Background: Nurse faculty play a critical role in shaping the clinical experience of student nurses through their support and guidance during clinical placements. However, despite this evidence, the mechanism by which nurse faculty support contributes to effective clinical adjustment in students remains unexplored.
Purpose: This study examined the intermediary role of psychological resilience in the relationship between nurse faculty support and clinical adjustment among student nurses.
Methods: This correlational study involved 506 student nurses from nursing schools in the Philippines. Three standardized scales were used to collect data, including the Nurse Faculty Support Scale (NFSS), Clinical Adjustment Scale - Student Nurse Version (CAS-SN), and the Brief Resilient Scale (BRS).
Results: Students perceived high levels of nurse faculty support, moderate to high levels of resilience, and an overall positive clinical adjustment. Nurse faculty support had a direct and positive effect on clinical adjustment (β = 0.406, p < .001). Psychological resilience partially mediated (β = 0.0321, p < .05) the relationship between nurse faculty support and clinical adjustment.
Conclusion: Adequate nurse faculty support was associated with increased psychological resilience in student nurses, which, in turn, enhances their adjustment in the clinical area. Fostering supportive relationships and implementing resilience-building strategies within nurse education programs can contribute to students' successful adaptation to the demands of clinical practice.
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