Stress resiliency, psychological empowerment and conflict management styles among baccalaureate nursing students

Authors

  • Eula W. Pines,

    1. Eula W. Pines PhD RN PMHCNS-BC
      Associate Professor of Nursing
      Ila Faye Miller School of Nursing, University of the Incarnate Word, San Antonio, Texas, USA
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  • Maureen L. Rauschhuber,

    1. Maureen L. Rauschhuber PhD RN RNC
      Associate Professor of Nursing
      Ila Faye Miller School of Nursing, University of the Incarnate Word, San Antonio, Texas, USA
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  • Gary H. Norgan,

    1. Gary H. Norgan MSN PhD RN
      Professor of Nursing
      Ila Faye Miller School of Nursing, University of the Incarnate Word, San Antonio, Texas, USA
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  • Jennifer D. Cook,

    1. Jennifer D. Cook MBA PhD RN
      Assistant Professor of Nursing
      Ila Faye Miller School of Nursing, University of the Incarnate Word, San Antonio, Texas, USA
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  • Leticia Canchola,

    1. Leticia Canchola MSN RN
      Instructor of Nursing
      Ila Faye Miller School of Nursing, University of the Incarnate Word, San Antonio, Texas, USA
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  • Cynthia Richardson,

    1. Cynthia Richardson MSN RN
      Instructor of Nursing
      Ila Faye Miller School of Nursing,University of the Incarnate Word, San Antonio, Texas, USA
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  • Mary Elaine Jones

    1. Mary Elaine Jones MSN PhD
      Professor of Nursing
      Ila Faye Miller School of Nursing, University of the Incarnate Word, San Antonio, Texas, USA
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E.W. Pines: e-mail: pines@uiwtx.edu

Abstract

pines e.w., rauschhuber m.l., norgan g.h., cook j.d., canchola l., richardson c. & jones m.e. (2012) Stress resiliency, psychological empowerment and conflict management styles among baccalaureate nursing students. Journal of Advanced Nursing68(7), 1482–1493.

Abstract

Aims.  This article is a report of a Neuman Systems Model-guided correlational study of the relations of stress resiliency, psychological empowerment, selected demographic characteristics (age, ethnicity, semester in school) and conflict management styles.

Background.  Emerging evidence suggests that stress resiliency and psychological empowerment can strengthen student nurses in academic achievement and coping with stress. Little is known about conflict management styles of students and the relationship to empowerment, resiliency and the implications for managing workplace conflict.

Methods.  A correlational study was conducted in Spring 2010 with 166 baccalaureate students. Most participants were female, single, Hispanic and 25 years old. The data collection instruments included the Stress Resiliency Profile, the Psychological Empowerment Instrument, the Conflict Mode Instrument and a demographic inventory. Descriptive and inferential correlational statistics were used to analyse the data.

Results.  Students scored in the high range for focusing on their deficiencies in conflict situations; they scored above the 60th percentile for avoiding and accommodating behaviours and were less likely to use competing or collaborating strategies to manage conflict. Empowerment scores were significantly correlated with stress resiliency scores. Students with high scores on empowerment had high scores on the skill recognition subscale of the Stress Resiliency Profile suggesting more resilience; high scores on empowerment were related to high necessitating subscale scores of the Stress Resiliency Profile suggesting a predisposition to stress.

Conclusions.  Neuman Systems Model may provide guidance for educators to strengthen student nurses’ management of stressors in the workplace.

Ancillary