Abstract
Despite the known benefits of hardiness education, no published research has been found on the effects of hardiness education with nursing students. Thus, the purposes of this study were first to determine if an increase in hardiness and a decrease in perceived stress in baccalaureate nursing students occurred in those who participated in a hardiness educational intervention. Secondly, to compare hardiness and perceived stress between baccalaureate nursing students who participated and those who did not participate in a hardiness educational intervention. A substruction of the application of Khoshaba and Maddi's Hardiness Model and the Roy Adaptation Model provided the theoretical basis for this research.
Sigma Membership
Delta Tau at-Large
Type
Dissertation
Format Type
Text-based Document
Study Design/Type
Quasi-Experimental Study, Other
Research Approach
Mixed/Multi Method Research
Keywords:
Nursing Education, Nursing Students, Adaptive Coping, Hardiness Education
Advisor
Mary Baumberger-Henry
Second Advisor
Lois R. Allen
Degree
PhD
Degree Grantor
Widener University
Degree Year
2012
Recommended Citation
Jameson, Paula R., "The effects of a hardiness educational intervention on hardiness and perceived stress of baccalaureate nursing students" (2022). Dissertations. 88.
https://www.sigmarepository.org/dissertations/88
Rights Holder
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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
2022-12-12
Full Text of Presentation
wf_yes
Description
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 3533654; ProQuest document ID: 1221627364. The author still retains copyright.