Background: Empathy and resilience are essential for nursing students to provide quality patient care and maintain well-being. However, structured interventions to develop these competencies remain limited.
Purpose: This study evaluated the effectiveness of the mindfulness, affective reflection, impactive experience, and supportive and safe learning space (MaRIS) intervention in enhancing empathy and resilience and examined the impact of course sequencing relative to clinical placement.
Methods: A 2-group, pretest-posttest quasi-experimental design was conducted with 65 nursing students in Taiwan. Group A (n = 29) completed the course before clinical placement, while group B (n = 36) completed it after. Empathy and resilience were assessed at 3 time points.
Results: Empathy improved in both groups but was not significant. Group A showed significant resilience improvement 1-month post-intervention ( P = .008).
Conclusions: The MaRIS intervention, particularly preplacement, enhances resilience and may improve nursing students' clinical readiness.
Keywords: clinical practice; course sequence; learning outcomes; nursing student stress.
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