Comparative analysis of role strain and self-esteem across academic programs

Area of Science:

• Nursing Education
• Psychological Well-being in Healthcare Professionals

Background:

• Nursing education programs aim to prepare competent professionals while managing student well-being.
• Role strain and self-esteem are critical factors influencing student success and retention in nursing programs.

Purpose of the Study:

• To compare role strain and self-esteem differences among licensed practical nursing (LPN) transition students, traditional associate degree nursing (ADN) students, and bachelor of science in nursing (BSN) students.
• To examine changes in role strain and self-esteem from program entry to exit within these nursing student groups.

Main Methods:

• Utilized the Lengacher Role Strain Inventory and Coopersmith's Self-Esteem Inventory for data collection.
• Employed t-tests for independent samples and 2x2 ANOVA for statistical analysis.
• Included 88 students (47 traditional ADN, 17 LPN, 24 BSN) who completed pretest and posttest measures.

Main Results:

• Statistically significant differences in self-esteem were found between LPN transition and traditional ADN students at entry and exit.
• Significant differences in self-esteem were observed among ADN and BSN students from entry to exit.
• Significant differences in role strain were noted between and among LPN and ADN students throughout their programs.

Conclusions:

• Nursing program type significantly impacts student self-esteem and role strain.
• LPN transition students and traditional ADN students exhibit distinct self-esteem trajectories.
• Interventions to reduce role strain and enhance self-esteem may be beneficial for nursing students, particularly LPN and ADN cohorts.