Abstract
The purpose of this study was to investigate the social support baccalaureate nursing students obtain and desire from staff nurses in the clinical learning environment. Relationships with perceived stress and self-esteem were also investigated. Barrera and Ainlay's (1983) framework for social support provides the conceptual base for the study. The sample population (N = 87) were selected randomly from NLN accredited schools of nursing.
A descriptive correlational design was utilized to investigate relationships among the variables. Three instruments and a demographic data sheet were utilized to collect data. The instruments included the Revised Inventory of Socially Supportive Behaviors (RISSB) (O'Reilly-Knapp, 1992), which was used to measure perceived obtained and desired support, Pagana's Clinical Stress Questionnaire (CSQ), which measured perceived stress, and the Coopersmith Adult Self-esteem Inventory (ASEI), which measured perceptions of self-esteem.
Sigma Membership
Eta Mu
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Quantitative Research
Keywords:
Clinical Learning, Nursing Education, Nursing Students, Social Support
Advisor
Jane Patterson
Second Advisor
Karen Rose
Degree
PhD
Degree Grantor
Widener University
Degree Year
2001
Recommended Citation
Montalto, Karen A., "The relationships among social support from staff in the clinical learning environment and student perceptions of stress and self-esteem" (2023). Dissertations. 741.
https://www.sigmarepository.org/dissertations/741
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Review Type
None: Degree-based Submission
Acquisition
Proxy-submission
Date of Issue
2023-06-20
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3027636; ProQuest document ID: 304773037. The author still retains copyright.