The Role of Mindset in the Academic Resilience of Non-Residential Health Profession Students: A Phenomenological Study

The purpose of this transcendental phenomenological study was to describe the lived experiences of academic resilience of non-residential healthcare students in rural regions of the Northeast United States. The theoretical framework guiding this study was Carol Dweck's theory on growth mindset, as it exposed the relationship of personal perspective on academic resiliency. This study attempted to answer the central research question: What are the lived experiences of academic resilience among non-residential health profession students? An extensive review of the literature revealed the compounding aspects of resilience research with specific attention to health profession students. Data collection methods included a letter-writing prompt, individual interviews, and focus group sessions, strengthening the study findings. Data analysis measures consisted of three core processes: Epoche, transcendental phenomenological reduction, and imaginative variation. The thematic findings of the study included emotional and psychological challenges, interpersonal dynamics, program demands, program and life balance, and growth and development. A final synthesis of the integration of themes and concepts revealed the phenomenon's essence. The study's results exposed perceptions of overwhelm and burden inherent in health profession programs. The complexities of the programs, coupled with competing life and work obligations, complicated participants' lives and identified academic resilience as a necessary trait. Key implications include enhancing professional development for health profession faculty, embedding resiliency-building strategies, and improving student support programs. Future research should be considered as it would expand resilience and mindset literature for improved health profession student experience.