SURVEY OF PERCEIVED STRESSORS OF BLACK BACCALAUREATE NURSING STUDENTS AND THE EFFECTS OF SOCIAL SUPPORTS (NETWORKS).
Contributors: St. Louis University.
Published: 1984
Number of pages: 180
Subjects: Education, Educational Psychology.
Description: The purpose of this study was to determine the perception of stressors and social supports of basic Black baccalaureate nursing students in predominantly white NLN-accredited nursing programs in the Midwest Region. With an increased number of these students in predominantly white baccalaureate nursing programs, clarity was obtained on the stressors in the environment and the social supports that buffer the stressors.

A researcher-developed questionnaire on stressors and social supports was used in this study to provide a framework for examining the stressors and social supports that were relevant to the students' perception of the stressors and supports in their environment.

A total of 151 (42%) basic students enrolled during the Fall 1983 academic term in 26 NLN-accredited generic baccalaureate nursing programs in th NLN Midwest Region constituted the available sample for this study. Of this number, the data producing sample consisted of 130 basic Black baccalaureate students.

This study employed an ex post facto posttest only design. The methodology was a descriptive survey technique.

Data analysis consisted of the SPSS MANOVA, SPSS ONEWAY, and PEARSON CORRELATION. The level of significance of .05 was set for acceptance of the null hypothesis and research questions.

The null hypothesis of significant difference in the scores of strong supports with the stressors of role, academic, social, cultural and relationship was rejected. Significant differences were not found in scores of strong social supports with the stressors of sense of belonging, just world, aloneness, clinical and self-confidence for the null hypothesis. This portion of the null hypothesis was rejected.

Significant findings of the Research Questions were: (1) The highest preference of a type of support was Affective. (2) The academic level of Black students showed a significant difference with relationship and self-confidence stressors. (3) Overall Support was the single source of support with the strongest significant negative relationship. (4) The most threatening stressor was the self-confidence stressor, with aloneness stressor of almost equal threat. (5) Differences among groups and legal control of the universities were found for aloneness stressors and the affirmation supports.
Notes: Source: Dissertation Abstracts International, Volume: 46-07, Section: A, page: 1883.

Thesis (PH.D.)--SAINT LOUIS UNIVERSITY, 1984.

School code: 0193.