Types and Sources of Social Support and Maternal-Student Role Stress in Married Associate Degree Nursing Students

Gigliotti, Eileen

doi:10.1080/01612840490432943

Cited by 10 publications

(16 citation statements)

References 22 publications

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“…This causes a problem in that within student groups there are differing levels of ‘preparedness’. These learners are identified as typically the first of their family to go to university, often a relatively low socioeconomic status, from farming families and mature aged women who maintain multiple roles comprising family responsibilities, work and student role 3,4 . Smaller and newer regional campuses have a greater number of ‘at risk’ learners and ‘second chance learners where the first chance was hardly a chance at all’ 5 .…”

Section: Participants Methods and Resultsmentioning

confidence: 99%

Total learning environment and the implications for rural student nurse retention

Croxon

Maginnis²

2006

Australian J Rural Health

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Rural areas are experiencing shortages in nurses therefore attrition is a significant factor in planning to meet students' needs. The way forward is for universities to react to the changes in the student cohorts and respond appropriately. A review of the literature identifies that student cohorts are becoming more diverse and universities need to tailor learning resources to deal with diversity and learning needs. The factors identified impact on course development and delivery of the content to students. Increasing emphasis is being placed on student satisfaction and retention with a recognised need to increase focus on the students' perspective of services required and to foster a feeling of welcoming and 'fitting in' to the university community. Participants, methods and resultsUniversity student cohorts are changing from the 'traditional' student cohort. 1 This is never more evident than at a rural campus where the student nursing cohort encompasses first generation students and mature aged women from rural and remote backgrounds. The diversity of students results in a wide range of abilities and attributes. 2 This causes a problem in that within student groups there are differing levels of 'preparedness'. These learners are identified as typically the first of their family to go to university, often a relatively low socioeconomic status, from farming families and mature aged women who maintain multiple roles comprising family responsibilities, work and student role. 3,4 Smaller and newer regional campuses have a greater number of 'at risk' learners and 'second chance learners where the first chance was hardly a chance at all'. 5 Whatever the challenges, there are students in these rural regional centres who want to learn and succeed. The learning experience may be very different to their metropolitan counterparts because of class sizes, life experiences and the diversity of the cohort. 6 On the positive side for the smaller and newer campuses, is the occurrence of smaller class sizes as being a factor in overcoming problems of these cohorts. Staff often have a high level of enthusiasm and greater degree of empathy for the student role and their problems. It has been observed that students on the smaller and newer campuses often perform comparatively better than their counterparts on the main campuses and that non-metropolitan campuses offer a supportive community in which the student can undergo personal development. 5 There is evidence that students who attend rural campuses and/or have clinical placements in rural settings are likely to accept registered nurse positions in these areas. 7 Higher education institutions often have a 'sink or swim' attitude. 8 This is evidenced in the mindset that students who are not successful or have difficulties in their academic achievements are not intellectually able or are not 'prepared' for university. This then can impact on attrition and retention rates. There is a need for a student to adapt quickly to a new environment. Universities need to know their cohorts...

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Section: Participants Methods and Resultsmentioning

confidence: 99%

Total learning environment and the implications for rural student nurse retention

Croxon

Maginnis²

2006

Australian J Rural Health

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“…Changing demographic characteristics as aggravating factors to nursing students' stress are not only based on cultural backgrounds. Additionally, being married, having children, being employed, and commuting to campus have also been linked with nursing student stress (Gigliotti, 2004;Nicholl & Timmons, 2005;Yonge, Myrick, & Haase, 2002;Zeitlin-Ophir, Melitz, Miller, Podoshin, & Mesh, 2004). Issues such as unstable national and global economies, rising tuition, and the ongoing struggle of balancing school, family, and work also negatively impact the stress nursing students are already encountering (Gigliotti, 2004;Nicholl & Timmons, 2005;Vanhanen & Janhonen, 2000;Zeitlin-Ophir et al, 2004).…”

Section: Factors That Aggravate Nursing Student Stressmentioning

confidence: 99%

Nursing students' understanding and enactment of resilience: a grounded theory study

Reyes

Andrusyszyn

Iwasiw

et al. 2015

Journal of Advanced Nursing

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The purpose of this study was to explore nursing students' understanding and enactment of resilience. Stress is considered to be a major factor affecting the health, well-being, and academic performance of nursing students. Resilience has been extensively researched as a process that allows individuals to successfully adapt to adversity and develop positive outcomes as a result. However, relatively little is known about the resilience of nursing students. A constructivist grounded theory study design was used. In-depth individual interviews were conducted with 38 nursing students enrolled in a four-year, integrated baccalaureate nursing degree program at a university in Ontario, Canada. Face-to-face interviews were conducted from January to April 2012. The basic social process of pushing through emerged as nursing students' understanding and enactment of resilience. Participants employed this process to withstand challenges in their academic lives. This process was comprised of three main phases: stepping into, staying the course, and acknowledging.Pushing through also included a transient disengaging process in which students were temporarily unable to push through their adversities. The process of pushing through was based on a progressive trajectory, which implied that nursing students enacted the process in order to make progress in their academic lives and to attain goals. Study findings provide important evidence for understanding the phenomenon of resilience as a dynamic, contextual process that can be learned and developed, rather than a static trait or personality characteristic.

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“…Also, though one might assume that older children give more meaningful aid, partial correlations showed that, after age 6 years, age made little difference. These findings are validated by the words of the 43-year-old anonymous participant who began Gigliotti's (2004b) study:…”

Section: Msrs Modelmentioning

confidence: 72%

“…Gigliotti (2004b) additionally found that particular types of support (affect, affirmation, and aid) from husbands and children were each associated with decreased MSRS. She concluded that investigating effects of affect, affirmation, and aid from particular network members could enhance internal validity and that use of situation-specific items could further enhance internal validity by studying social support in context.…”

Section: Flexible Line Of Defense and Transition Conditionsmentioning

confidence: 93%

“…Indeed Gigliotti (1999Gigliotti ( , 2004a found that, as psychological involvement in the student role increased and social support from the entire network decreased, MSRS increased. Furthermore, in a later study, Gigliotti (2004b) reported that social support specifically from one's children decreased MSRS for this same population. However, these studies' samples were highly restrictive and thus results can only be generalized to undergraduate, non-degreed, married, midlife (37 years and older) women who were born in the United States and were nursing majors.…”

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confidence: 96%

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Improving External and Internal Validity of a Model of Midlife Women's Maternal-Student Role Stress

Gigliotti

2007

Nurs Sci Q

Self Cite

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This study's purpose was to improve both the external and internal validity of Gigliotti's model of maternal-student role stress in midlife women. It was found that the model is generalizeable to midlife women who are non-degreed undergraduate students of varied marital and immigration status and varied college major, thus improving external validity. It was also found that investigating particular types of children's situation-specific social support improved internal validity. These results support the propositions of the Neuman systems model as well as Meleis and others' transition framework. An interventional study is proposed as the next step in this program of research.

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Types and Sources of Social Support and Maternal-Student Role Stress in Married Associate Degree Nursing Students

Cited by 10 publications

References 22 publications

Total learning environment and the implications for rural student nurse retention

Total learning environment and the implications for rural student nurse retention

Nursing students' understanding and enactment of resilience: a grounded theory study

Improving External and Internal Validity of a Model of Midlife Women's Maternal-Student Role Stress

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