Women who are both mothers and students are at high risk for experiencing multiple role stress. In this exploratory study guided by Neuman's conceptual model, the conditions under which role stress develops in these women were examined. Specifically, the moderating capabilities of the psychological and sociocultural variables in the flexible line of defense, psychological role involvement and perceived social support, were investigated. It was found that these two variables interacted to explain role stress only in the presence of the developmental variable, maternal age. Recommendations concerning conceptual and empirical specification of Neuman's model are presented.

This paper details the refinement and testing of a proposition regarding the age-related effects of psychological involvement in both the maternal role and the student role, and total network support on maternal-student role stress. Results of hierarchical multiple regression analysis showed that the independent variables contribute to an explanation of maternal-student role stress only for women aged 37 years and older. The proposition was further refined. It supports the propositions of both Neuman's systems model and Meleis et al.'s transition framework. Implications for research and practice are discussed.

The generation of testable nursing theory requires operationalization of the broad concepts embedded in nursing's conceptual models or grand theories. Operationalization of the Neuman systems model concepts, the flexible line of defense and the lines of resistance, are explored in this article. Conceptual and empirical concerns imposed on the researcher when employing the model are discussed.