{"title":"MaRIS模式与课程顺序对护生共情与心理弹性的影响：一项准实验研究。","authors":"Wen-Li Hou, Ya-Wen Kuo, Chien-Jen Chen, Bih-O Lee","doi":"10.1097/NNE.0000000000001875","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Empathy and resilience are essential for nursing students to provide quality patient care and maintain well-being. However, structured interventions to develop these competencies remain limited.</p><p><strong>Purpose: </strong>This study evaluated the effectiveness of the mindfulness, affective reflection, impactive experience, and supportive and safe learning space (MaRIS) intervention in enhancing empathy and resilience and examined the impact of course sequencing relative to clinical placement.</p><p><strong>Methods: </strong>A 2-group, pretest-posttest quasi-experimental design was conducted with 65 nursing students in Taiwan. Group A (n = 29) completed the course before clinical placement, while group B (n = 36) completed it after. Empathy and resilience were assessed at 3 time points.</p><p><strong>Results: </strong>Empathy improved in both groups but was not significant. Group A showed significant resilience improvement 1-month post-intervention ( P = .008).</p><p><strong>Conclusions: </strong>The MaRIS intervention, particularly preplacement, enhances resilience and may improve nursing students' clinical readiness.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E259-E264"},"PeriodicalIF":3.0000,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Impact of the MaRIS Model and Course Sequencing on Nursing Students' Empathy and Resilience: A Quasi-Experimental Study.\",\"authors\":\"Wen-Li Hou, Ya-Wen Kuo, Chien-Jen Chen, Bih-O Lee\",\"doi\":\"10.1097/NNE.0000000000001875\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Empathy and resilience are essential for nursing students to provide quality patient care and maintain well-being. However, structured interventions to develop these competencies remain limited.</p><p><strong>Purpose: </strong>This study evaluated the effectiveness of the mindfulness, affective reflection, impactive experience, and supportive and safe learning space (MaRIS) intervention in enhancing empathy and resilience and examined the impact of course sequencing relative to clinical placement.</p><p><strong>Methods: </strong>A 2-group, pretest-posttest quasi-experimental design was conducted with 65 nursing students in Taiwan. Group A (n = 29) completed the course before clinical placement, while group B (n = 36) completed it after. Empathy and resilience were assessed at 3 time points.</p><p><strong>Results: </strong>Empathy improved in both groups but was not significant. Group A showed significant resilience improvement 1-month post-intervention ( P = .008).</p><p><strong>Conclusions: </strong>The MaRIS intervention, particularly preplacement, enhances resilience and may improve nursing students' clinical readiness.</p>\",\"PeriodicalId\":54706,\"journal\":{\"name\":\"Nurse Educator\",\"volume\":\" \",\"pages\":\"E259-E264\"},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2025-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Nurse Educator\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1097/NNE.0000000000001875\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/4/16 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Educator","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1097/NNE.0000000000001875","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/4/16 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"NURSING","Score":null,"Total":0}
Impact of the MaRIS Model and Course Sequencing on Nursing Students' Empathy and Resilience: A Quasi-Experimental Study.
Background: Empathy and resilience are essential for nursing students to provide quality patient care and maintain well-being. However, structured interventions to develop these competencies remain limited.
Purpose: This study evaluated the effectiveness of the mindfulness, affective reflection, impactive experience, and supportive and safe learning space (MaRIS) intervention in enhancing empathy and resilience and examined the impact of course sequencing relative to clinical placement.
Methods: A 2-group, pretest-posttest quasi-experimental design was conducted with 65 nursing students in Taiwan. Group A (n = 29) completed the course before clinical placement, while group B (n = 36) completed it after. Empathy and resilience were assessed at 3 time points.
Results: Empathy improved in both groups but was not significant. Group A showed significant resilience improvement 1-month post-intervention ( P = .008).
Conclusions: The MaRIS intervention, particularly preplacement, enhances resilience and may improve nursing students' clinical readiness.
期刊介绍：
Nurse Educator, a scholarly, peer reviewed journal for faculty and administrators in schools of nursing and nurse educators in other settings, provides practical information and research related to nursing education. Topics include program, curriculum, course, and faculty development; teaching and learning in nursing; technology in nursing education; simulation; clinical teaching and evaluation; testing and measurement; trends and issues; and research in nursing education.
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