title: The effects of a hardiness educational intervention on hardiness and perceived stress of junior baccalaureate nursing students.
abstract: Baccalaureate nursing education is stressful. The stress encompasses a range of academic, personal, clinical, and social reasons. A hardiness educational program, a tool for stress management, based on theory, research, and practice, exists to enhance the attitudes and coping strategies of hardiness (Maddi, 2007; Maddi et al., 2002). Research has shown that students who completed the hardiness educational program, subsequently improved in grade point average (GPA), college retention rates, and health (Maddi et al., 2002). Little research has been done to explore the effects of hardiness education with junior baccalaureate nursing students. Early identification of hardiness, the need for hardiness education, or stress management in this population may influence persistence in and completion of a nursing program (Hensel and Stoelting-Gettelfinger, 2011). Therefore, the aims were to determine if an increase in hardiness and a decrease in perceived stress in junior baccalaureate nursing students occurred in those who participated in a hardiness intervention. The application of the Hardiness Model and the Roy Adaptation Model established connections and conceptual collaboration among stress, stimuli, adaptation, and hardi-coping. A quasi-experimental non-equivalent control group with pre-test and post-test was used with a convenience sample of full-time junior level baccalaureate nursing students. Data were collected from August 2011 to December 2011. Results of statistical analyses by paired t-tests revealed that the hardiness intervention did not have a statistically significant effect on increasing hardiness scores. The hardiness intervention did have a statistically significant effect on decreasing perceived stress scores. The significant decrease in perceived stress was congruent with the Hardiness Model and the Roy Adaptation Model. Further hardiness research among junior baccalaureate nursing students, utilizing the entire hardiness intervention, was recommended.
authors.affiliation: Division of Nursing, Immaculata University, Immaculata, PA 19345-0652, United States. Electronic address: pjameson@immaculata.edu.
authors.forename: Paula R
authors.initials: PR
authors.lastname: Jameson
mesh_terms: D000223:Adaptation, Psychological; D000328:Adult; D004508:Education, Nursing, Baccalaureate; D005260:Female; D006801:Humans; D008297:Male; D008960:Models, Psychological; D055500:Resilience, Psychological; D013315:Stress, Psychological / Q000517:prevention & control*; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires
keywords: Adaptation; Coping; Hardiness; Hardiness education; Hardiness preparation; Nursing students; Perceived stress; Stress