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Stress resiliency, psychological empowerment and conflict management styles among baccalaureate nursing students
Author(s) -
Pines Eula W.,
Rauschhuber Maureen L.,
Norgan Gary H.,
Cook Jennifer D.,
Canchola Leticia,
Richardson Cynthia,
Jones Mary Elaine
Publication year - 2012
Publication title -
journal of advanced nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.948
H-Index - 155
eISSN - 1365-2648
pISSN - 0309-2402
DOI - 10.1111/j.1365-2648.2011.05875.x
Subject(s) - psychology , empowerment , stress management , nursing , stress (linguistics) , psychological stress , clinical psychology , applied psychology , medicine , political science , law , linguistics , philosophy
pines e.w., rauschhuber m.l., norgan g.h., cook j.d., canchola l., richardson c. & jones m.e. (2012) Stress resiliency, psychological empowerment and conflict management styles among baccalaureate nursing students. Journal of Advanced Nursing 68 (7), 1482–1493. Abstract Aims. This article is a report of a Neuman Systems Model‐guided correlational study of the relations of stress resiliency, psychological empowerment, selected demographic characteristics (age, ethnicity, semester in school) and conflict management styles. Background. Emerging evidence suggests that stress resiliency and psychological empowerment can strengthen student nurses in academic achievement and coping with stress. Little is known about conflict management styles of students and the relationship to empowerment, resiliency and the implications for managing workplace conflict. Methods. A correlational study was conducted in Spring 2010 with 166 baccalaureate students. Most participants were female, single, Hispanic and 25 years old. The data collection instruments included the Stress Resiliency Profile, the Psychological Empowerment Instrument, the Conflict Mode Instrument and a demographic inventory. Descriptive and inferential correlational statistics were used to analyse the data. Results. Students scored in the high range for focusing on their deficiencies in conflict situations; they scored above the 60th percentile for avoiding and accommodating behaviours and were less likely to use competing or collaborating strategies to manage conflict. Empowerment scores were significantly correlated with stress resiliency scores. Students with high scores on empowerment had high scores on the skill recognition subscale of the Stress Resiliency Profile suggesting more resilience; high scores on empowerment were related to high necessitating subscale scores of the Stress Resiliency Profile suggesting a predisposition to stress. Conclusions. Neuman Systems Model may provide guidance for educators to strengthen student nurses’ management of stressors in the workplace.