Integrating Positive Psychology into Nursing Education: A Strengths-Based Intervention
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| Title: | Integrating Positive Psychology into Nursing Education: A Strengths-Based Intervention |
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| Language: | English |
| Authors: | Anjali Malik (ORCID |
| Source: | Journal of Applied Research in Higher Education. 2026 18(4):1238-1258. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Nursing Students, Intervention, Positive Attitudes, Negative Attitudes, Student Welfare, Mental Health, Program Effectiveness, Personality Traits, Life Satisfaction, Program Evaluation, Gender Differences |
| Geographic Terms: | India |
| DOI: | 10.1108/JARHE-12-2024-0738 |
| ISSN: | 2050-7003 1758-1184 |
| Abstract: | Purpose: This study investigated the effects of a one-week strengths-based intervention on subjective well-being (SWB) among nursing students. With increasing mental health concerns in the nursing profession, strengths-based interventions rooted in positive psychology offer an effective approach to enhancing well-being. Design/methodology/approach: A randomized controlled trial was conducted with 108 nursing students assigned to either an experimental group (n = 54) or a control group (n = 54). Baseline measures included assessments of life satisfaction, positive emotions, strength use and negative emotions. The experimental group participated in a two-session intervention focusing on character strengths and their application, while the control group received no intervention. Post-intervention assessments were conducted to evaluate changes in the measured variables. Findings: The results of the study demonstrated that the strength-based intervention had a positive impact on the well-being of nursing students. The experimental group exhibited a significant increase in life satisfaction and positive emotions compared to the control group. Additionally, negative emotions decreased significantly in the intervention group, further confirming the effectiveness of the intervention. However, strength use did not show a statistically significant increase over time, suggesting that the intervention had a limited impact on this variable. These findings highlight the potential of brief strengths-based interventions in enhancing SWB among nursing students. Research limitations/implications: The absence of longitudinal data restricts understanding of the sustained effects of the intervention, and the reliance on self-report measures introduces potential bias, which could be addressed in subsequent research through the inclusion of objective measures such as physiological indicators or behavioral observations. Practical implications: The findings of this study have important practical implications for both educational and professional settings. The short, two-session intervention can be easily integrated into nursing curricula to enhance students' well-being, equipping them to manage the emotional and physical demands of their profession. Given its low-resource nature, the intervention offers a cost-effective and scalable solution that can be adopted by educational institutions and healthcare organizations to foster resilience and reduce burnout. Furthermore, workplace wellness programs can leverage these insights to support nursing professionals, ultimately improving job satisfaction and organizational outcomes. By emphasizing character strengths, the intervention provides a proactive approach to mental health support, addressing a critical need in high-stress professions like nursing. Social implications: The study carries significant social implications, particularly in promoting mental health and well-being among nursing professionals. By reducing the stigma surrounding mental health interventions, implementing strengths-based approaches in academic and workplace settings can encourage more individuals to seek support. Empowering nursing students with resilience and emotional regulation skills not only enhances their personal well-being but also improves the quality of patient care, benefiting society at large. Moreover, the intervention's focus on leveraging individual strengths aligns with the broader goals of positive psychology, contributing to a shift in mental health paradigms toward preventative and strength-focused strategies. These efforts can drive systemic change in healthcare, fostering a culture of well-being that extends beyond individual practitioners to the communities they serve. Originality/value: This study contributes to the limited body of research on strengths-based interventions in nursing education in India, demonstrating that even brief interventions can effectively enhance certain dimensions of SWB, particularly life satisfaction and positive emotions, as well as lessen negative emotions. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507664 |
| Database: | ERIC |
| Abstract: | Purpose: This study investigated the effects of a one-week strengths-based intervention on subjective well-being (SWB) among nursing students. With increasing mental health concerns in the nursing profession, strengths-based interventions rooted in positive psychology offer an effective approach to enhancing well-being. Design/methodology/approach: A randomized controlled trial was conducted with 108 nursing students assigned to either an experimental group (n = 54) or a control group (n = 54). Baseline measures included assessments of life satisfaction, positive emotions, strength use and negative emotions. The experimental group participated in a two-session intervention focusing on character strengths and their application, while the control group received no intervention. Post-intervention assessments were conducted to evaluate changes in the measured variables. Findings: The results of the study demonstrated that the strength-based intervention had a positive impact on the well-being of nursing students. The experimental group exhibited a significant increase in life satisfaction and positive emotions compared to the control group. Additionally, negative emotions decreased significantly in the intervention group, further confirming the effectiveness of the intervention. However, strength use did not show a statistically significant increase over time, suggesting that the intervention had a limited impact on this variable. These findings highlight the potential of brief strengths-based interventions in enhancing SWB among nursing students. Research limitations/implications: The absence of longitudinal data restricts understanding of the sustained effects of the intervention, and the reliance on self-report measures introduces potential bias, which could be addressed in subsequent research through the inclusion of objective measures such as physiological indicators or behavioral observations. Practical implications: The findings of this study have important practical implications for both educational and professional settings. The short, two-session intervention can be easily integrated into nursing curricula to enhance students' well-being, equipping them to manage the emotional and physical demands of their profession. Given its low-resource nature, the intervention offers a cost-effective and scalable solution that can be adopted by educational institutions and healthcare organizations to foster resilience and reduce burnout. Furthermore, workplace wellness programs can leverage these insights to support nursing professionals, ultimately improving job satisfaction and organizational outcomes. By emphasizing character strengths, the intervention provides a proactive approach to mental health support, addressing a critical need in high-stress professions like nursing. Social implications: The study carries significant social implications, particularly in promoting mental health and well-being among nursing professionals. By reducing the stigma surrounding mental health interventions, implementing strengths-based approaches in academic and workplace settings can encourage more individuals to seek support. Empowering nursing students with resilience and emotional regulation skills not only enhances their personal well-being but also improves the quality of patient care, benefiting society at large. Moreover, the intervention's focus on leveraging individual strengths aligns with the broader goals of positive psychology, contributing to a shift in mental health paradigms toward preventative and strength-focused strategies. These efforts can drive systemic change in healthcare, fostering a culture of well-being that extends beyond individual practitioners to the communities they serve. Originality/value: This study contributes to the limited body of research on strengths-based interventions in nursing education in India, demonstrating that even brief interventions can effectively enhance certain dimensions of SWB, particularly life satisfaction and positive emotions, as well as lessen negative emotions. |
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| ISSN: | 2050-7003 1758-1184 |
| DOI: | 10.1108/JARHE-12-2024-0738 |
