View in EDS

Integrating Positive Psychology into Nursing Education: A Strengths-Based Intervention

Saved in:
Bibliographic Details
Title: Integrating Positive Psychology into Nursing Education: A Strengths-Based Intervention
Language: English
Authors: Anjali Malik (ORCID 0009-0006-2345-3039), Neeta Sinha
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1507664
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Integrating Positive Psychology into Nursing Education: A Strengths-Based Intervention
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Anjali+Malik%22">Anjali Malik</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-2345-3039">0009-0006-2345-3039</externalLink>)<br /><searchLink fieldCode="AR" term="%22Neeta+Sinha%22">Neeta Sinha</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2026 18(4):1238-1258.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Nursing+Students%22">Nursing Students</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Attitudes%22">Positive Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Attitudes%22">Negative Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Welfare%22">Student Welfare</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Life+Satisfaction%22">Life Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JARHE-12-2024-0738
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1507664
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1507664
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1108/JARHE-12-2024-0738
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 1238
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Nursing Students
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Positive Attitudes
        Type: general
      – SubjectFull: Negative Attitudes
        Type: general
      – SubjectFull: Student Welfare
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Personality Traits
        Type: general
      – SubjectFull: Life Satisfaction
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: India
        Type: general
    Titles:
      – TitleFull: Integrating Positive Psychology into Nursing Education: A Strengths-Based Intervention
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Anjali Malik
      – PersonEntity:
          Name:
            NameFull: Neeta Sinha
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2050-7003
            – Type: issn-electronic
              Value: 1758-1184
          Numbering:
            – Type: volume
              Value: 18
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Applied Research in Higher Education
              Type: main
ResultId 1