The predictive value of nursing student and faculty variables on success: Student perception of faculty support

Student stress and faculty stress have been well documented in the research literature; however, stress levels experienced concurrently by faculty and students has not been documented. The purposes of this study were to describe the stressors and level of stress experienced by undergraduate students and faculty in a nursing program in southeast Texas, to ascertain correlations among the Faculty Stress Index (FSI), Student Nurse Stress Index (SNSI), Perceived Faculty Support Scale (PFSS), nursing course grades of Spring 2008, and demographic variables, and ultimately to determine if there is a predictive relationship among the FSI, SNSI, PFSS, and age on grades. A cross-sectional descriptive survey design and record review were used. Online surveys were administered to participants via Survey Monkey®. The faculty survey included the FSI. The student survey included the SNSI, and the PFSS. Both had extensive demographic sections. Data were collected over three weeks at the end of the Spring 2008 semester, downloaded into a spreadsheet and analyzed using SPSS 15. Descriptive statistics were used to describe the convenience sample, and Pearson Product Moment Correlation (Pearson's r) was used to ascertain correlation of interval level variables. Hierarchical vii regression was utilized to assess the predictive value of variables on current nursing course grades, Spring 2008. Thirty faculty (78.95%) and 137 students participated (48%). The SNSI and grades were negatively correlated. As stress increased, grades decreased (significance). The SNSI provided 5.1% of the variance (predictive). Faculty with teaching responsibilities in both programs during the same semester were most stressed. Total stress for faculty was at the moderate level. Faculty found attending meetings that take up too much time as most stressful. Students were moderately stressed. Students found lack of free time most stressful. Kolcaba's (1991) Comfort Theory provided framework for the study. When students' level of stress, as discomfort increased, grades were influenced negatively. Faculty transcended stress levels and were perceived as supportive to students. Students transcended stress levels and successfully completed nursing courses. Faculty are encouraged to explore comfort strategies in themselves and students to enhance learning and performance resulting in higher grades, and success in the program.