Abstract

Background: Nursing students are frequently exposed to academic, emotional, and clinical stressors that can impact their mental well-being and academic performance. Resilience, the ability to adapt positively in the face of adversity is recognized as a key protective factor, yet structured resilience training remains underutilized in Indian nursing education. Objective: To evaluate the effectiveness of a structured teaching programme in enhancing resilience among second-year B.Sc. Nursing students in Bangalore. Methods: A one-group pre-test post-test design was employed with a sample of 30 second-year nursing students from a selected college. Resilience levels were assessed using the Nicholson McBride Resilience Questionnaire (NMRQ) before and after a five-session structured intervention. The programme focused on stress management, emotional regulation, cognitive restructuring, and problem-solving. Data were analyzed using paired t-tests, percentage change and effect size estimation. Results: The mean resilience score increased from 37.8 (pre-test) to 42.6 (post-test), representing a 12.7% improvement. The difference was statistically significant (p < 0.001), with a large effect size (Cohen’s d = 0.87). Notable improvements were observed in subdomains such as confidence and emotional regulation. These results are consistent with previous international and Indian studies, reinforcing resilience as a teachable skill. Conclusion: The structured teaching programme was effective in significantly enhancing resilience among nursing students. Findings highlight the need to integrate resilience training into nursing curricula to support students’ psychological well-being and academic success. Further research with control groups and long-term follow-up is recommended.