UTILIZATION OF ASSESSMENT AS AN INTERVENTION IN NURSING STUDENT STRESS: AN EXPLORATORY PROJECT.
Contributors: City University of New York.
Published: 1989
Number of pages: 244
Subjects: Sociology, Public and Social Welfare.; Education, Curriculum and Instruction.; Health Sciences, Nursing.
Description: The existing shortage of registered professional nurses in the United States coupled with a decreasing enrollment in baccaulaureate schools of nursing presents an increasing problem for the delivery of safe and humane nursing care to the people of this country. It is important that nurse educators address this problem in terms of retention of students already enrolled in schools of nursing. Working with students in coping with current stressors may assist them in their personal and academic lives and prepare them for future career related stressors.

The major purpose of this project was to explore the utilization of self-assessment of stress and coping as a stress management intervention with baccaulaureate nursing students. It was based on the investigator's premise that students' assessment of their own stress and coping strategies could serve as a stress management function for themselves.

The project took place in the Division of Nursing at a college of an urban northeastern university. Through a nonrandom purposive sampling procedure, 55 students enrolled in the first clinical course in nursing consented to participate in the project. Data were collected through interviews, an evaluative coping scale, and an evaluation form. Data collection occurred at the beginning and at the end of the semester. Both quantitative and qualitative data were collected and analyzed.

A project research associate conducted the assessment intervention with one group of students in a group interview situation and with a second group of students in individual interviews. A third group of students received no intervention other than taking the evaluative coping scale.

Quantitative and qualitative data results did not indicate significant increases in frequency and range of use of coping strategies pre- and postintervention but did show shifts in students' use of coping methods over the semester. Students in all three groups evaluated the assessment intervention as helping them to learn more about, and cope with, stress. The most significant finding of the project was that students are in need of focus on them as human beings. Faculty's role in responding to this need may be one of validation and legitimization of students' stress and coping experiences.
Notes: Source: Dissertation Abstracts International, Volume: 51-02, Section: A, page: 0653.

Thesis (D.S.W.)--CITY UNIVERSITY OF NEW YORK, 1989.

School code: 0046.