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The relationships among social suppo...

Montalto, Karen Rice.

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The relationships among social support from staff in the clinical learning environment and student perceptions of stress and self-esteem.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The relationships among social support from staff in the clinical learning environment and student perceptions of stress and self-esteem./
作者:	Montalto, Karen Rice.
面頁冊數:	169 p.
附註:	Chair: Janette L. Packer.
Contained By:	Dissertation Abstracts International62-09B.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3027636
ISBN:	9780493395791

The relationships among social support from staff in the clinical learning environment and student perceptions of stress and self-esteem.
Montalto, Karen Rice.

The relationships among social support from staff in the clinical learning environment and student perceptions of stress and self-esteem. - 169 p.

Chair: Janette L. Packer.

Thesis (D.N.Sc.)--Widener University School of Nursing, 2001.

The purpose of this study was to investigate the social support baccalaureate nursing students obtain and desire from staff nurses in the clinical learning environment. Relationships with perceived stress and self-esteem were also investigated. Barrera and Ainlay's (1983) framework for social support provides the conceptual base for the study. The sample population (N = 87) were selected randomly from NLN accredited schools of nursing.

ISBN: 9780493395791Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The relationships among social support from staff in the clinical learning environment and student perceptions of stress and self-esteem.
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245 1 4 $a The relationships among social support from staff in the clinical learning environment and student perceptions of stress and self-esteem.
300 $a 169 p.
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500 $a Source: Dissertation Abstracts International, Volume: 62-09, Section: B, page: 3970.
502 $a Thesis (D.N.Sc.)--Widener University School of Nursing, 2001.
520 $a The purpose of this study was to investigate the social support baccalaureate nursing students obtain and desire from staff nurses in the clinical learning environment. Relationships with perceived stress and self-esteem were also investigated. Barrera and Ainlay's (1983) framework for social support provides the conceptual base for the study. The sample population (N = 87) were selected randomly from NLN accredited schools of nursing.
520 $a A descriptive correlational design was utilized to investigate relationships among the variables. Three instruments and a demographic data sheet were utilized to collect data. The instruments included the Revised Inventory of Socially Supportive Behaviors (RISSB) (O'Reilly-Knapp, 1992), which was used to measure perceived obtained and desired support, Pagana's Clinical Stress Questionnaire (CSQ), which measured perceived stress, and the Coopersmith Adult Self-esteem Inventory (ASEI), which measured perceptions of self-esteem.
520 $a Multiple regression analyses were used to examine the relationships among the variables of social support, stress, and self-esteem. The hypothesis investigated was: Students' perceptions of stress and self-esteem will be affected when social support perceived as obtained from staff nurses in the clinical learning environment is different from social support desired. Results of the analyses partially supported the hypothesis. A relationship was shown between desired and obtained social support difference scores and Harm subscale scores. In addition, an inverse relationship was shown between threat and self-esteem scores.
520 $a The research question looked at relationships among the demographic variables and the variables of perceived social support, stress, and self-esteem. Through a series of multiple regression analyses, a correlation was found between the year in the nursing program and social support difference scores, indicating that junior students desire more support than senior students. In addition, a correlation was seen between age and Challenge subscale scores, indicating that the type of stress older students perceived more often in the clinical learning environment was a positive stress.
520 $a Future research is recommended to include larger sample sizes and minorities. Social support from the perception of the staff nurse is also recommended, as is investigation into the variables in each clinical setting that may impact on the provision of social support.
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