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An exploratory study on coping of Singapore student nurses
Author
Chia, Chin Chin
Supervisor
Tan, Ai-Girl
Abstract
This dissertation examined coping and related psychological issues of affect and self-efficacy of student nurses. The first aim of the study was to explore coping of Singapore student nurses with respect to specific stressors (clinical and academic) and establish the relationship between adaptive coping and positive affect. The second aim was to provide support for the convergent validity of the Ways of Coping scale (Lazarus & Folkman, 1984) and the Positive and Negative Affect Schedule (PANAS; Watson, Clark & Tellegen, 1988), with measures of self-efficacy (general and domain-specific). The study utilized Lazarus and Folkman’s (1984) coping theory and Fredrickson’s (1998) broaden-and-build theory of positive emotions.
Three hundred and five student nurses completed questionnaires on coping strategies used, affect experienced for clinical or academic stressors, general self-efficacy and domain-specific self-efficacy, either clinical or academic domains. Results showed that less adaptive coping strategies, i.e., escape-avoidance, accepting responsibility (selfblame), confrontative coping were correlated positively with negative affect at the p<.05 and .01 levels whereas adaptive strategies, i.e., planful problem-solving, seeking social support and positive reappraisal were correlated positively with positive affect at the p< .01 level. These adaptive strategies were also known as broad-minded coping. Furthermore, general self-efficacy was found to be a significant predictor of positive and negative affect (p<.001). Positive reappraisal and seeking social support also predicted positive affect; while escape-avoidance predicted negative affect (p<.001). These findings provided support for the theory of positive emotions and established positive reappraisal as an adaptive coping strategy in the context of coping of student nurses.
This study also linked general self-efficacy and domain-specific self-efficacy to coping strategies and affect. Results showed that problem-focused coping and positive affect were correlated positively with self-efficacy (general and domain-specific) at the p<.01 level; emotion-focused coping and negative affect were correlated negatively with self-efficacy (general and domain- specific) at the p<.01 and .05 levels. Hence, these findings provided support for the convergent validity of the Ways of Coping scale and the PANAS.
A significant difference was that student nurses used more problem-focused strategies and less emotion-focused strategies for clinical stressors than for academic stressors. Problem-focused coping generated more positive affect. Hence, student nurses in the clinical setting were likely to have benefited from the upward spiral of positive affect, i.e., the more positive affect promoted the use of problem-focused strategies, the more positive emotions were generated. These findings have implications for nurse educators in teaching student nurses adaptive coping. Attention may be given to how student nurses’ positive and negative affect, and self- efficacy may influence the choice of coping strategies.
Three hundred and five student nurses completed questionnaires on coping strategies used, affect experienced for clinical or academic stressors, general self-efficacy and domain-specific self-efficacy, either clinical or academic domains. Results showed that less adaptive coping strategies, i.e., escape-avoidance, accepting responsibility (selfblame), confrontative coping were correlated positively with negative affect at the p<.05 and .01 levels whereas adaptive strategies, i.e., planful problem-solving, seeking social support and positive reappraisal were correlated positively with positive affect at the p< .01 level. These adaptive strategies were also known as broad-minded coping. Furthermore, general self-efficacy was found to be a significant predictor of positive and negative affect (p<.001). Positive reappraisal and seeking social support also predicted positive affect; while escape-avoidance predicted negative affect (p<.001). These findings provided support for the theory of positive emotions and established positive reappraisal as an adaptive coping strategy in the context of coping of student nurses.
This study also linked general self-efficacy and domain-specific self-efficacy to coping strategies and affect. Results showed that problem-focused coping and positive affect were correlated positively with self-efficacy (general and domain-specific) at the p<.01 level; emotion-focused coping and negative affect were correlated negatively with self-efficacy (general and domain- specific) at the p<.01 and .05 levels. Hence, these findings provided support for the convergent validity of the Ways of Coping scale and the PANAS.
A significant difference was that student nurses used more problem-focused strategies and less emotion-focused strategies for clinical stressors than for academic stressors. Problem-focused coping generated more positive affect. Hence, student nurses in the clinical setting were likely to have benefited from the upward spiral of positive affect, i.e., the more positive affect promoted the use of problem-focused strategies, the more positive emotions were generated. These findings have implications for nurse educators in teaching student nurses adaptive coping. Attention may be given to how student nurses’ positive and negative affect, and self- efficacy may influence the choice of coping strategies.
Date Issued
2008
Call Number
RT73 Chi
Date Submitted
2008