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Resilience for Undergraduate Students: Development and Evaluation of a Theory-Driven, Evidence-Based and Learner Centered Digital Resilience Skills Enhancement (RISE) Program

Author

Listed:
  • Wei How Darryl Ang

    (Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore)

  • Shefaly Shorey

    (Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore)

  • Zhongjia James Zheng

    (Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore)

  • Wai Hung Daniel Ng

    (Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore)

  • Emmanuel Chih-Wei Chen

    (Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore)

  • Lubna Binte Iskhandar Shah

    (Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore)

  • Han Shi Jocelyn Chew

    (Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore)

  • Ying Lau

    (Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore 119077, Singapore)

Abstract

Protective factors that build students’ resilience are known. A six-week digital resilience training program was developed on the basis of theory, evidence, and contextual information. The feasibility study sought to evaluate the acceptability, appropriateness, demand, implementation, and limited efficacy of a digital resilience skills enhancement program for undergraduate students. A single group, pre-test, post-test, concurrent mixed methods design among 10 undergraduate students was conducted in one university in Singapore. The content analysis concluded that students accepted and perceived the digital resilience skills enhancement program as appropriate. Students also proposed several improvements, such as the initiation of the program and revisions to the content. The Wilcoxon signed-rank test found significant improvements in resilience ( p = 0.02) and meta-cognitive self-regulation ( p = 0.01) scores with medium (d = 0.79, 95% CI: −0.15 to 1.74) and very large effect sizes (d = 1.31, 95% CI: 0.30–2.33), respectively. Students found the digital resilience program appropriate and were able to apply their newly acquired skills to promote their resilience and learning. Although, several improvements are proposed to enhance the rigor of the digital resilience program, the findings of this study suggests that digital resilience programs are important for students’ well-being.

Suggested Citation

  • Wei How Darryl Ang & Shefaly Shorey & Zhongjia James Zheng & Wai Hung Daniel Ng & Emmanuel Chih-Wei Chen & Lubna Binte Iskhandar Shah & Han Shi Jocelyn Chew & Ying Lau, 2022. "Resilience for Undergraduate Students: Development and Evaluation of a Theory-Driven, Evidence-Based and Learner Centered Digital Resilience Skills Enhancement (RISE) Program," IJERPH, MDPI, vol. 19(19), pages 1-18, October.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:19:p:12729-:d:933850
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    References listed on IDEAS

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    1. Nicholas Grubic & Shaylea Badovinac & Amer M Johri, 2020. "Student mental health in the midst of the COVID-19 pandemic: A call for further research and immediate solutions," International Journal of Social Psychiatry, , vol. 66(5), pages 517-518, August.
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