The Essence of Stress and Perceived Faculty Support - Research Paper Example

The Essence of Stress and Perceived Faculty Support Problem statement The problem the study was conducted to resolve is an important one for nursing to explore because this exploration of foreign-born student nurse stress and their receptions of faculty support has the potential to assist educators in identifying and implementing retention interventions better suited for this student population, thereby increasing the overall success of foreign-born nursing students. Study purpose The purpose of this phenomenological study was to describe the essence of stress and perceived faculty support as identified by foreign-born students enrolled in a generic baccalaureate degree nursing program The four main questions in this research were: (1) What are foreign-born senior-level nursing students’ perceptions of stress experienced in a generic baccalaureate nursing program? (2) What are foreign-born senior-level nursing students’ perceptions of faculty support while in a generic baccalaureate nursing program? (3) How do foreign-born senior-level nursing students’ perceptions of stress compare with reported scores on the Student Nurse Stress Index (SNSI) (Jones & Johnston, 1999)? (4) How do foreign-born senior-level nursing students’ perceptions of faculty support compare with reported scores on the Perceived Faculty Support Scale (PFS) (Shelton,2003)? Hypothesis Research indicates that minority nursing students are at high risk for failure and attrition (Choi, 2005; Gardner, 2005a; Jeffreys, 2007b). Research on stress in nursing students indicates these students experience a variety of stressors, such as fear of failure, financial issues, patient care responsibilities, and balancing school work with personal life (Jones & Johnston, 1997, 1999). Furthermore, the greater the stress experienced, the greater the negative effects it has on student learning and success (Gwele & Uys, 1998; Jones & Johnston, 1997). Study Variables Independent variable: Participation in intensive study program. Dependent variable: Graduation rates. Dependent variables in this study were interviewing, data collecting, group sessions etc. and independent variables are actually the results of dependent variables. Conceptual model Conceptual model is used in forms of diargrams and scales and it is used to help us understand the subject matter. This model includes 11 teaching strategies, such as prepairing learning objectives related to communication, premitting expression of identity and cultural sharing,providing bilinguaal and bicultural opportunities, modeling the use of texts and resources, and continuous assesment. Review of Related Literature The findings of this study reflect previous literature indicating that foreign-born nursing students report issues of discrimination, stereotyping, and cultural incompetence or incongruence (Gardner, 2005b; Jeffreys, 2007a). Study design An interpretive phenomenological design was used to examine stress experiences and perceptions of faculty support among foreign-born generic baccalaureate nursing students. Interpretative Phenomenological Analysis (IPA) is an approach to psychological qualitative research with an idiographic focus, which means that it aims to offer insights into how a given person, in a given context, makes sense of a given phenomenon. Usually these phenomena relate to experiences of some personal significance - such as a major life event, or the development of an important relationship. It has its theoretical origins in phenomenology and hermeneutics, and key ideas from Husserl, Heidegger, and Merleau-Ponty are often cited . IPA is one of several approaches to qualitative, phenomenological psychology. Sample and setting A purposeful sample of foreign-born baccalaureate senior-level nursing students participated in the study (n=10) and that is what makes the sample large enough. What makes the sample representative of the target population is the fact that inclusion criteria included having been outside the United States or its territories and having lived in the United States for less than 10 years. The setting was an appropriate one because this university (Texas Women’s University) ranks second in the state and 15th in the nation among the universities with the most diverse student populations. Identification and Control of Extraneous Variables Both the SNSI and the PFS failed to uncover the major themes of language issues, stereotyping, discrimination, and cultural incompetence, and without the qualitative data it would appear these students reported very low levels of perceived faculty support. Triangulating this data revealed incongruent findings, as the focus group and individual interviews found that foreign-born nursing students experience unique stress and strain and perceptions that faculty are not culturally competent. Study instruments/tools The instruments used in this study were the SNSI (a 22-item scale that measures nursing student stress related to four factors: academic load, clinical concerns, personal problems, and interface worries. Validity was demonstrated by confirmatory factor analysis, with internal consistency reliability coefficients (all exceeding 0.70)) and the PFS (a 24-item scale that measures two types of faculty support, psychological and functional, as perceived by the nursing student Validity was demonstrated by factor analysis and internal consistency reliability ranged from 0.92 to 0.96). These instruments were appropriate for this study because they measured nursing student stress and types of faculty support, as it was needed. The design used for this study is an appropriate one because it helped develop a theory and identified problems of foreign-born nursing students. Two most important treats of the study design : 1. Regression (unreliable test)(Test score = true score + error )… The students in this study did not report high stress scores as measured by the SNSI. Rather, their scores were close to or lower than the midpoint range scores. 2. Quazi experiment (Researchers must seek additional evidence to eliminate threats to internal validity in a quasi-experiment). Without the qualitative data, it would appear these students reported very low levels of student nurse stress and high levels of perceived faculty support. All threats to external validity interact with the independent variable. Problem explanations are taken as given and there exists a chance that some of the students included in the research did not give all the information needed or did not tell the whole truth. Data Collection Methods Data collection methods are appropriate for this study because there were spreadsheets and scales used which made the collected data easier to process. Quantitative data were collected using a simultaneous supplementary strategy; that is, both qualitative and quantitative data were collected with the same participants during the same time period. The steps taken to protect the rights of subjects are adequate because researchers undertook only such research that according to their understanding is useful to society or for the furtherance of knowledge on the subject. All parties involved in research and dissemination of its findings practiced sensitivity and respect for culture and other aspects of the group or community studied. Peer review was an important part of this research initiative, and was sought at various stages of research. Data Analysis Procedures Considering the fact that the data analysis has been done in 4 fazes and in each one there has been special attention devoted, I consider it appropriate for analyses the data with a high level of accuracy. Interviewing and communicating with the students and later analyzing the data, the researchers managed to answer the research questions and come to purposeful conclusions which all apply to the students’ desire to be accepted and supported from other students, faculty and the educational institution. Strengths\Limitations Study findings cannot be considered complitely valid because this theme and the resulting patterns and subthemeswere not captured as well in the quantitative data. Both the SNSI and the PFS failed to uncover the major themes of language issues, stereotyping, discrimination, and cultural incompetence. To nursing students this study only represents facts they were, more or less, already aware of, but for people who were born and grew up in US this research might raise the level of consciousness and compassion for those who were foreign-born. The main limitations are lack of data and the fact that methods of evaluation, such as peer grading, were not fully accepted by these students. The main strengths of the scientific merit of this study are approach to the students and environment (setting) where the study was being done. Implications For practice: Frequent and thoughtful communication counts. Reflecting on effective strategies in group and professional development settings as a regular part of their ongoing careers can be a powerful strategy to build capacity and overcome challenges. Professors should practice what they teach in classroom. People in general should show more compassion and acceptance for those who were foreign born and avoid discriminations of any kind. For education:  Education must be available for, accessible to and inclusive of all children.  Education must be provided in a way that is consistent with human rights, equal respect for culture, religion and language and free from all forms of violence( UNESCO, UNICEF, "A Human Rights-Based Approach to Education for All," 2007). Teachers must be properly trained and paid in order to provide quality education. For research: there is a great need for updated research on nursing studend stress and also on how faculty can affect stress experiences. This research can be used to increase consciousness about foreign-born student's stress and mayble willingness to change additutes on people who are different. References Heppner, P. P., Kivlighan, D. M., Jr., & Wampold, B. E. (1999). Research design in counseling (2nd ed.). New York: Brooks/Cole. UNESCO, UNICEF. A Human Rights-Based Approach to Education for All. 2007 retrieved from http://unesdoc.unesco.org/images/0015/001548/154861e.pdf DeMonica L. Junious, Ann Malecha, Kathryn Tart, Anne Young. Stress and Perceived Faculty Support Among Foreign-Born Baccalaureate Nursing Students. Journal of nursing Education. Vol.49, No.5, 2010 Read More