The Mediator and the Moderator Effects of Positive Cognition on the Relationship Between Alienation and Resourcefulness in Nursing Students in Alexandria

2.50
Hdl Handle:
http://hdl.handle.net/10755/153953
Type:
Presentation
Title:
The Mediator and the Moderator Effects of Positive Cognition on the Relationship Between Alienation and Resourcefulness in Nursing Students in Alexandria
Abstract:
The Mediator and the Moderator Effects of Positive Cognition on the Relationship Between Alienation and Resourcefulness in Nursing Students in Alexandria
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Bekhet, Abir K., PhD, RN
P.I. Institution Name:Marquette University
Title:Assistant Professor
Co-Authors:Jaclene A. Zauszniewski, PhD, RN-BC, FAAN
21st INRC Research Presentation] Alienation is an experience of dissatisfaction and disconnectedness with oneself, with others, with one's God, with nature or a transcendent realm of being. ÿAlienation in adolescents can lead to acting-out behaviors, including juvenile delinquency, assault, rape, alcoholism, drug addiction, and suicide.ÿ Nursing students, the adolescents of today, are the nurses of tomorrow who will deal with human behavior.ÿ Their psychological well-being is an important factor in managing their client's condition.ÿ Adolescents enjoy a new capacity and opportunity for meaningful identification, which can provide a major direction and organization for the remodeling process.ÿ Purpose: Within the context of Zauszniewski's mid-range theory of resourcefulness, this study examined whether the effects of the intrinsic factors (alienation) on the adolescent's resourcefulness (personal and social) are influenced (i.e., mediated or moderated) by process regulators, such as positive cognitions. Methods: A descriptive, correlational, cross-sectional design was used to examine hypothesized relationships among the study variables in a convenience sample of 170 adolescent first year nursing students aged 17 to 20 years old. Results: Using hierarchical multiple regression, results showed that positive cognitions had a moderating effect on the relationship between alienation and resourcefulness. The addition of the interaction term was significant and the amount of variance explained increased from 8% to 11% (B = -.21, t (3,166) = -2.54, p < .05). ÿResults also indicated that positive cognitions had a partial mediating effect on the relationship between alienation and resourcefulness; there was a substantial drop in the beta weight of relocation controllability (B = -.27 to -.20) accompanied by a change in significance when positive cognitions entered the equation.ÿ Conclusion: The findings suggest that it is imperative for nurses to generate primary, secondary, and tertiary interventions to enhance positive cognitions in nursing students.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Mediator and the Moderator Effects of Positive Cognition on the Relationship Between Alienation and Resourcefulness in Nursing Students in Alexandriaen_GB
dc.identifier.urihttp://hdl.handle.net/10755/153953-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Mediator and the Moderator Effects of Positive Cognition on the Relationship Between Alienation and Resourcefulness in Nursing Students in Alexandria</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">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Bekhet, Abir K., PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Marquette University</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">abir.bekhet@marquette.edu</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Jaclene A. Zauszniewski, PhD, RN-BC, FAAN</td></tr><tr><td colspan="2" class="item-abstract">21st INRC Research Presentation] Alienation is an experience of dissatisfaction and disconnectedness with oneself, with others, with one's God, with nature or a transcendent realm of being. &yuml;Alienation in adolescents can lead to acting-out behaviors, including juvenile delinquency, assault, rape, alcoholism, drug addiction, and suicide.&yuml; Nursing students, the adolescents of today, are the nurses of tomorrow who will deal with human behavior.&yuml; Their psychological well-being is an important factor in managing their client's condition.&yuml; Adolescents enjoy a new capacity and opportunity for meaningful identification, which can provide a major direction and organization for the remodeling process.&yuml; Purpose: Within the context of Zauszniewski's mid-range theory of resourcefulness, this study examined whether the effects of the intrinsic factors (alienation) on the adolescent's resourcefulness (personal and social) are influenced (i.e., mediated or moderated) by process regulators, such as positive cognitions. Methods: A descriptive, correlational, cross-sectional design was used to examine hypothesized relationships among the study variables in a convenience sample of 170 adolescent first year nursing students aged 17 to 20 years old. Results: Using hierarchical multiple regression, results showed that positive cognitions had a moderating effect on the relationship between alienation and resourcefulness. The addition of the interaction term was significant and the amount of variance explained increased from 8% to 11% (B = -.21, t (3,166) = -2.54, p &lt; .05). &yuml;Results also indicated that positive cognitions had a partial mediating effect on the relationship between alienation and resourcefulness; there was a substantial drop in the beta weight of relocation controllability (B = -.27 to -.20) accompanied by a change in significance when positive cognitions entered the equation.&yuml; Conclusion: The findings suggest that it is imperative for nurses to generate primary, secondary, and tertiary interventions to enhance positive cognitions in nursing students.</td></tr></table>en_GB
dc.date.available2011-10-26T12:38:10Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T12:38:10Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
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