Angela C. Wolff

Stress, Social Support, and Sense of Coherence:

In the Salutogenic Model, Aaron Antonovsky suggested that a sense of coherence (SOC) is the key determinant in the maintenance of health. He theorized that individuals with a strong SOC have the ability to (a) define life events as less stressful (comprehensibility), (b) mobilize resources to deal with encountered stressors (manageability), and (c) possess the motivation, desire, and commitment to cope (meaningfulness). To determine the effects of SOC on health outcomes, a greater understanding of the development and maintenance of SOC is necessary. Data from the 1994 Canadian National Population Health Survey were analyzed to investigate the effects of stress, social support, and recent traumatic life events on SOC. As predicted, stress and recent traumatic events were found to be inversely related to SOC, and social support was positively related. Traumatic events encountered in childhood were stronger predictors of SOC than traumatic life events experienced in adulthood.

Escaping bullying: The simultaneous impact of individual and unit-level bullying on turnover intentions:

In this study, we investigate the simultaneous impact of, and interaction between, being the direct target of bullying and working in an environment characterized by bullying upon employees’ turnover intentions. Hierarchical linear modeling analysis of a sample of 41 hospital units and 357 nurses demonstrates that working in an environment characterized by bullying increases individual employees’ turnover intentions. Importantly, employees report similarly high turnover intentions when they are either the direct target of bullying or when they work in work units characterized by high bullying. Results also suggest that the impact of unit-level bullying is stronger on those who are not often directly bullied themselves.

Managing and mitigating conflict in healthcare teams: an integrative review.

AIM To review empirical studies examining antecedents (sources, causes, predictors) in the management and mitigation of interpersonal conflict. BACKGROUND Providing quality care requires positive, collaborative working relationships among healthcare team members. In todays increasingly stress-laden work environments, such relationships can be threatened by interpersonal conflict. Identifying the underlying causes of conflict and choice of conflict management style will help practitioners, leaders and managers build an organizational culture that fosters collegiality and create the best possible environment to engage in effective conflict management. DESIGN Integrative literature review. DATA SOURCES CINAHL, MEDLINE, PsycINFO, Proquest ABI/Inform, Cochrane Library and Joanne Briggs Institute Library were searched for empirical studies published between 2002-May 2014. REVIEW METHODS The review was informed by the approach of Whittemore and Knafl. Findings were extracted, critically examined and grouped into themes. RESULTS Forty-four papers met the inclusion criteria. Several antecedents influence conflict and choice of conflict management style including individual characteristics, contextual factors and interpersonal conditions. Sources most frequently identified include lack of emotional intelligence, certain personality traits, poor work environment, role ambiguity, lack of support and poor communication. Very few published interventions were found. CONCLUSION By synthesizing the knowledge and identifying antecedents, this review offers evidence to support recommendations on managing and mitigating conflict. As inevitable as conflict is, it is the responsibility of everyone to increase their own awareness, accountability and active participation in understanding conflict and minimizing it. Future research should investigate the testing of interventions to minimize these antecedents and, subsequently, reduce conflict.

Do relational differences in demographics and work values result in conflict and burnout in the nursing workforce

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The process of maturing as a competent clinical teacher

Clinical nursing teachers are a unique group of academics; they are experts in the art of teaching and the clinical aspects of the nursing profession. A relatively large body of published research substantiates the nature and scope of effective of clinical teaching behaviors as perceived by students and nurse educators. There is, however, a topic that is surprisingly absent from this literature; that is, the study of clinical teachers" competence. For the most part, research has not been conducted to determine clinical teachers" perceptions about their combined competence as teachers and as nurses. The purpose of this study was to describe the process, or processes, by which clinical nursing teachers attain, demonstrate, and maintain competence. Indirectly, this research revealed the factors and situations that either facilitate or hinder the process of becoming competent. A grounded theory design was chosen for this study because this method was most appropriate for exploring a basic social process such as competence. Eleven clinical nursing teachers from three nursing programs in the Lower Mainland of British Columbia were interviewed for this study. Data analysis proceeded according to the method of constant comparative analysis designed by Glaser and Strauss (1967). In an analysis of the interview results, common themes comprise a three-phased process of maturing as competent clinical teachers. The main theme underpinning all three phases of this process was found to be the development of self-confidence. The first phase, dealing with self learning needs, described a period of adjustment where clinical teachers confronted the difficulties associated with making the transition from a nurse clinician to a clinical teacher. In phase two, clinical teachers built their teaching style. The third phase focused on integrating the complexities of clinical teaching into their practice as educators. Each phase featured a central focus, key strategies, outcomes, conditions, and facilitative factors. The findings also indicated the maturation process was situation specific and context bound. Furthermore, clinical teachers may experience either occasional or overall incompetence. Based on the findings of this study, the implications for nursing practice, education, administration, and research