Occupational stress and coping strategies among female baccalaureate nursing faculty

Authors

  • Dolly Goldenberg PhD RN,

    Corresponding author
    1. Assistant Professor, Faculty of Nursing, The University of Western Ontario, London, Ontario
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      This project was funded by the Faculty of Nursing The University of Western Ontario and the Iota Omicron Chapter, Sigma Theta Tau International Honor Society of Nursing

  • Janice Waddell MA RN

    1. Instructor, School of Nursing, Ryerson Polytechnical Institute, Toronto, Ontario, Canada
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      This project was funded by the Faculty of Nursing The University of Western Ontario and the Iota Omicron Chapter, Sigma Theta Tau International Honor Society of Nursing


Dr Dolly Goldenberg Assistant Professor Faculty of Nursing, The University of Western Ontario London, Ontario, N6A 5C1 Canada

Abstract

Considerable stress is involved in nursing education However, the sources and extent have not been fully investigated, nor have ways of coping The main purpose of the study was to explore the sources and levels of perceived stress, coping strategies and effectiveness among female baccalaureate nursing faculty The second purpose was to examine the relationship between stress, coping and academic responsibilities of the faculty member such as teaching, research and community service A sample of 70 subjects from eight Ontario universities completed the demographic questionnaire, the researcher-developed ‘Stress-Coping Anxiety Inventory’, and the ‘State-Trait Anxiety Inventory’ Form Y (STAI) (Spielberger et al 1983) Analysis of data using frequencies, cross tabulations, ANOVA and Pearson product-moment correlation were computed Perceived Stressors chosen most frequently as high in stress (≥ 4) (range = 1–5), in rank order, were ‘heavy workload (combined clinical and classroom teaching)’, ‘retaining failing students’, ‘failing clinically unsatisfactory students’, ‘meeting research requirements’ and ‘providing individual clinical supervision’ Active coping strategies were selected more frequently as being effective (≥ 4) than passive coping strategies Age of the respondent, number of years of full-time teaching and tenure status were most often significant factors (< 0 05) relating to the level of stress Implications for nursing education administrators and their faculty are discussed

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