STRESS AND COPING MODES OF REGISTERED NURSES RETURNING TO SCHOOL FOR A BACCALAUREATE DEGREE.
Contributors: Columbia University. Teachers College.
Published: 1987
Number of pages: 114
Subjects: Education, Health.; Health Sciences, Nursing.
Description: The purpose of this study was to determine variables which registered nurses, returning to college for the baccalaureate degree, appraised as most stressful, and to determine which coping modes were used in response to stress encountered when returning to school.

The sample was composed of 108 registered nurses from eleven National League for Nursing accredited colleges and universities within a fifty mile radius of New York City.

The registered nurses' level of stress was measured by a Situation Scale developed by the investigator; and their level of physical and psychological distress in relation to the stress was measured by the Psychosomatic Distress Scale developed by Langner.

The type of coping mode utilized in response to stress was measured by the Ways of Coping Scale developed by Folkman and Lazarus. The Ways of Coping Scale was based on Lazarus' theoretical constructs, which define coping as cognitive and behavioral efforts to manage a troubled person-environment relationship.

The findings suggest that academic concerns, followed by time concerns and personal concerns were perceived by the group as most stressful when they returned to school; and those registered nurses who had high scores on the Situation Scale also tended to have high scores on the Psychosomatic Distress Scale.

The hypothesis that registered nurses who rate the variables associated with returning to school as highly stressful will use more emotion-focused coping modes was supported. As the level of perceived stress increased, the use of emotion-focused coping modes, as well as problem-focused coping modes increased.

The study suggests that academic concerns remain the greatest source of stress for registered nurses returning to school and that the registered nurses cope with the stress by using both emotion-focused and problem-focused coping modes; although more emotion-focused coping modes are used when the level of stress is increased.

Educators should be aware of the different coping dynamics that occur within the returning registered nurse group and of the need for some type of remedial program for registered nurses returning to the academic setting.
Notes: Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0312.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1987.

School code: 0055.