Abstract

Nursing students experience many situations that lead to stress. Stress can have many adverse effects on students, including attrition, and minority nursing students often grapple with a unique set of stressors related to their status as minorities. This study was conducted to close the gap in the literature about minority nursing students' beliefs and attitudes about help-seeking for stress. A basic qualitative design was utilized to answer one research question, How do minority nursing students describe their experiences with help-seeking when under stress? Individual interviews were conducted with 12 ethnic and racial minority students enrolled in their third or fourth year of nursing school at one predominately White university. Piaget's cognitive constructivism, Bandura's cognitive theory of self-regulatory behavior, and Jeffrey's nurse universal retention and success model were used as the theoretical frameworks for this study. Data were analyzed using a deductive approach. The results of the study indicated that minority nursing students' experiences with help-seeking when under stress were influenced by knowledge students constructed from past experiences. The participants' constructed knowledge was influenced by ethnic and racial backgrounds, which created barriers to help-seeking for stress. The research concluded that minority nursing students cognitively constructed maladaptive attitudes about help-seeking for stress led to maladaptive self-regulatory behavior that negatively influenced their success in assignments and courses.

Description

This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 28094849; ProQuest document ID: 2448629186. The author still retains copyright.

Author Details

Marjorie Attis-Josias, PhD, RN, CNL

Sigma Membership

Upsilon Epsilon

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

N/A

Research Approach

Qualitative Research

Keywords:

Minority Nursing Students, Stress, Help-Seeking, Beliefs and Attitudes

Advisor

Julia Bronner

Second Advisor

Jean Swenk

Third Advisor

Joy Kieffer

Degree

PhD

Degree Grantor

Capella University

Degree Year

2020

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2022-03-07

Full Text of Presentation

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