, Reyes (2015) stated that
resilience is not a static phenomenon nor it is only present in certain individuals. Instead, the
explication of resilience as an action-oriented process provides a vantage point for students to
recognize that resilience can be developed and further enhanced.

McAllister and Lowe (2011) describe a resilient individual as someone who has not only
survived adversity, but also learned from the experience with resulting personal growth. These
authors propose resilience is an essential skill needed by student nurses to find meaning in their
experiences and to better moderate their reactions to stressors faced in school and in the clinical
environment. Citing numerous sources of stress for the young nursing student, McAllister and
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Lowe (2011) note the importance of understanding and appropriately responding to stress. They
define resilience as a process of adapting to adversity that can be developed and learned explains
the importance of clarifying the concept for adolescents because of the variation in risks and
protective factors at different stages of development.
Resilience is an important concept to consider when working with nursing students. In
addition to the typical life changes most traditional adolescent college students face, nursing
students must adapt and cope to challenges specific to their chosen vocation. Patient care places
them in many “first” situations that may cause anxiety or discomfort, including the intimate care
of both male and female patients, death and dying, diverse lifestyles, exposure to communicable
diseases, etc. While resilience has most often been associated with periods of transition, disaster,
or adversity, Ahern (2011) has emphasized the need to explore the concept in healthy, well
adjusted adolescents. In her doctoral dissertation, Ahern (2011) explored the concept of resilience
in adolescent community college students. She explains these individuals experience various
forms of stressors, often related to normal developmental changes and transitions, which place
them at risk for adverse outcomes due to immature coping abilities. Those identified as resilient
were found to possess protective factors that served to buffer or minimize the effects of stress.
She proposes that interventions designed to increase resilience through the enhancement of
protective factors may serve to better prepare the students for future adversity, as well as avoid
negative outcomes from current stressors.
Protective factors are often cited as the attributes necessary for the development of
resilience and are commonly noted in individuals who have been identified as resilient. Johnson
and Wiechelt (2013) emphasize that protective factors, while important in predicting resilience,
are individualized and dependent upon context and situation.
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Although nurses encounter many risk factors, their personal, familial, social, and
professional protective factors increase their resilience. The protective factors that affect nurse’s
resilience are reported to be similar even in different cultures. Protective factors can be
categorized as internal and external (Cam & Buyukbayram, 2017).
According to the study conducted by Mccan, Beddoe, Mccormick, and Haggard (2013),
resilience is directly related to personal protective factors such as secure attachments,
self-respect, focus of internal control, positive emotions, hope, humor, cognitive flexibility,
self-efficacy, coping skills, and emotional intelligences kills, including awareness of feelings,
expression, and management of feelings.
McAllister (2013) stated that social protective factors include support from peers, positive
family relationships, and having supportive social communication networks and social resources
and professional protective factors include experience, job satisfaction level, having a positive
attitude towards the job, sharing knowledge, skills, experience and problems and establishing
intimate relationships with colleagues, having a sense of confidence, identifying the stressors and
having counselor and team support for implementing appropriate solution strategies and
establishing a balance between study, work and life.

Synthesis
With all the information gathered from the literatures and studies, we the researchers has
given a basis of understanding resilience and how resilience is being affected. Student nurses
encounter many stressors that call for resilience. These stressors can be the competitive nature of
relationships and difficulties of getting along with their peers placements, financial (Crombie,
Brindley, Harris, Marks-Maran, & Thompson, 2013) academic, clinical, and personal (Barboza &
23
Soares, 2012). Resilience has been described in a foreign literature done by Tusaie and Dyer
(2014) and Kelley (2015) as a dynamic process that mitigates the effects of stress through
behaviors that facilitate adaptation in the context of adversity, resulting in the ability to turn
challenges into opportunities and learn from demanding situations (Delgado, 2017). Because
stress is a major part of nursing students’ academic lives, resilience may be required for them to
buffer the negative impacts of stress. Resilience is a process of adapting to adversity that can be
developed and learned (McAllister & Lowe 2011), it is not a static or an inborn feature nor is
only present in certain individuals, but a contextual, dynamic (Grant and Kinman, 2013) and
individualized process (Stephen, 2013), that can be developed and further enhanced (Reyes,
2015).
A resilient individual is described as someone who has not only survived adversity, but also
learned from the experience with resulting personal growth (McAllister & Lowe, 2011), found to
possess protective factors that served to buffer or minimize the effects of stress (Ahern, 2011),
and have been linked to good psychological adjustment following life experiences while
difficulties in developing higher levels of resilience have been associated with serious adjustment
problems after these events (Campbell-Sills, 2006).
A local literature done by Maximo and Carranza (2016) stated that parental factors are one of
the external resources of resilience. Also the utilization of instrumental and emotional support,
use of substance, planning and action-taking (De Leon & Balila, 2014) creativity and use of
humor are said to be the strengths of Filipinos that facilitate life improvement after a stressful life
event. (Rilveria, 2020). Additionally, from a foreign literature, social protective factors such as
establishing social relationship and supportive communication (McAllister 2013), physical and
psychological well-being such as emotional intelligence (Cam & Buyukbayram, 2017) affects
24
resilience. All of these helped the researchers grasp the information about resilience giving a
clearer cut-view greatly helping the researchers conceptualize the problem.

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Chapter III
METHODOLOGY
This chapter presents the research design, the researchers, sampling design and the locale
of the study. The data collecting procedure, analytical method and data gathering instruments will
be included as the study progresses.
Research Design
This qualitative study uses descriptive phenomenological design which aims to describe
the lived experience of student nurses in showing their resilience. According to Polit and Beck
(2012), descriptive phenomenology is a qualitative research tradition with roots in philosophy and
psychology that focuses on the careful description of ordinary conscious experiences of everyday
life.
We chose this type of study because we are interested in knowing or finding out the
resiliency among Level III student nurses in the University of Pangasinan-PHINMA. We want to
know what the lived experience of student nurses are and how student nurses show their
resiliency. It is the objective of this research to understand resiliency.
The Researchers
We are undergraduate students of PHINMA-University of Pangasinan, College of
Nursing. We are in our second-year level when the first three chapters were made. Also, we are
included in this study as instruments, we are data gatherers as well as interpreters of relevant data
from the study participants who help in synthesizing conclusions for the purpose of formulating
26
recommendations in the study. We needed to be careful and cautious in their research to avoid
biases and fusion of their perceived ideas to the informant’s personal views.
We, the researchers also experienced various personal and/or stressors that contribute to
risks for attrition, negative health outcomes, and psychological distress. Three of us are staying in
a boarding house where there is a change in our life transition which challenged our ability to
adjust. We adapt to a new and unfamiliar living arrangement and be with a new set of peers.
Some of us have experienced a great pressure upon entering College, and also some of us also
failed during an examination which brings her to feel distressed.
Sampling Design
We used a purposive sampling design which belongs to the category of non-probability
sampling techniques to develop the sample of the research under discussion. According to this
method, the researchers will be the one who will choose who their respondents will be based on
their own judgment or on who they think is qualified for the study (Polit & Beck, 2012).
The researchers purposively selected 11 student nurses of University of Pangasinan
PHINMA. The researchers also set certain criteria for participants who are eligible for this study,
this includes: (a) student nurses who are undergoing challenges, (b) student nurses who have
surpassed challenges and still in the BSN program, (c) student nurses who perceived themselves
as resilient in the college experience, by their own definition. Each of them was interviewed by
the researchers and being asked some questions. The phenomenon required the participants who
are involved to express descriptions of their experiences and to draw data which are essential to
the focus of the study. The principle of data saturation is used in this study, in which data
gathering will continue until redundancy of data or the data saturation will be reached.
27
Locale of the Study
The study was conducted in the University of Pangasinan-PHINMA which is located in
Arellano Street, Dagupan City. University of Pangasinan is a private university owned by the
PHINMA Corporation which offers primary, secondary, and vocational education. The school are
chosen as the research site because PHINMA-University of Pangasinan was ranked Top 9 Best
Performing School in the June 2019 National Licensure Examination given by the Professional
Regulation Commission (PRC) and been acknowledged as a consistent producer of board
topnotches since 2016. Aside from that, the College of Nursing have a 100% passing rate for first
time takers for 3 consecutive years. (Source: PRC, n.d.)
Data Collecting Procedure
The Level III student nurses enrolled in the University of Pangasinan-PHINMA are
selected as the informants of this study. This will make the researchers to facilitate the interviews,
scheduling them for the interview and also it is highly efficient for the researchers.
The first priority in conducting this study is getting the permission of the school and the
informants in order to conduct the interviews. The researchers acquire permission by sending
communication letters that was signed and endorsed by the Dean of the College of Nursing (see
Appendix A), so that the researchers can conduct the study. The letter contains the title of the
study which the researchers will conduct, the location in which the research is conducted, the
name of the researchers, and the purpose of the study. Before the researchers conducted the
study, the researchers created an interview guide questionnaire which helps to generate a
qualitative data with the use of open-ended questions. This type of questioning allows the
respondents to talk with more depth and choose their own words. This helps the researchers to
understand fully the real

28
sense of person’s understanding of a situation. For the conduction of interviews, the researchers
start the action where they fire all their appropriate words of interaction and apply their
therapeutic communication skills. The researchers are given own tasks. Two researchers are
assigned to do the talking and asking the questions, another two are the ones observe the
nonverbal behaviors of the informants, and the remaining one is responsible for the audio
recording. Before all the interviewing take place, the researchers seek the approval of the
informants using an informed consent (see Appendix B) and explain the purpose of the study.
The researchers also assure that the rights, especially the confidentiality of their identities and the
information that are gathered are to be keep safe and anonymous. The researchers asked the
informants about their lived experience showing their resilience and how they demonstrate it.
Data Analysis
As data collection and data analysis occur simultaneously, after finishing every interview,
the researchers started analyzing process. The information that were gathered are transcribed and
analyzed using the Giorgi’s Method of Data Analysis. By the use of this method of data analysis,
the researchers are able to describe the meaning of a phenomenon as experienced by a human
through the identification of essential themes. The researchers grouped similar themes together
and organized them into categories. Finally, the researchers integrate the results into a
comprehensive description of the topic.
Data Gathering Instruments
The researchers used semi-structured interview as the means of data gathering. The semi
structured interview technique will guarantee to obtain all the needed information. The subjects
29
will have the freedom to explain in detail a topic as much as they wish. The researchers prepare
open-ended questions which are used and asked.
Questions are semi-structured. The informants probe for more detailed information. Yes
or-no questions or questions with 1-word or 2-word responses are avoided to allow people to give
rich, detailed information about the phenomenon in the study (Polit & Beck 2012).
By the use accessory tools including electronic devices with a recording application such
as the smartphone together with a pen and paper, the researchers recorded and note the important
information that are given out by the informants. All of their statements and answers are
recorded.
Trustworthiness
The researchers in this study maintained trustworthiness based on the five criteria 1)
credibility 2) transferability, 3) dependability and 4) conformability 5) authenticity. Authenticity
being the fifth criterion, is distinct in a constructivists’ paradigm. These criteria were referred to
as parallel to the positivists’ criteria of validity, reliability, objectivity, and external validity,
respectively (Polit & Beck, 2012). The soundness and quality of qualitative research was
established by trustworthiness. It also called rigor of the study and used as a way of evaluating
qualitative research (Liamputtong, 2012).
Credibility. In this study, the informants’ answers written in verbatim, quotations for every
theme. It can be assured that every word that they utter are included and presented in the
corresponding categories. Also, certain actions were gathered from the observation. Data were
gathered in a way to further understand and confirm their verbal to non-verbal responses. The
researchers document all the research process to give ample evidences to the people who are
30
interested to know how the investigator reached the conclusion. The researchers also do a
member check in order to separate their own opinions and biases from those of the participants.
Transferability or Applicability. For this study, a full description of the settings is provided
in the final report to enable the readers to assess the transferability of the study findings. The
descriptive characteristics of the respondents are also provided to enable the readers to consider
the applicability of the findings to their setting.
Dependability. The researchers undergo the process of bracketing wherein they suspended
and separated their opinions and pre-convinced ideas to detach themselves to the informants’
actual response. The researcher also utilized a semi-structured interview guide that assured to be
understood by the informants.
Conformability. All recorded interviews and transcribed notes are kept for audit trail and
have a consultation from the research adviser to assure the conformability of the study. To make
this study trustworthy, the researchers documents all the research process, full description of
settings, keep all recorded interview and transcribed notes for audit trail to give ample evidences
to the people who are interested to know how the researchers reached the conclusion. These are
made available for the verification of the findings in the study.
Authenticity. Every response that was made by the informants are represented in this
study; it was made truthful through the inclusion of their facial expression and non-verbal cues.
These was possible by the method of observation that are made by one of the researchers to avoid
confusion in the transcription. The researchers assure that the presentation of the data that were
gathered are realistic by writing every significant statement by using quotations “____” and using
their exact words in the description.
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Protection of Rights
The following rights will be observed in this research study:
Right to be free from Physical and Psychological harm: Interviews and observations are
assured to be free from any biases and was done in the most ethical way without putting harm,
belittling, or insulting any of the informants during the data collection. Guide questions were
devised with the suspension of preconceived ideas that would affect results regarding the study.
The right to Disclosure: Before the interview, informants were assured by information
about how and where their rectors will be employed. Also, findings of the study are presented to
the informants for confirmation and accuracy of their responses.
The right to Justice: Benefits and burdens of the research are assured to be experienced
by all of the informants of the study. The equitable performance of the treatment is observed from
one respondent to another.
The right to Self-incrimination: Informants of the study received verbal information
regarding the study, such as purposes, benefits, and risk if any. Informants were requested to
participate in the research of their own free will, and allowed to back out in situations which the
found jeopardizing to them or when they changed their mind on being part of the study.
Politeness and courtesy were observed by the researchers in asking permission from the
informant.
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Chapter IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter includes the presentation and analysis of data gathered based on the 12
interviewed third year student nurses about their lived experiences.
To protect the identities of the informants, labels has been used to represent the informants
to protect them and maintain anonymity. The first part contains the profile of the informants and
the second part contains the themes where it concentrates on the analysis of data.
Characteristics of the Informants
Student Nurse 1, is a 20-year-old and a citizen of Purok 5, Lucao Dist., Dagupan City.
He always commutes whenever he goes to school. According to him, when he was young, people
around him constantly inculcated how difficult and challenging college is. That college is indeed
hard and requires you to anticipate almost everything, and you have to have your corresponding
backup plans on how to pull something off should the unexpected happen. He thinks that his
biggest failure in college was when he adapted the “Mañana Habit” and got too comfortable with
the concept of “just enough”. This all happened during his freshman year in the second semester.
He got too comfortable with that concept to the point that he tried to calculate his grades and see
whether he can pass a certain subject or not. He said that he still cringes whenever he thinks of
those dark days. Student Nurse 1 also said that those certain circumstances that happened during
those days helped him to reorganize his thoughts and reevaluate his perseverance to reach a
certain goal. It helped him greatly as he began to advance himself towards the top.
Student Nurse 2, is a 20-year-old living in Gaudencio Road Malued District Dagupan
City, Pangasinan. According to him, when he is entering college, it gave him a lot of pressure
33
since it’s different from being a high school student. He also said that he is not a hard-working
student back in high school, so when he entered college, he had to adjust. The way he thinks,
study, and decide every day. It was a struggle. He also said that his biggest failure was having
straight failing scores on his exams, which made him feel hopeless, and gave him anxiety for
thinking negatively on what might happen for the next exams. But it turned out, that he was
ready to clear everything in his mind and focus on his goal.
Student Nurse 3, is a 21-year-old and a citizen of Don Jose Calimlim Street Brgy. Pogo
Chico Dagupan City. She is from a broken family. According to her, a few months before entering
college, her mom had died from septic shock. Having said that, she felt like she was a preschool
kid just about to have her first day of school but this time she has no one to be with because her
mom was already taken away from her. Aside from the emotional pain, her family had financial
crisis as the medications, hospitalizations, and funeral and burial fees were really expensive. She
also response that she was too busy being insecure about herself that she failed to love herself
more than anyone could’ve and should’ve. She took some time alone and figured out what
needed fixing. She worked on herself and disregarded people who don’t really matter.
Student Nurse 4, is 20 years old and a native citizen of Barangay Ballag Bani,
Pangasinan. She is from a broken family. Their house is far from the university, and she decided
to live in a boarding house since she was in her freshman year. According to her, she had
experienced of dealing a challenging situation when entering college. She had faced so much
pressure since she was in senior high school especially when her father told her to take up
nursing. She finds it so hard to memorize and familiarize concepts because these are way more
different than what she used to know. According to her, although she like biology, she was still
astounded of so much lessons and information that needed to be familiarized and it is so hard for
her to adjust in just a
34
short span of time. She also admitted that she felt shy and lazy sometimes that it tends to affect
her studies, and she considered it as her greatest failure to date. However, she still found herself
resilient and thriving in college.
Student Nurse 5, 21 years old living in Barangay San Isidro Norte Binmaley, Pangasinan
with his aunt. According to him, he experienced anxiety upon taking up Nursing because of a lot
of quizzes, exams, and activities which took a toll to his sanity and stability. It drained him
mentally, emotionally and physically because his mind is so much preoccupied with chapters to
read and exams to come. He had done self-sacrifice in order to pass the exams and secretly hiding
his breakdowns from his family. Nurse Student 5 also stated that he failed a lot of exams in
nursing. He experienced difficulty in coping up with stress in the set-up of e-learning where there
are a lot of modules and activities to do. He experienced a lot of hardship during the first quarter
but still found himself thinking positive all the time and overcoming it in spite of all those
problems and unavoidable circumstances.
Student Nurse 6, is a 21-years old who lives in Barangay San Jose Anda Pangasinan. She
is living with her family but since their house is far from the university, she decided to live in a
boarding house when she entered College. She experienced a hard time entering in nursing school
because she really doesn’t like it, her sponsor chose the course and she can’t do anything about it.
According to her, she had experience difficulty in adjusting in school, subjects, dorm, classmates
and everything. Student nurse 6 also stated that she’s having anxiety attack when she has lot of
school works to do. She had learned how to be independent, to grow and mature as an individual.
She also admitted that she fails in exam and quizzes, and she considered it as her greatest failure
to date. However, she still considered herself resilient because she’s still surviving and learned to
turn those negative effects into a positive one.
35
Student Nurse 7, a 21-years old citizen of Barangay Alos, Alaminos City, Pangasinan.
Since freshmen year, she was living in a boarding house because their house is far from the
university. According to her she had experienced difficulty in living far from her family. She also
stated that she had a hard time dealing with her low grades, and she feels upset and sometimes
thinks she’s dumb. Student nurse 7 also finds it so hard to memorize and familiarize concepts.
She also admitted that she lost her confidence because of failing and she’s having break down.
She considered that having a line of 6 grade is her greatest failure to date. However, she also
stated that she is stronger now, and that entering in nursing makes her stronger as a person.
Student Nurse 8, is 33 years old, a citizen of Colorado Springs, she’s living with her two
children and husband. She decided to go back to Philippines to enter college and pursue her
dream when she’s 30. According to her she had a very hard time leaving her children, during her
freshmen year she brought her two children with her in the Philippines and leave them at Sual to
her sister during school hours, she realized that her children are sacrificing. They are having a
hard time to adapt the lifestyle here in Philippines, and she brought them back at Colorado and
she decided to live in a dormitory. She also stated that she feels that her children are orphan, her
husband is an army so he needs to stay in America and she’s in the Philippines to study. Student
nurse 8 admitted that studying at age of thirty is really hard, it becomes a little different that she
needs to associate with younger ones. She admitted that studying at thirties is her greatest failure
to date. However, she considered herself resilient as she is on college right now and trying to still
get that degree that she always dreams of having.
Student Nurse 9, is 21 years old living Barangay San Miguel, Calasiao Pangasinan. For
him, college is brutal and it’s the pressure between dreams and failure. According to him, the first
time he entered college he was really hopeful, but it faded out over time because it’s a lot to
process
36
especially he got used to the old system back when he was in high school. He thinks that he failed
on focusing on his study this year. Given the fact that everything seemed to be going on outside
that bothers him and comforts transform into workplace that is very hard for him. Considering the
fact that he can say that he became a lot lazier than he already is. And for him, as a preparation to
real life battle, it’s a failure. He dealt with it by focusing on what he really wants and making sure
to take some rest whenever it really gets frustrating. He also follows a routine so that he has a
sense of time and give himself a reward like a rest or he do something else that he loves to do.
Student Nurse 10, is a 21-year-old and a native citizen of Alaminos City, Pangasinan.
The place where she lives at is far from the University and she decided to live in n boarding
house. According to her, because she lives in the dormitory, the most challenging part is being
away with her family. She also said that her greatest failure is when she didn't study well when
she was at her first year. College make her to be dependent and nursing taught her to push herself
into its limit.
Student Nurse 11, is a 21-years old and a native citizen of Rizal Avenue San Carlos City,
Pangasinan. She was raised by her mother and grandmother because her father died at her young
age. According to her, her biggest failure is not living up her mother’s expectations. When she
showed her accomplishments like a kid showing her marks because she got the highest score, her
mother always finds a way to drag her down telling her she should accomplish more or its not yet
enough. She coped up with that by knowing and evaluating her worth and be realistic with the
situation and compensate with better grades. She also stated that she found a stable footing in her
life for the first time.
From the gathered information from the informants, the following experiences were
repeatedly mentioned by each student nurses being interviewed by the researcher.
37
1. They all considered college life as one of their challenging experiences where they faced
adversities that they have to deal with. The student nurses discussed how coming to
college was a significant mitigator of their ability of being resilient.
2. The participants indicated that they experienced positive perceptual and/or behavioral
shifts which they attributed to their resilience
3. The student nurses indicated that one or more action steps are taken in order to show their
ability to be resilient.
4. Student Nurses characterized their resilience by their ability to see difficulties as learning
and/or growth experiences.

In the analysis of the information gathered, the researchers come up into four themes were
picked out from the narratives and these are the following: College Setbacks Mitigate Resilience,
Positive Shifts in Perception and Behavior, Action Steps, Learning and Growth Experiences.
Themes
Theme 1: College Setbacks Mitigate Resilience
The first theme describes the failures and difficulties experienced by student nurses upon
entering College. This theme describes a reminiscence of past experiences of student nurses that
lead them to become more resilient. They see these as struggles that they need to conquer to be
able to achieve their goal.
The first participant that discussed pertaining to adversities is Student Nurse 1. He stated
that, “when I was young, people around me constantly inculcated to me how difficult and
challenging college is. College is indeed hard and requires you to anticipate almost everything,
and you have to have your corresponding backup plans on how to pull something off should the
38
unexpected happen. You have to be flexible and efficient as a college student, and be more than
that when you are a student taking up the course of nursing. Effective anticipation, critical
thinking, efficiency, and planning are what I perceive a student nurse must possess.” He also
stated, “I think my biggest failure in college was when I adapted the “Mañana Habit” and got
too comfortable with the concept of “just enough”…I got too comfortable with that concept to
the point that I tried to calculate my grades and see whether I can pass a certain subject or not.
Certain circumstances that happened during those days helped me to reorganize my thoughts and
reevaluate my perseverance to reach a certain goal. It helped me greatly as I began to advance

myself towards the top.” As reflected, the informant expresses that College is hard and that you
need to be flexible and resilient in order to survive. That it needs a lot of perseverance in order to
achieve one’s goal.
Student Nurse 2 says, “me, entering college gave me a lot of pressure since it’s different
from being a high school student. To be honest, I am not a hardworking student back in high
school, so when I entered college, I had to adjust. The way I think, study, and decide every day. It
was a struggle. My biggest failure was having straight failing scores on our exams, which made
me feel hopeless, and gave me anxiety for thinking negatively on what might happen for the next
exams”. Student Nurse 2 also added, “college made me uphold my values of honesty and
academic integrity. Nursing helped me to develop my practices and build up my personality”.
Student Nurse 3 quoted, “college brings us a lot of problems and anxieties. You get stronger by
facing them with a strong mind and heart. It shapes you into becoming a powered individual.”
According to Student Nurse 4, “humaharap nako sa pressure sa pagpasok sa college lalo
na nung sabihin sakin ni papa na gusto nya akong kumuha ng Nursing na kurso dahil marami
akong naririnig na like sobrang hirap daw ng kursong yun”. (I faced pressure since I entered
College especially when my father told me to take up nursing as my course because I heard a lot
39
like, this course is so hard.) Student Nurse 4 also stated that “nung nastart na ang klase mahirap
nga dahil di ako sanay sa maramihang pagmememorize ng concepts at pagfafamiliarize dahil
ibang iba sa nakasanayan kong way ng pag aaral”. (When the class starts, it is really hard
because I am not used in memorizing so many concepts and then familiarizing it because it is
way more different than the way I used to study before.) “Napressure ako ng masyado at naiisip
ko kung kaya ko ba tong tapusin kung unang taon palang sobrang hirap na pero sa awa ng Diyos
third year nako.” (I am so much pressured and thinks if I will be able to finish it considering that
I’m just on my first year yet it is really so hard, but with God’s mercy, I am already in third year).
Student Nurse 4 also added, “natulungan ako nitong mas maging brave sa pagharap ng
challenges at always maging prepare sa mga onstacles na daraanan sa buhay”. (It helps me to
become braver in facing challenges and to be always prepared on the obstacles that life will go
through). Student Nurse 5 stated, “as a student nurse I experienced anxiety when I took up this
course (Nursing), a lot of quizzes, exams, activities which took a toll at my stability and sanity.
The reason why it makes me feel mentally, physically and emotionally drained is because my
mind used to be preoccupied with chapters to read and exams to come... self- sacrifice to pass my
exams, as I hide all my endless breakdowns to my family. I failed a lot of exams in nursing.” He
also stated, “right now, I experienced difficulty to cope up with my stress in this set up of
e-learning, especially we are all bombarded with modules and activities to do. A lot of hardships
during this first quarter of year but I need to think positive all the time.” Student Nurse 6 stated,
“mahirap. Kailangan ng malaking adjustment sa dorm, sa school, sa mga classmates, teachers,
sa lahat. Failure sa ibang subjects, failure to pass the quizzes, exams, etc. Bumabawi ako sa mga
next quizzes/exams”. (It’s hard. I need a big adjustment on my dorm, at school, on my
classmates, teachers, in everything. Failure on my subjects, failure to pass the quizzes, exams,
etc. I make it up on my next
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quizzes/exams). “tinuturuan/tinutulungan ako ng aking paaralan kung paano humarap sa aking
trabaho sa kinakaharap.(My school taught/helped me on how to deal with my future work).
Additionally, Student Nurse 7 stated, “having a grade of 60, I’m not used to it. I always have a
line of 8 to 9 grade but when I entered college, there’s a big difference. The first time I had a line
of 6 grade I cried but now I’m already used to it and I’m just doing my best to have a higher
grade… Entering nursing school makes me braver and to stand firmly for your dreams. College
helped me a lot, it helps me to manage my time, control my emotions and it makes me strive
more for better.”
As reflected in the previous statements, the challenges of adjusting to College can put the
students into a lot of pressure, setbacks, can be stressful and requires new life strategies. These
obstacles can range from something as small as minor adjustment to a dormitory to something as
significant as failing grade on an examination. The increased academic requirements of college
can be very stressful for some students. Even those who coasted through high school may not get
the grades they expect at their College level. There are significantly more demands than there
were in high school. The work is more challenging, and the pressure to perform is more intense.
With a healthy sense of resilience, students find it easier to tackle these obstacles and try new
experiences and their adversities strengthens their ability of being resilient.
Another statements from the informants which is still related with their challenging
situations, Student Nurse 9 stated, “well to be totally honest, college is brutal. It's the pressure
point between dreams and failure. Given the fact that everything seemed to be going on outside,
it's really bothersome. The fact that we get to transform our comforts into a workplace that's very
hard. I failed on really focusing on my studies… It's like the final preparation for the real
battlefield which is real life, kaya the pressure of being good is there. Well, in that sense college
really made me resilient. It taught me how to "just do it" "go with the flow"” Student Nurse 10
stated, “my
41
greatest failure is when I did not study well when I was in 1st year…College taught me to be
dependent. Nursing taught me that I can push through my limits.” And lastly, Student Nurse 11
stated, “to be honest I wouldn’t be the person I am without all the pressure of college”. Not being
able to focus on studies put the students in distress. Some factors that contributes to these might
be the situation that is going on outside because of the pandemic wherein the students have no
choice but to study at home but still, the pressure of being good is there, and it made them more
resilient and to push through their limits, as being stated.
Based on the narratives, the student nurses claim that they have experienced their setbacks
upon entering College. They see these as struggles that they need to conquer to be able to achieve
their goal. They said that College is indeed hard and it requires you to anticipate almost
everything and that you need to be flexible, resilient and efficient college student. The student
nurses discussed how coming to college was a significant contributor that mitigates their
resilience. The nature of this relationship varies across participants. For some, coming to college
meant being able to be stronger, braver and focus energy on something of personal importance.
For others, being in college provided opportunities to become immersed in a nurturing setting to
become more resilient for their future nursing profession. According to the study of McGillivray
and Pidgeon (2015), resilience is considered a protective factor that interacts with stressors to
reduce the likelihood of negative outcomes. Resilience is also associated with positive social and
personal well-being together with enhanced mental health and adjustment to university life.
Theme 2: Positive Shifts in Perception and Behavior
The second theme to emerge from the individual student nurse interviews pertaining to
their resilience was positive shifts in perception and behavior. When discussing setbacks that they
have experienced, they describe the meaning of the experience held for them and/or the impact
the
42
experience had. Student nurses describe individual changes in their perception and behavior they
experienced as a result of encountering difficult events. According to Student Nurse 1, “I think
my mental and emotional capacity matured exponentially during my journey”. Student Nurse 2
stated, “I was ready to clear everything in my mind and focus on my goal. …helped me to
develop my practices and build up my personality.” For Student Nurse 3, “I can definitely say I
have grown as an individual… I have learned to face challenges alone and develop coping
mechanisms…
disregard insults and only accept constructive criticisms”. Their experiences help them to be
emotionally matured, develop coping mechanisms, build up personality, and grow as an
individual.
Student Nurse 4 stated, “Positive rin lalo na pag si Lord na yung nagchecheer up saken
pati nadin family and friends”. (Also, positive especially when it is God Who cheers me up, also
my family and friends). “Mas inaalagaan ko na yung sarili ko lalo na yung kalusugan ko para sa
mga darating pang challenges”. (I take care of myself more, especially my health for upcoming
challenges). “I see myself now as a person na may pangarap at mission sa buhay kaya kailangan
magpatuloy kahit mahirap”. (I see myseld now as a person who has a dream and mission in life
so I need to continue even if it’s hard). According to Student Nurse 5, “nakikita ko sarili ko na
I'm ready and well- prepared. I know magiging successful ako in the future and magiging RN
ako”. (I see my self as ready and well-prepared. I know I will be successful in the future and I
will be an RN). Student Nurse 6 stated, “Natutunan kong alagaan at ipag-luto ang sarili ko ng
mag-isa. Natutunan ko rin na maging mature at maggrow sa ibang bagay, sa spiritual,
physiological”. (I learned how to take care and cook for myself. I learned how to become mature
in other areas such as spiritual, physiological). “…ako’y nagiging matatag upang makamit at
matapos ang aking pag aaral at maging RN sa kinakaharap”. (I become strong in order to
achieve and finish my studies and be an RN in the future.) They felt that the difficult experiences
they encountered helped them
43
to be a stronger person, take care for themselves and have a greater insight for the future. In
describing their resilience, student nurses identified their optimism. They also learn to appreciate
“the positive”.
In describing her experience, the student nurses also recognized personal gains and
mentioned survival amidst of pandemic and preparation for the real-life battle. According to
Student Nurse 7, “I’m stronger now. I’m still surviving nursing school amidst pandemic that
show how resilient I am.” Also, Student Nurse 8 stated, “I became more positive about life in
general…someone who is not scared to make mistakes to learn better things.” As for Student
Nurse 9, “it's like the final preparation for the real battlefield which is real life, kaya the pressure
of being good is there. I just learned to never quit despite the urge to just stop all of it all at
once.” Student Nurse 10 added, “… I am proud of myself for doing her best to cope.” And
Student Nurse 10 stated, “I found a stable footing in my life for the first time…be realistic with
the situation and compensate with better grades.”
In discussing their perception of personal resilience, the participants indicated that they
experienced positive perceptual and/or behavioral shifts which they attributed to their resilience.
They conceptualized their resilience in terms of the greater insight that they have achieved
following their challenging experiences/struggles. Difficulties and failures overwhelm an
individual’s coping capacity because it is beyond the range of normally occurring events. In
effect, it can leave them feeling untrusting, hopeless and in despair. Their ability to carry a
positive attitude despite experiencing difficulties and failures illustrates resilience. Related to the
impact of experiences, student nurses related they become stronger, more mature, and build up
their personality where they grow as an individual. They recognized their personal gains by
taking care
44
of themselves. The difficult experiences the student nurses encountered help them to value the
good things in life, have a greater insight and prepare for the real-life battle.
Theme 3: Action Steps
The third theme to emerged from individual student nurse interviews pertaining to
particularly their resilience was action steps. This theme focuses on one or more action steps
taken by student nurses in order to show their ability to be resilient. They engaged in personal
strengthening and self-care activities in an effort to confront and adapt to adversities.
Some of the student nurses spoke about creative modalities. The first participant to
discussed creative action step described the helpfulness of singing. Student Nurse 1 find that
singing calms him, thus making him easily focused. According to Student Nurse 1, “however, one
thing that I have observed whenever I feel distressed is I try to sing a song that is related to the
feelings I am feeling at that particular moment. I don’t know why but it calms me, thus I can
easily let myself focus on the things that need proper addressing.” For Student Nurse 4,
“nakakapagpagaan din ng loob ko yung hobbies ko like panonood,l ng kdramas, movies , music
at pagbabasa ng fictions.” (My hobbies like watching kdramas, movies, music and reading
fictions relieved myself). Student Nurse 10 stated, “When I feel distressed, I listen to music, I
watch BTS, I pray, I journal, I exercise. And lastly, Student Nurse 11 quoted, “I like to draw,
write stories, listen to Jordan Peterson a podcast, and cook those things calm me maybe except
writing stories that’s just a hobby.” For another participants, watching, reading, cooking and
listening to music was especially helpful. One of the participants also mentioned about physical
movement such as exercise as an important self-soothing technique which contributed to her
resilience.
45
For Student Nurse 2, detoxicating and relaxation techniques are mentioned. He stated,
“one of my coping mechanisms when I feel distressed is just taking a shower, it makes me feel
refreshed and detoxicated.” As reflected, the student nurse emphasized about the importance of
self-care activity for self-rejuvenation and stress reduction.
However, three participants talk about taking a break. They spoke about their decision to
take time off after an especially distressing event. Student Nurse 3 commented, “and when
stressful times arise in college, I take a break and think about solutions to my problems in a
relaxing way.” For Student Nurse 7, “whenever I feel distressed I give myself a break from
acads, I usually go to beach if I have time and if I don’t I just treat myself with my comfort
foods.” And Student Nurse 9 stated, “well when I'm stressing out, what I usually do is let myself
space out for a minute then I'll continue doing the thing that stresses me so that I can eventually
get it out of my head.” They utilized time off as a mechanism for personal stress reduction and
underscored the importance of self-activities in terms of getting back and restoring self
individually. For them, taking a break became an invaluable piece of personal defense and
self-care in order to pick up themselves and later come up with a solution for the things needed
to be addressed.
Student Nurse 6 statement illustrates spirituality in her interview pertaining to her ability
to be resilient. She quoted, “Ang mga bagay na ginagawa ko kapag ako’y nababalisa ay ako ay
nagdadasal sa Panginoon, nagbabasa ng Bibliya, natutulog at nagpapahinga, at kumakain.”
(The things I do to cope when I feel distressed is praying to God, reading bible, sleeping, and
eating.) She described how praying and reading the bible helped her to cope with adversities and
accept the outcome. In response to the distressing situations, Student Nurse 6 also mentioned the
significance of getting enough sleep and eating as part of treating herself.
46
In discussing about how they deal with adversities, Student Nurse 8 talks about utilizing
supportive resources. She stated “when I am very stressed, I actually voice it out and cry it out
with friends or family members, then after that I feel better.” The participant felt that crying out
with friend and family members were both critical elements in successfully confronting and
adapting to adversities and related with the idea of being able to “feel better”.
The student nurses indicated that one or more action steps are taken in order to show their
ability to be resilient. Participants identified a variety of action steps such as creative expression,
relaxation and/or self-soothing techniques, and utilizing supportive resources. Self-care activities
such as exercise, detoxification, quiet time, taking a break, having fun, reading, writing as a
hobby, watching shows, and getting plenty of sleeps were described as an integral part of
fortifying and protecting the self. These action steps were felt to be a significant part of restoring
the self in response to the emotional, intellectual and physical energy the student nurses give out
particularly when facing adversities.
Theme 4: Learning and Growth Experiences

The last theme which emerged from the analysis of individual student nurse interviews
pertaining to particularly their resilience was learning and growth experiences. The student nurses
expressed that utilizing experiences and incorporating learning were essential components of their
experiences with resilience. The following selections from participant interviews illustrate the
importance student nurses place on experiences, learning and growth in connection with
adversities.
The first Student Nurse connects the idea of learning from adversities with the aspect of
being able to let go of the event or move on from it. Student Nurse 1 stated, “I have learned that
47
life continues to move on whatever happens, and I am trying to continuously engrave it to my
mind. Whatever happens, the show must go on.”
As for Student Nurse 2, he stated, “It gave me realizations that would benefit my practices
and personality”. Setbacks gives them realization that would further benefit their personality such
as enhancing their practice.
The succeeding selections from the narratives where the participants spoke about their
learning and growth experiences they had as a result of their adversities. Student Nurse 3
discussed what she always keeps in mind, she stated, “from all of the obstacles I have been
through, the most important thing I have learned is to always keep in mind the lessons learned
from every obstacle. Thus, it is important to keep yourself strong.” Student Nurse 4 also
discussed what she had learned, “what I learn talaga is if hindi ka nag give up at nanatiling
matatag sa pangarap mo mararating mo yun in God’s perfect time at ito yung magiging molder
natin para sa darating pang trials na ibabato satin ng buhay after college.” (What I really
learned is, if you don’t give up and remain strong with your dreams, you will achieve it in God’s
perfect time and it is what will mold us for the upcoming trials that life will going to throw us
after College).
According to Student Nurse 5, “despite all the challenges while taking this course, I
learned a lot about myself. I learned how to work harder for the things that I want to achieve. I
learned to become strong when things are tough. I learned to accept my flaws so that I became
better.” Student Nurse 6 stated what she realized and what really makes her tough, she quoted,
“natutunan kong ang lahat ng bagay sa mundo ay pansamantala lamang kaya habang may oras
pa ay gumawa ng tama at nakalulugod sa harapang ng Panginoon. Sa pamamagitan nito, ako ay
nagiging matatag at patuloy na lumalaban sa hamon ng buhay.” (I learned that all things in this
world is just temporary, and as long as there is still time, do the things that pleases the Lord. In
that way, I
48
became stronger and still fighting the challenges in life). As reflected from the narratives, student
nurses learned to become stronger, accept their flaws, and work harder for the things they want to
achieve even in the toughest time as a result of these experiences. One participant also said that
all things are temporary, it shall pass and will overcome it as long as you become still.
Other participants mentioned how failures took part in their life as they become stronger
from it and the process one has to go through including acceptance. As for Student Nurse 7, she
stated, “I learned that in order to achieve your dreams you should go to a process and that process
is really hard and failure is part of it and it’s okay. If crying makes you feel better then cry, for me
resiliency is surviving even when you feel like quitting. And I’m still surviving nursing school
amidst pandemic that show how resilient I am.” Student Nurse 8 also quoted, “having faith,
knowing when to let people know that you are in your weakest point, and accepting help are just
some of the things that I would say showed that I am strong and that I am ready to whatever life
will throw me.” The student nurses discussed how surviving through a difficult process,
acceptance and being prepared contributes to what they call resilience. They become stronger
and resilient as a result of learning from their experiences.
Student Nurse 9 also commented that his experiences make him learn to never quit. He
stated, “I just learned to never quit despite the urge to just stop all of it all at once para I don't
have anything to worry about anymore.” As for Student Nurse 10, She quoted, “I didn't expect
that I will experience many challenges this college season, but these challenges reveal how
strong I am, that what doesn't kill us makes us stronger.” And Student Nurse 11 stated, “When
you want something and really want something do what you think that is right and be honest
about it.” Student nurses felt their experiences changed they think and deal with adversities. In
connection with what the other participants have said, they also discussed an increased ability to
have a greater
49
understanding on how their adversities reveal how strong they are, and learned to never quit
despite the urge to stop as a result of their experiences that emphasized their resilience.
Student Nurses described their resilience by their ability to see difficulties as learning and
growth experiences. They gained learnings and life lessons as a result of the adversities they have
encountered. Adversities tear hope from individuals, so the ability to see learning amidst of such
situations is resilient in nature. Instead of dismissing and regretting that one has experienced
failures, resilience is illustrated in the ability to incorporate the event as an experience of learning
and personal growth. Personal growth and learning are associated with resiliency. With the
student nurses’ difficult experiences, they discussed how their setbacks help them to cope and
bounce back amidst of stressful situations.
50
Chapter V
SUMMARY, IMPLICATION, AND RECOMMENDATION
This chapter focuses on the summary, implications and recommendations of the study
formulated by the researchers based from the thematic analysis developed.
Summary
This study was designed to investigate the “what” of the phenomenon of resilience among
student nurses. Descriptive phenomenological investigation was utilized as the qualitative

methodology for exploring, and ultimately describing lived experiences of student nurses that
shows their resilience. The researchers also used purposive sampling in finding the informants.
The researchers utilized interview using email, messenger and recording device to gather
information, also the conversations were transcribed by the researchers, they analyzed all the
transcribed data and was able to generate four themes, in these themes, it talks about the college
setbacks that mitigate resilience, positive shifts in perception and behavior, action steps and lastly,
learning and growth experiences. And the implications and recommendations as reflected in this
study are the follows.
The following themes were derived from the narratives:
College Setbacks Mitigate Resilience. The student nurses strengthen their resilience as a
result of their adversities they have experienced upon entering College. They said that College is
indeed hard and it requires you to anticipate almost everything and that you need to be flexible,
resilient and efficient college student. The student nurses discussed how coming to college was a
significant contributor that mitigates their resilience. According to the study of McGillivray and
Pidgeon (2015), resilience is considered a protective factor that interacts with stressors to reduce
51
the likelihood of negative outcomes. Resilience is also associated with positive social and
personal well-being together with enhanced mental health and adjustment to university life.
Positive Shifts in Perception and Behavior. Student nurses describe individual changes
in their perception and behavior they experienced as a result of encountering difficult events.
They conceptualized their resilience in terms of the greater insight that they have achieved
following their challenging experiences. Difficulties overwhelm an individual’s coping capacity
because it is beyond the range of normally occurring events. Their ability to carry a positive
attitude despite experiencing difficulties and failures illustrates resilience. Student nurses related
they became stronger, more mature, and build up their personality where they grow as an
individual. Adversities help them to value the good things in life, have a greater insight and
prepare for the real-life battle.
Action Steps. The student nurses engaged in personal strengthening and self-care
activities in an effort to confront and adapt to adversities. Participants identified a variety of
action steps such as creative expression, relaxation and/or self-soothing techniques, and utilizing
supportive resources. These action steps were felt to be a significant part of restoring their selves
in response to the emotional, intellectual and physical energy the student nurses give out
particularly when facing adversities.
Learning and Growth Experiences. The student nurses expressed that utilizing
experiences and incorporating learning were essential components of their experiences with
resilience. They described their resilience by their ability to see difficulties as learning and
growth experiences. Personal growth and learning are associated with resiliency. With the
student nurses’ difficult experiences, they discussed how their setbacks help them to cope and
bounce back amidst of stressful situations.
52
Implications
The findings of this study attempt to explore the lived experiences of the student nurses
and how these experiences show their resiliency. The implications of the study are as follows:
1. The finding of this study implies that the emerging resilience among student nurses is
characterized primarily by the ability to successfully integrate adversities. 2. Difficult

experiences the student nurses encountered help them to value the good things in life, have a
greater insight and prepare for their profession.
3. Taking action steps contributed to resilience by targeting the disconnection and
disempowerment that can result from distressing situations.
4. Student nurses are able to utilize difficulties and incorporate learning in order to be more
flexible to adapt in situations especially when they are in adversities.
Recommendations
From the findings of the study, the following recommendations were developed by the
researchers:
1. Families and friend should build a strong support system. Family and friends should give
the student nurse positivity and develop strong emotional capability to adapt to
environment.
2. Nursing education should explore ways of creating and incorporating effective
educational/support programs intended to cultivate resilience into the curriculum, as well
as the clinical setting, with the objective of fortifying the ability of student nurses to
combat the negative effects of stressful environment.
53
3. Future researchers should gather more evidences about resiliency in student nurses to
strengthen the study.

54
PHINMA UNIVERSITY OF PANGSINAN
COLLEGE OF HEALTH SCIENCES
Appendix A
March 1, 2020
Dr. Maria Teresa R. Fajardo

Dean, College of Health Science
Dear Ma’am,
We, the Group 7 of Block 5 in Nursing Research I from the College of Nursing of
University of Pangasinan-PHINMA is going to conduct a study entitled, “Resiliency Among
Student Nurses: A Phenomenological Study” in partial fulfillment of the requirements for our
Nursing Research I. the purpose of the study is to describe the resiliency of the Level II student
nurses of PHINMA University of Pangasinan in Dagupan City.
May we request your permission for us to conduct an initial interview to the said
informants. Their basic information and the assurance of their participation in the study is vital
for the completion of our Research Proposal.
Thank you for your kindness and participation.
Respectfully yours,
Valdez, Abigail R.
Valdez, Jeremy
Valdez, Lea Mae E.
The Researchers
Noted by:
Rosenda Jaramillo R.N.,M.A.N
Adviser, Nursing Research I
55
Appendix B
Dear Participants,
Greetings!
We, the 2nd year students from the College of Nursing of University of Pangasinan PHINMA is
going to conduct a study entitled, “Resiliency Among Student Nurses: A Phenomenological
Study” in partial fulfillment of the requirements for our Nursing Research I. the purpose of the
study is to describe the resiliency of the Level II student nurses of PHINMA University of
Pangasinan in Dagupan City.
May we request your permission for us to conduct an initial interview with you and to be
assured that whatever data and results we will gather will only be for academic purposes and will
be treated with strict confidentiality. Your basic information and the assurance of your
participation in the study are vital for the completion of our Research Proposal.
Thank you for your kindness and participation.
Respectfully yours,
Valdez, Abigail R.
Valdez, Lea Mae E.
The Researchers
Noted by:
Rosenda Jaramillo R.N.,M.A.N
Adviser, Nursing Research I
Approved by:
Dr. Maria Teresa R. Fajardo,R.N.,M.A.N.,Ed.D
Dean, Health Cluster
56
Appendix C
November 10, 2020
Dear Professors,
Greetings!
The undersigned are 3rd year student nurses of PHINMA University of Pangasinan are
currently conducting the study entitled “RESILIENCY AMONG STUDENT NURSES: A
PHENOMENOLOGICAL STUDY”. The study aims to describe the lived experiences of
student nurses showing their resiliency.
This first semester, we are about to start the fourth chapter of our study. To enable this, we
are humbly requesting your expertise for the validation of our attached interview guide before we
conduct our interview to our informants in the University of Pangasinan. Your participation is
great importance to our academic endeavor and highly appreciated.
We are looking forward for a positive response. Thank you and God bless!
Respectfully yours,
Urtula, Richelle Joy V.

Valdez, Abigail R.
Valdez, Lea Mae E.
The Researchers
Noted By:
ROSENDA JARAMILLO, RN, MAN
Research Adviser
Approved By:
PROF. Rosario Charisse R. Venzon, RN, MAN, RMT

Assistant Dean, College of Health and Sciences PHINMA
University of Pangasinan
Maria Teresa R. Fajardo, RN, MAN, EdD

Dean, College of Health and Sciences
PHINMA-University of Pangasinan
57
Appendix D
Resiliency Among Student Nurses: A Phenomenological Study

What are the lived experiences of student nurses showing their resiliency? • In this section, the
researchers would like to know the lived experience of student nurses and how they show
their resiliency.
1. I’d like to begin by asking you some questions about history. Could you begin by
describing your experience of dealing with challenging situation/pressure when entering
college?
Tagalog: Magsisimula ako sa pagtatanong sa mga nangyari na noong nakaraan. Maari
mo bang simulan sa paglalarawan ng pangyayari kung saan ikaw ay humarap sa
mapaghamong sitwasyon/presyur nang pumasok ka sa kolehiyo?
2. What has been your biggest failure to date and how did you deal with it? Tagalog: Ano ang
iyong pinakamabigat na pagkabigong naranasan sa ngayon at paano mo ito hinarap?
3. Now can you tell me how these experiences affected you?
Tagalog: Ngayon, sabihin mo sa akin paano ito nakaapekto sayo
4. How do you see yourself as now?
Tagalog: Paano mo nakikita ang iyong sarili sa ngayon?
5. How do you see yourself as thriving and resilient in your college experience? What kinds
of things do you do to cope when you feel distressed?
58
Tagalog: Paano mo nakikita ang iyong sarili bilang isang maunlad at matatag sa iyong
karanasan sa kolehiyo? Anong mga uri ng bagay ang ginagawa mo upang makayanan
mo kapag nagdamdam ka ng pagkabalisa?

6. What role do you think that college has played so far in fostering your resilience? How
exactly do you think college/nursing has helped you so far?
Tagalog: Ano sa palagay mo ang papel na ginagampanan ng kolehiyo sa pagpapatibay
sa iyo? Gaano kaeksakto sa palagay mo natulungan ka ng kolehiyo/nursing sa ngayon? 7.
Have been there any changes in how you see, feel about, and take care of yourself?
Tagalog: Mayroon bang mga pagbabago sa kung paano mo nakikita, nararamdaman at
alagaan ang iyong sarili?
8. What did you learn from your experiences that shows your resiliency? Tagalog:
Ano ang natutunan sa iyong mga karanasan na nagpapakita ng iyong
katatagan?
59
Appendix E
Coding
Theme: College Setbacks Mitigates Resilience.
Statements Data Set Participant Initial Core
Analysis Concept/Ideas
College is Struggles in Student Nurse 1 Majority of Failures and
indeed hard College the student Struggles in
and requires nurses find College calls
you to College so for resilience
anticipate hard and and it needs a
almost have lot of
everything… my experienced diligence.
biggest failure in failures.
college was when
I adapted the
“Mañana
Habit” and got
too
comfortable with
the concept of
“just
enough”…it Student
helped me realize
that I can work
under
pressure.
Entering college
gave me a lot of
pressure… My
biggest failure
was having
straight Nurse 2
failing scores on
our exams…
Nursing helped
me to
develop my
practices and
build up my
personality.
College brings us
a lot of problems
and anxieties.
You get stronger
by facing them
with a strong
mind and heart. It
shapes you into
becoming a
powered individual.
Student
Nurse 3
60
…humaharap Student
nako sa pressure
sa
pagpasok sa
college…
mahirap nga
dahil di ako
sanay…natulung
an ako nitong
mas
maging brave sa
pagharap ng
challenges at
always maging
prepare sa mga Nurse 4
onstacles na
daraanan sa
buhay.
I experienced
anxiety when I
took up this
course… I
experienced
difficulty to cope
up with my stress
in this set up of e-
learning. The
journey of Student
completing
nursing school
shaped me into a
more
responsible,
accountable,
and mature
individual.
Mahirap.
Kailangan ng
malaking
adjustment…Failu
re sa ibang
subjects, failure
to pass the
quizzes,
exams.…tinuturua
n/ tinutulungan Nurse 5
ako ng aking
paaralan kung
paano humarap sa
aking trabaho sa
kinakaharap.
Student Nurse 6
61
Having a grade Student Nurse 7
of
60……entering
nursing school
makes me braver
and to stand
firmly for your
dreams. College
helped me a lot, it
helps me to
manage my time,
control my
emotions and it
makes me strive
Student
more for better.
…that really
sharpens me to
get ready for
the real thing or Nurse 8
the real
world.
I failed on
really
focusing on Student
my
studies.College
is brutal. It's
the
pressure point
between dreams Nurse 9
and failure…
My greatest
failure is when I
did not study
well.
To be honest I Student
wouldn’t be the
person I am
without all the
pressure of Nurse10
college… How
nursing helped
me was
heightened my
taste for curiosity Student
about the
medical field
and explore
what I can be and Nurse11
more.
62
Theme: Positive Shifts in Perception and Behavior.
Statements Data Set Participant Initial Analysis Core
Concepts/Ideas
I think my Greater Student Majority of There is a
mental and Insight after the student positive
emotional experienci nurses and/or
capacity ng developed a behavioral
matured difficulties greater shift which
exponentially / maturity and the
during my failures self student
journey. Nurse 1 awareness nurses
after attributed to
…clear experiencing their
everything in difficulties/ resilience
my mind and failures. following
focus on my their
goal…helped challenging
Student
me to develop experiences.
my
practices and
build up my
personality.
I can definitely Nurse 2

say I have
grown as an
individual… I
have learned to
face challenges
alone and
develop coping
mechanisms…
disregard
insults and
only accept Student
constructive
criticisms.
Positive rin lalo

na pag si Lord
na yung
nagchecheer up
saken pati
nadin family
and friends. I
see
myself now as
a person na
may
pangarap at
mission sa
buhay kaya Nurse 3
kailangan
Student
Nurse 4
63
magpatuloy Student
kahit mahirap.
Nakikita ko
sarili ko na I'm
ready and
well-
prepared. I
know
magiging
successful ako Nurse 5
in the future
and
magiging RN
ako.
Natutunan ko
rin na maging
mature at
maggrow sa Student
ibang bagay.
…ako’y
nagiging
matatag upang
makamit at
matapos ang
aking pag-aaral
at maging RN
sa
kinakaharap. Nurse 6
I’m stronger
now. I’m still
surviving
nursing school
amidst
pandemic that
show how
resilient I am
I became more
positive about
life in
general…
someone who
is not scared
to
make mistakes
to learn better
things.
It's like the final Student

preparation for
the real
battlefield
which is real
life, kaya the
pressure
Nurse 7
Student
Nurse 8
Student Nurse 9
64
of being good Student
is there. I just
learned to
never quit
despite the Nurse10
urge to just
stop all of it
all at
once. Student
… I am proud
of myself for
doing her best Nurse11
to cope.
I found a stable
footing in my
life for the first
time…be
realistic with
the situation
and compensate
with better
grades.
Theme: Action Steps.

Statements Data Set Participant Initial Core
Analysis Concept/Ideas
…whenever I Action Step Student Nurse 1 Majority of There are

feel distressed is that the student variety of
I try to sing a shows/and nurses action steps
song that is or indicated that
related to the contributes that one or contribute and
feelings I am to resilience more shows
feeling at that action steps resilience
particular were taken among student
moment. I don’t in order to nurses such as
know why but it show/contribu creative
calms me, te to their expression,
thus I can easily resiliency. socializing,
let myself focus relaxation
on the things that techniques.
need
proper addressing.
65
One of my coping Student
mechanisms when
I feel distressed
is just taking a
shower, it
makes me feel
refreshed and
detoxicated.
Nurse 2
When stressful
times arise in
college, I take a
break and think
about solutions
to my
problems in a Student
relaxing way.
Nakakapagpaga
an din ng loob
ko
yung hobbies ko
like panonood,l
ng kdramas, Nurse3
movies , music
at pagbabasa ng
fictions.
Ang mga bagay

na ginagawa ko
kapag ako’y
nababalisa ay Student
ako ay
nagdadasal sa
Panginoon,
nagbabasa ng
Bibliya,
natutulog at
nagpapahinga, at
Nurse 4
kumakain.
Whenever I
feel
distressed I
give myself a
break
from acads, I Student
usually go to
beach if I have
time and if I
don’t I just treat
myself with my
comfort foods.
I actually voice Nurse 6

it out and cry
it out
Student
Nurse 7
Student
Nurse 8
66
with friends or Student Nurse 9
family members,
then after that I
feel better.
…let myself
space out for a
minute
then I'll continue Student
doing the thing
that stresses me
so that I can
eventually get it
out of my head.
Nurse10
When I feel
distressed, I
listen to music,
I watch BTS, I
pray, I Student Nurse
journal, I exercise.
I like to draw,
write stories,
listen to
Jordan Peterson 11
a podcast, and
cook those
things calm me
maybe except
writing stories
that’s just a hobby.
Theme: Learning and Growth Experiences.
Statements Data Set Participant Initial Analysis Core
Concepts/Ideas
I have Learning Student All of the The ability to

learned that and/or participants perceive
life growth taken characterized difficulties as
continues to from their resilience one from
move on experiences by their ability learning
whatever to see and/or
happens difficulties as growth can
Nurse 1 learning/ occur reflects
It gave me growth resiliency.
realizations experiences.
that would
benefit
Student
Nurse 2
67
my practices Student Nurse 3
and
personality
The most
important
thing I have
learned is to
always keep
in mind the
lessons
learned from
every Student
obstacle. Thus,
it is important
to keep
yourself
strong.
What I learn
talaga is if Nurse 4
hindi ka nag
give up at
nanatiling
matatag sa
pangarap mo
mararating
mo yun
I learned how Student

to work
harder for the
things that I
want to
achieve. I
learned to
become
strong when
things are Nurse 5
tough. I
learned to
accept my
flaws so
that I
became
better.
…habang
may oras pa
ay
gumawa ng
tama at
nakalulugod Student Nurse 6
sa harapang ng
Panginoon. Sa
pamamagitan
nito, ako ay
nagiging
matatag at
68
patuloy na Student
lumalaban sa
hamon ng
buhay.
I learned that
in order to
achieve your
dreams you
should go to a
process and
that process is
really hard
and failure is Nurse 7
part of it… for
me resiliency
is surviving
even when
you feel like
quitting.
…knowing
when to let
people know
that you are in
your weakest Student
point, and
accepting
help are just
some of the
things that I
would say
showed that I
am strong and
that I am
ready to
whatever life
will throw me.
I just learned
to never quit
despite the
urge to just
stop all of it
all at once
…these
challenges
reveal how Nurse 8
strong I am,
that what
doesn't kill
Student Nurse
9 Student
Nurse10
69
us makes us Student Nurse11
stronger.
When you
want
something
and really
want
something do
what you
think that is
right and be
honest about
it.
70
Appendix F
Bracketing before data collection
Resilience may be the most important value because as in life, we are going to struggle
and fail. And it enables us to develop mechanisms for protection against experiences which
could be overwhelming. It help us to maintain balance in our lives during difficult stressful
periods.
By: Urtula, Richell Joy V.
For me resilience is the ability to bounce back after experiencing different failures. It is learning
from mistake and the ability to adapt to life misfortune and making it as a motivation rather than
dwelling on it. Resiliency is being knocked down by life and coming back stronger, braver,
bolder and using every failure as a meaningful and colorful experience. By: Valdez, Abigail R.
Being able to adjust in hindrances and challenges is resilience. You can still perform well when it
comes to procedure even if there is a factor that may affect you physically and mentally. By:
Valdez Jeremy Neil M.

As we go with our life as a college student, there are many adversities that we encounter. These
will change our way of coping, and our way of showing our resilience. Resilience is being able
to adapt in the midst of difficult things that we faced. It is something that affects our coping
mechanisms in order for us to withstand every trial that come along our way. By: Valdez, Lea
Mae E.
71
Student resilience for me was build when a student believe that they need to overcome
challenges. Resilience is a sign of being tough to be able to recover to any difficulties of life.
Student nurses has different ways to cope up with their stress like reading books, sports, hanging
out and eating. It is important to be resilient in times of difficulties to be able for the student
nurses to think properly and focus on their studies. And also, to be able to function well on their
personal lives.
By: Valencia, Lady Byrd L.

72
Appendix G
Transcriptions
1.I’d like to begin by asking you some questions about history. Could you begin by describing
your experience of dealing with challenging situation/pressure when entering college?
Tagalog: Magsisimula ako sa pagtatanong sa mga nangyari na noong nakaraan. Maari mo bang
simulan sa paglalarawan ng pangyayari kung saan ikaw ay humarap sa mapaghamong
sitwasyon/presyur nang pumasok ka sa kolehiyo?

STUDENT NURSE 1: When I was young, people around me constantly inculcated to me how
difficult and challenging college is. College is indeed hard and requires you to anticipate almost
everything, and you have to have your corresponding backup plans on how to pull something off
should the unexpected happen. You have to be flexible and efficient as a college student, and be
more than that when you are a student taking up the course of nursing. Effective anticipation,
critical thinking, efficiency, and planning are what I perceive a student nurse must possess.
STUDENT NURSE 2: Me, entering college gave me a lot of pressure since it’s different from
being a high school student. To be honest, I am not a hardworking student back in high school, so
when I entered college, I had to adjust. The way I think, study, and decide every day. It was a
struggle.
STUDENT NURSE 3: A few months before entering college, my mom had died from septic
shock. Having said that, I felt like I was a preschool kid just about to have her first day of school
but this time I have no one to be with because she was already taken away from me. Aside from
the emotional pain, we had financial crisis as the medications, hospitalizations, and funeral and
burial fees were really expensive.
73
STUDENT NURSE 4: Sa totoo lang Since senior high palang humaharap nako sa pressure sa
pagpasok sa college lalo na nung sabihin sakin ni papa na gusto nya akong kumuha ng Nursing na
kurso dahil marami akong naririnig na like sobrang hirap daw ng kursong yun at nakakastress raw
at ang ibay nadedepress pa kaya pressure agad ako bago pumasok pa man lang. Nung nastart na
ang klase mahirap nga dahil di ako sanay sa maramihang pagmememorize ng concepts at
pagfafamiliarize dahil ibang iba sa nakasanayan kong way ng pag aaral. Although gusto ko
naman ang biology nabigla ako sa dami ng aaralin at kailangang tandaan at lahat ay halos bago
para saakin kaya mahirap saken nung una ang mag adjust at napressure ako ng masyado at
naiisip ko kung kaya ko ba tong tapusin kung unang taon palang sobrang hirap na pero sa awa ng
Diyos third year nako
STUDENT NURSE 5: As a student nurse I experienced anxiety when i took up this course, a lot
of quizzes, exams, activities which took a toll at my stability and sanity. The reason why it makes
me feel mentally, physically and emotionally drained is because my mind used to be preoccupied
with chapters to read and exams to come. I can imagine myself sitting alone, with books under
my lamplight - threading a needle with self- sacrifice to pass my exams, as you hide all your
endless breakdowns to my family. Ginawa muna lahat di parin sapat - I failed a lot of exams in
nursing.
STUDENT NURSE 6: Mahirap. Kailangan ng malaking adjustment sa dorm, sa school, sa mga
classmates, teachers, sa lahat.
STUDENT NURSE 7: For me the most challenging situation is when I need to be apart from my
family, I’m not used to it and that’s a big adjustment because living with family makes study
easier.
STUDENT NURSE 8: I would say the biggest challenge faced was having to start college at the
same time trying to be a mother to my two kids. I thought it would be an easy fix, that I can just
74
pay someone to take care of them while I go to school, but I realized that my kids will be the one
who would really sacrifice a lot. Taking them with me to come here in the Philippines is not
something they are prepared to, they started getting sick, and I can tell that they are not so
comfortable. Their life of always having me and my husband with them changes too, It feels like
they became orphan since their Dad has to stay in America and me had to stay in Dorm just so I
can have some time to myself to review. I ended up asking myself if I actually did the right
decision. Then finally, me and my husband decided that he will keep the kids with him in
America so I can focus. It was hard and it really breaks my heart that the only way for me to get
through it is to convince myself that our sacrifice as a family will be somewhat worth it
someday.
STUDENT NURSE 9: Well to be totally honest, college is brutal. It's the pressure point between
dreams and failure. The first time I entered college I was really hopeful, but then it faded out
over time kasi it's a lot to process especially we got used to the old system back when we were in
high school and what not. It's unpredictable. Choosing a course itself is already challenging kasi
you get to set your whole life on it. It's like the final preparation for the real battlefield which is
real life, kaya the pressure of being good is there.
STUDENT NURSE 10: I live in a dorm. So, one of the most challenging is being away from my
family.
STUDENT NURSE 11: At first when I entered college I didn’t face much of a challenge because
I knew beforehand what battles, topics, I would face. With that I read my cousin’s pdf books on
anatomy and physiology that made the first months of college enjoyable like reuniting with old
75
friends because you’ve already studied them beforehand. Of course that changed after the next
several months kasi you slip from time to time.
2.What has been your biggest failure to date and how did you deal with it?
Tagalog: Ano ang iyong pinakamabigat na pagkabigong naranasan sa ngayon at paano mo ito
hinarap?
STUDENT NURSE 1: I think my biggest failure in college was when I adapted the “Mañana
Habit” and got too comfortable with the concept of “just enough”. This all happened during my
freshman year in the second semester. I got too comfortable with that concept to the point that I
tried to calculate my grades and see whether I can pass a certain subject or not. I still cringe
whenever I think of those dark days. Luckily, it was not too late before I snapped out of it.
Certain circumstances that happened during those days helped me to reorganize my thoughts and
reevaluate my perseverance to reach a certain goal. It helped me greatly as I began to advance
myself towards the top.
STUDENT NURSE 2: My biggest failure was having straight failing scores on our exams, which
made me feel hopeless, and gave me anxiety for thinking negatively on what might happen for
the next exams. But it turned out, I was ready to clear everything in my mind and focus on my
goal.
STUDENT NURSE 3: I guess my answer to your question is that I was too busy being insecure
about myself that I failed to love myself more than anyone could’ve and should’ve. I took some
76
time alone and figured out what needed fixing in me. I worked on myself and disregarded people
who don’t really matter.
STUDENT NURSE 4: Siguro para sakin kinoconsider kung biggest failure ko is yung hindi ko
paggawa ng mga bagay na kailangan kung gawin dahil sa pagiging mahiyain ko or katamaran ko
minsan hehe kasi yun yung feeling ko magiging hadlang para di ako magfail or gawin ko yung
best ko sa studies and sa iba pang bagay. Ummh hinaharap ko ito through acceptance later kasi
luluksa muna ako ganun haha and I make sure na maglelearn ako through dun sa failure ko na
yun.
STUDENT NURSE 5: Right now, I experienced difficulty to cope up with my stress in this set up
of e-learning, especially we are all bombarded with modules and activities to do. A lot of
hardships during this first quarter of year but I need to think positive all the time. God never
failed to guide me along. He helped me a lot in my journey as I pass through life's circus. - dasal
lang to overcome all these problems/challenges
STUDENT NURSE 6: Failure sa ibang subjects, failure to pass the quizzes, exams, etc.
Bumabawi ako sa mga next quizzes/exams.
STUDENT NURSE 7: Having a grade of 60, I’m not used to it I always have a line of 8 to 9
grade but when I entered college there’s a big difference the first time I had a line of 6 grade I
cried but now I’m already used to it and I’m just doing my best to have a higher grade.
STUDENT NURSE 8: Maybe, the fact that I am on my thirties and I wasn’t able to finish college
on time. That life became a little different for me, and how I am handling it? Well, right now I am
on college and trying to still get that degree that I always dream of having.
STUDENT NURSE 9: I think this year, I failed on really focusing on my studies. Given the fact
that everything seemed to be going on outside, it's really bothersome. The fact na we get to
77
transform our comforts into a workplace that's very hard. I can say I really became a lot lazier
than I already am. And as a preparation sa real life battle, that's a failure.
STUDENT NURSE 10: My greatest failure is when I did not study well when I was in 1st year.
STUDENT NURSE 11: My biggest failure is not living up to my mother’s expectations. When I
showed my mother my accomplishments like a kid showing her marks because she got the
highest score she always find a way to drag your accomplishments down like stating things like “
kung matalino ka may scholarship ka.” So I guess that’s my biggest failure-- that I don’t have a
scholarship. I cope with this by knowing and evaluating my worth and be realistic with the
situation and compensate with better grades.
3.Now can you tell me how these experiences affected you?
Tagalog: Ngayon, sabihin mo sa akin paano ito nakaapekto sayo
STUDENT NURSE 1: It dealt a great blow to my mental acuity. I realized that surviving nursing
will take all my passion, perseverance, and inspiration all combined together to form the essence
of my motivation.
STUDENT NURSE 2: These experiences affected me in such way that I felt negatively about
myself which triggered my way of thinking and experience frustration
STUDENT NURSE 3: Having been left in this world without a mom and having to face the
scary world of college really was and is really struggle. She was the only one who gave me
emotional support when no one else could. The financial crisis, on the other hand, caused me
anxiety, could you just imagine how stressful it is for you to think about your permit and
78
upcoming exams at the same time? As for my insecurities, I felt like everyone had to agree with
my decisions and life. In short, I became a perfectionist.
STUDENT NURSE 4: Naapektuhan lalo yung self-esteem ko like “ito lang siguro talaga kaya
ko” yun yung minsan pumapasok sa isip ko. Pero thank God kasi pinaparealize nya saken na
pwedeng pwede pakong bumawi at I have my own gift kaya dapat di ako madown at kung di ako
magfafail di ko malalaman yung mga kahinaan ko na kailangan ko pang baguhin kaya para sakin
naapektuhan ako nito in sometimes negative lalo na pag sunod sunod at wala ako sa mood talaga
pero positive rin lalo na pag si Lord na yung nagchecheer up saken pati nadin family and friends.
STUDENT NURSE 5: How it affects me? - hindi nako nakakain ng tama on time, di narin ako
nakakatulog, in fact napapabayaan kona sarili ko. It affects my mental and physical health
honestly
STUDENT NURSE 6: Noong una negative ang epekto nito sa akin, pero ngayon natutunan ko
nang i-turn yung negative effect na iyon into positive. Mas pinaigihan ko pang mag-aral at
magbasa.
STUDENT NURSE 7: It affects me a lot, I feel like I’m dumb, I lost my confidence.
STUDENT NURSE 8: It made me who I am today, I became more positive about life in general.
That we all go through some failure and that’s okay as long as we learn to stand up from it and
turn ourselves around. I also learned that age should never be an issue when it comes to making
yourselves be a better than what you used to be. That everyone has their own pace and we are not
trying to be on a race with others to be on top or better than anyone, but we are on race with
ourselves to be better than our past selves.
STUDENT NURSE 9: It affected me in a way that I started doubting myself more and more as
time passes by. I kept on questioning whether am I on the right track? am I still doing good? Is
79
this really for me? am I happy with this decision? those type of things which breaks the
confidence which you built your entire life down to its lowest point.
STUDENT NURSE 10: It affected me in my subjects now that I am a 3rd year student nurse. For
example: I did not study AnaPhy well so I find MedSurg hard.
STUDENT NURSE 11: It affects your view on how much a person could achieve when they
have a clear goal and how much you’re willing to sacrifice; the quality of life.
4.How do you see yourself as now?
Tagalog: Paano mo nakikita ang iyong sarili sa ngayon?
STUDENT NURSE 1: I see myself as an ordinary student who complies with the requested
assignments and passes them on time.
STUDENT NURSE 2: For now, I see myself as a blank minded person. Since online classes
really made me feel that I am not learning anything.
STUDENT NURSE 3: I can definitely say I have grown as an individual. I became independent.
I have learned to face challenges alone and develop coping mechanisms to address these.
Financially speaking, I really can’t do a lot about it since I have no source of income yet.
However, I am blessed to have a scholarship that can help me get through with college. As for
my insecurities, I have learned to let go of them. Let go of the thought of having to be perfect
and disregard insults and only accept constructive criticisms. I am able to love myself more and I
believe that is my strength.
80

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PHINMA UNIVERSITY OF PANGASINAN

Resiliency Among Student

Faculty of the College of Nursing

PHINMA University of Pangasinan

Of the Requirements for the Degree

Bachelor of Science in Nursing

Urtula, Richell Joy V.

Valdez, Jeremy Neil M.

Valdez, Lea Mae E.

Valencia, Lady Byrd L.

Rosenda Jaramillo, RN, MAN

This research entitled Resiliency Among Student Nurses: A Phenomenological

PHINMA University of Pangasinan.

The researchers employed Qualitative Research. The sample was composed of

among student nurses is characterized primarily by the ability to successfully integrate

Keywords: Resilience, Student nurses, Adversities, Challenges, Phenomenological Study

following persons who helped them accomplished this study.

for her usual support to her students.

as their reference and contributed significantly to the completion of this requirement.

would not be accomplished had it not been for you.

Title Page ……………………………………………………………………. 1 Approval

Sheet ……………………………………………………………. 2 Abstract

Chapter I: The Problem and its Background …………………………………… 8

Introduction …………………………………………………………… 8 Conceptual

Chapter II: Review of Related Literature and Studies …………………… 15

Conceptual Literature …………………………………………… 15 Local

Chapter III: Methodology …………………………………………………… 26

Research Design …………………………………………….…… 26 The

Chapter IV: Presentation, Analysis, and Interpretation of Data …………. 33

Characteristics of the Informants …………………………………. 33 Theme 1:

Chapter V: Summary, Implications and Recommendations …………. 51

Summary ………………………………………………………….. 51 Implications

THE PROBLEM AND ITS BACKGROUND

Building resiliency may improve program completion.

an indicator of well-being, but it is a process that enables an individual to remain healthy or to

recover quickly after adversity.

The system approach (Input-Process-Output System) is used in describing the conceptual

INPUT PROCESS OUTPUT

of resilience in nursing students. Faculty awareness of the importance of resilience in nursing

clinical arena and the classroom faculty can promote resilience.

Statement of the problem

The purpose of the study is to describe the resiliency of student nurses in

PHINMA-University of Pangasinan in Dagupan City.

Specifically, it seeks to answer the following questions:

1. What are the experiences of student nurses showing their resilience?

2. How student nurses show their resiliency?

Significance of the Study

The study may benefit the following:

to cope up with their challenges.

ways and strategies on how they will benefit in resilience.

Scope, Delimitations and Limitations

phenomenology to describe the resilience of student nurses.

maintain an open ambiance that accept all questions.

The following terms are defined operationally:

Resiliency - ability of a nursing student to recover or adjust easily to change especially by

certain circumstances that they meet that test their resilience.

Student nurses- student in post-secondary educational program that leads to certification

REVIEW OF RELATED LITERATURE AND STUDIES

development of resilience in nursing students.

Local. The “Filipino Adolescents’ Coping Strategies: A Confirmatory Factor Analysis” is

coping with stress.

crisis. The “bayanihan” or “pakikipag-kapwa” is also a well-observed coping behavior by which