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Leslie Barnes-Young


Research exploring the relationship between social supports and resilience among hospital-based nurses and teachers has offered little to illuminate how school nurses identify and access social support and the impact it may have on their ability to manage ongoing daily stressors or develop resilience. The social networks and social support model suggest that access to social support may underscore the development of effective coping. This study explored the relationship between social supports as measured by a self-report questionnaire, and resilience as measured by the Conner-Davidson Resilience Scale (CD-RISC). It was hypothesized that a positive correlation would exist between use of personal, professional, and community social support and school nurse resilience scores. Additional hypotheses were that resilience would be positively correlated with longevity, perception of funding, and professional school nurse association activity. A convenience sample of 145 certified school nurses employed in one northeastern state's public schools completed an online survey that included a behavioral questionnaire and the CD-RISC. t tests and correlations were employed to examine the relationship between the variables. Both collaboration with multidisciplinary team members within the school setting and identification of personal and professional social support were significantly correlated with school nurse resilience. Results may influence positive social change for the individual school nurse via an improved ability to cope with workplace stressors. The bidirectional nature of resilience suggests interaction with a resilient nurse may influence the broader school community with an impact on cost, attendance, and learning.

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