The Effects of a Hardiness Educational Intervention on Hardiness and Perceived Stress of Baccalaureate Nursing Students.

2.50
Hdl Handle:
http://hdl.handle.net/10755/313369
Category:
Full-text
Type:
Dissertation
Level of Evidence:
Quasi-Experimental Study, Other
Research Approach:
Quantitative Research
Title:
The Effects of a Hardiness Educational Intervention on Hardiness and Perceived Stress of Baccalaureate Nursing Students.
Author(s):
Jameson, Paula R.
Lead Author STTI Affiliation:
Delta Tau-at-Large
Abstract:

 

Despite the known benefits of hardiness education, no published research has been found on the effects of hardiness education with nursing students.  Thus, the purposes of this study were first to determine if an increase in hardiness and a decrease in perceived stress in baccalaureate nursing students occurred in those who participated in a hardiness educational intervention.  Secondly, to compare hardiness and perceived stress between baccalaureate nursing students who participated and those who did not participate in a hardiness educational intervention.  A substruction of the application of Khoshaba and Maddi’s Hardiness Model and the Roy Adaptation Model provided the theoretical basis for this research. 

The literature on stress verified its omnipresence and ongoing study.  The nursing literature was replete with evidence of the stress of undergraduate nursing students.  Appraisal of initial hardiness research facilitated the eventual establishment of a measurement instrument of hardiness and the inauguration of a hardiness educational program.  Review of the Hardiness Model and the Roy Adaptation Model established connections and conceptual collaboration. 

A quasi-experimental non-equivalent control group design with pretest and posttest was used with a nonprobability convenience sample (N = 79) of full-time junior level baccalaureate nursing students enrolled in a clinical nursing course recruited from six National League for Nursing Accreditation Commission or Commission on Collegiate Nursing Education accredited nursing programs in Delaware and Pennsylvania. 

Baccalaureate nursing students in the experimental group (n = 40) participated in a hardiness educational intervention.  Baccalaureate nursing students in the control group (n = 39) did not participate in the hardiness educational intervention.  The nursing students completed pretest and posttest measurements of hardiness (PVS III-R), perceived stress (PSS), and demographic data.  Results of statistical analysis by independent and paired t-tests revealed that the hardiness educational intervention did not have a statistically significant (p > .05) effect on increasing hardiness scores.  The hardiness educational intervention did have a statistically significant effect on decreasing perceived stress scores. 

Findings were discussed relative to current literature and the theoretical framework.  The lack of significant increase in hardiness was equivocal with Khoshaba and Maddi’s Hardiness Model.  The significant decrease in perceived stress was congruent with the Hardiness Model and the Roy Adaptation Model.  The substruction of the application of the HM and the RAM requires further research and evaluation.  Further hardiness research among baccalaureate nursing students, utilizing the entire hardiness educational intervention, was recommended. 

Keywords:
hardiness; perceived stress
MeSH:
Stress, Psychological; Education, Nursing; Students, Nursing
Repository Posting Date:
25-Feb-2014
Date of Publication:
2013
Version of Published Work:
Pre-print
Citation:
Jameson, P. R., (2013) The effects of a hardiness educational intervention on hardiness and perceived stress of junior baccalaureate nursing students. Nurse Education Today, http://dx.doi.org/10.1016/j.nedt.2013.06.019
Publisher:
Elsevier Health Sciences
Note:
This work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.
Grantor:
Widener University
Degree:
PhD
Degree Year:
2012

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.typeDissertationen
dc.evidence.levelQuasi-Experimental Study, Otheren
dc.research.approachQuantitative Researchen
dc.titleThe Effects of a Hardiness Educational Intervention on Hardiness and Perceived Stress of Baccalaureate Nursing Students.en_US
dc.contributor.authorJameson, Paula R.-
dc.contributor.departmentDelta Tau-at-Largeen
dc.identifier.urihttp://hdl.handle.net/10755/313369-
dc.description.abstract<p align="center"><strong> </strong></p> <p>Despite the known benefits of hardiness education, no published research has been found on the effects of hardiness education with nursing students.  Thus, the purposes of this study were first to determine if an increase in hardiness and a decrease in perceived stress in baccalaureate nursing students occurred in those who participated in a hardiness educational intervention.  Secondly, to compare hardiness and perceived stress between baccalaureate nursing students who participated and those who did not participate in a hardiness educational intervention.  A substruction of the application of Khoshaba and Maddi’s Hardiness Model and the Roy Adaptation Model provided the theoretical basis for this research. </p> <p>The literature on stress verified its omnipresence and ongoing study.  The nursing literature was replete with evidence of the stress of undergraduate nursing students.  Appraisal of initial hardiness research facilitated the eventual establishment of a measurement instrument of hardiness and the inauguration of a hardiness educational program.  Review of the Hardiness Model and the Roy Adaptation Model established connections and conceptual collaboration. </p> <p>A quasi-experimental non-equivalent control group design with pretest and posttest was used with a nonprobability convenience sample (<em>N</em> = 79) of full-time junior level baccalaureate nursing students enrolled in a clinical nursing course recruited from six National League for Nursing Accreditation Commission or Commission on Collegiate Nursing Education accredited nursing programs in Delaware and Pennsylvania. </p> <p>Baccalaureate nursing students in the experimental group (<em>n</em> = 40) participated in a hardiness educational intervention.  Baccalaureate nursing students in the control group (<em>n</em> = 39) did not participate in the hardiness educational intervention.  The nursing students completed pretest and posttest measurements of hardiness (PVS III-R), perceived stress (PSS), and demographic data.  Results of statistical analysis by independent and paired <em>t</em>-tests revealed that the hardiness educational intervention did not have a statistically significant (<em>p</em> <span style="text-decoration: underline;">></span> .05) effect on increasing hardiness scores.  The hardiness educational intervention did have a statistically significant effect on decreasing perceived stress scores. </p> <p>Findings were discussed relative to current literature and the theoretical framework.  The lack of significant increase in hardiness was equivocal with Khoshaba and Maddi’s Hardiness Model.  The significant decrease in perceived stress was congruent with the Hardiness Model and the Roy Adaptation Model.  The substruction of the application of the HM and the RAM requires further research and evaluation.  Further hardiness research among baccalaureate nursing students, utilizing the entire hardiness educational intervention, was recommended. </p>en_GB
dc.subjecthardinessen_GB
dc.subjectperceived stressen_GB
dc.subject.meshStress, Psychologicalen
dc.subject.meshEducation, Nursingen
dc.subject.meshStudents, Nursingen
dc.date.available2014-02-25T18:53:27Z-
dc.date.issued2013-
dc.date.accessioned2014-02-25T18:53:27Z-
dc.type.versionPre-printen
dc.identifier.citationJameson, P. R., (2013) The effects of a hardiness educational intervention on hardiness and perceived stress of junior baccalaureate nursing students. Nurse Education Today, http://dx.doi.org/10.1016/j.nedt.2013.06.019en_GB
dc.publisherElsevier Health Sciencesen_GB
dc.identifier.citationJameson, P. R., (2013) The effects of a hardiness educational intervention on hardiness and perceived stress of junior baccalaureate nursing students. Nurse Education Today, http://dx.doi.org/10.1016/j.nedt.2013.06.019en_GB
dc.description.noteThis work has been approved through a peer-review process prior to its posting in the Virginia Henderson Global Nursing e-Repository.-
thesis.degree.grantorWidener Universityen
thesis.degree.levelPhDen
thesis.degree.year2012en
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