The Relationships of Hardiness, Stress, and Health-Promoting Behaviors in Undergraduate Female Nursing Students

2.50
Hdl Handle:
http://hdl.handle.net/10755/153714
Type:
Presentation
Title:
The Relationships of Hardiness, Stress, and Health-Promoting Behaviors in Undergraduate Female Nursing Students
Abstract:
The Relationships of Hardiness, Stress, and Health-Promoting Behaviors in Undergraduate Female Nursing Students
Conference Sponsor:Sigma Theta Tau International
Conference Year:2003
Conference Date:July 10-12, 2003
Author:Nikou, Victoria, PhD
P.I. Institution Name:Hunter College
Title:Assistant Professor
Objective: to investigate the relationships among hardiness, stress, and health-promoting behaviors in healthy, future nurses.<P> Design: exploratory correlational quantitative design. Population, Sample, Setting, Years: 271 female generic nursing students from 66 US baccalaureate and associate degree programs, ages 18 to 50+; members of the National Student Nurses Association, voluntarily solicited while attending the 2000 NSNA Convention. Concept or Variables Studied Together: : Pender’s health-promotion model, Lazarus’ stress, and Kobasa-Oulette’s hardiness model.<P> Methods: Instrumentation included the Personal Views Survey(PVS), the Student Stress Inventory(SSI), the Health-Promotion Lifestyle Profile II(HPLPII) and demographic data form; analyses of means, medians, and standard deviations for age and instrument scores, Pearson product-moment correlation coefficients, and multiple regression analyses. Findings: Hardiness was inversely related to stress and positively related to health-promoting behaviors; stress was negatively related to health-promoting behaviors; both were supported at the p&lt;.001 level. Participants identified the nursing classroom as more stressful than the clinical.<P> Conclusions: Hardiness was significantly correlated with health-promoting behaviors and inversely correlated with reported perceptions of stress. Stress was significantly correlated with limited health- promoting behaviors. Health-promoting behaviors were better in this population than in previously reported studies measuring nursing students and registered nurses.<P> Implications: Since 81% of the participants indicated exposure to health-promotion principles in class nursing curriculum needs to continue to include these facts. The identification of a stress-resistant personality factor, hardiness, in students may also be viewed as a prediction of their stress-resistance as professional nurses. Due to the higher perceptions of stress in nursing classrooms, educators need to increase awareness of the need for stress-reduction programs and potential refinement of their classroom evaluation methods. Since nursing faculty was identified as good exemplars of health-promoting behaviors, educators need to be mindful of their role modeling behaviors. <!--Abstract 13932 modified by 134.68.166.31 on 11-11-2002--></P></P></P></P>
Repository Posting Date:
26-Oct-2011
Date of Publication:
10-Jul-2003
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Relationships of Hardiness, Stress, and Health-Promoting Behaviors in Undergraduate Female Nursing Studentsen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153714-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Relationships of Hardiness, Stress, and Health-Promoting Behaviors in Undergraduate Female Nursing Students</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2003</td></tr><tr class="item-conference-date"><td class="label">Conference Date:</td><td class="value">July 10-12, 2003</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Nikou, Victoria, PhD</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Hunter College</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">vnikou@shiva.hunter.cuny.edu</td></tr><tr><td colspan="2" class="item-abstract">Objective: to investigate the relationships among hardiness, stress, and health-promoting behaviors in healthy, future nurses.&lt;P&gt; Design: exploratory correlational quantitative design. Population, Sample, Setting, Years: 271 female generic nursing students from 66 US baccalaureate and associate degree programs, ages 18 to 50+; members of the National Student Nurses Association, voluntarily solicited while attending the 2000 NSNA Convention. Concept or Variables Studied Together: : Pender&rsquo;s health-promotion model, Lazarus&rsquo; stress, and Kobasa-Oulette&rsquo;s hardiness model.&lt;P&gt; Methods: Instrumentation included the Personal Views Survey(PVS), the Student Stress Inventory(SSI), the Health-Promotion Lifestyle Profile II(HPLPII) and demographic data form; analyses of means, medians, and standard deviations for age and instrument scores, Pearson product-moment correlation coefficients, and multiple regression analyses. Findings: Hardiness was inversely related to stress and positively related to health-promoting behaviors; stress was negatively related to health-promoting behaviors; both were supported at the p&amp;lt;.001 level. Participants identified the nursing classroom as more stressful than the clinical.&lt;P&gt; Conclusions: Hardiness was significantly correlated with health-promoting behaviors and inversely correlated with reported perceptions of stress. Stress was significantly correlated with limited health- promoting behaviors. Health-promoting behaviors were better in this population than in previously reported studies measuring nursing students and registered nurses.&lt;P&gt; Implications: Since 81% of the participants indicated exposure to health-promotion principles in class nursing curriculum needs to continue to include these facts. The identification of a stress-resistant personality factor, hardiness, in students may also be viewed as a prediction of their stress-resistance as professional nurses. Due to the higher perceptions of stress in nursing classrooms, educators need to increase awareness of the need for stress-reduction programs and potential refinement of their classroom evaluation methods. Since nursing faculty was identified as good exemplars of health-promoting behaviors, educators need to be mindful of their role modeling behaviors. &lt;!--Abstract 13932 modified by 134.68.166.31 on 11-11-2002--&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;&lt;/P&gt;</td></tr></table>en_GB
dc.date.available2011-10-26T12:27:50Z-
dc.date.issued2003-07-10en_GB
dc.date.accessioned2011-10-26T12:27:50Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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