FROM THEORY TO PRACTICE: RESILIENCE, FORMAL CURRICULUM, AND NURSING EDUCATION IN EDUCATIONAL SCIENCES

Abstract

This chapter examines resilience within the context of nursing education, integrating theoretical foundations from Educational Sciences with empirical evidence from higher education in health. Adopting a from theory to practice perspective, resilience is understood not merely as an individual trait, but as an educational competence developed throughout the academic trajectory and shaped by curricular, pedagogical, and institutional factors. The study is based on a longitudinal quantitative design conducted with undergraduate nursing students, enabling the analysis of changes in resilience levels over time. The findings indicate that resilience is a dynamic and multidimensional construct, positively associated with psychological well-being, reduced academic stress, and student retention. Factors such as social support, supervised clinical experiences, intentional pedagogical practices, and adaptive coping strategies were identified as central to strengthening student resilience. The discussion highlights the role of the formal curriculum, in conjunction with the hidden curriculum, in fostering socio-emotional competencies. It is concluded that integrating theory and practice through the lens of resilience significantly enhances nursing education and contributes to the advancement of Educational Sciences, emphasizing the importance of institutional policies and pedagogical strategies aimed at promoting healthier, more inclusive, and sustainable learning environments in higher education.