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Hardiness, stress, and coping strategies among mid-level nurse managers: Implications for continuing higher education
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Abstract of the thesis
This study investigated relationships among hardiness, stress, and coping strategies among mid-level nurse managers in hospitals. Coping strategies were hypothesized to be positively related to stress. In addition, hardiness and its components were hypothesized to be positively related to stress and coping strategies. Demographics were hypothesized to be unrelated to stress, hardiness, and coping strategies. Both hardiness and coping strategies were hypothesized to be predictors of stress.
Hardiness, stress, and coping strategies among mid-level nurse managers: Implications for continuing higher education
Pearson correlation coefficients, multiple regression, and linear regression were used in data analysis. Stress was associated with specific coping strategies viz., confrontation, self-controlling, accepting responsibility, and escape avoidance. High hardiness, particularly commitment and challenge, was associated with low levels of stress and with problem-focused coping strategies. By contrast, low hardiness was associated with high stress and use of emotion-focused strategies.
Significant demographics, when compared to study variables, included age, experience, time with supervisors, number of direct reports, highest degrees obtained, and formal or informal higher education in management. Young nurse managers who were less experienced in nursing and management, and who had fewer direct reports, reported the highest stress levels among nurse managers. High hardiness, particularly commitment, was a strong predictor of low levels of stress; use of escape avoidance was a significant predictor of occupational stress.
This study supported the theoretical suppositions of lower stress if hardiness and specific coping strategies are high among mid-level nurse managers. Potential exists for work-related stress to be reduced by increasing hardiness and adaptive coping strategies. Implications for higher education research and practice are discussed
Researcher of the Thesis
- Sharon Kay Judkins
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