The relationship of learned resourcefulness with self-leadership skills: A study with nurse and midwife students

Abstract

BackgroundIt is important for the professionalism that students at the university use their coping skills to solve the problems that may arise before starting the profession, control their behaviours by directing themselves, and motivate themselves in case they face negative situations. ObjectivesThis study was carried out to determine the relationship between the selfleadership skills of students studying in nursing and midwifery departments and their learned resourcefulness skills. DesignThe study a descriptive, correlational and cross-sectional pattern. SettingsThe sample of the study consisted of 380 students studying at the Nursing and Midwifery Department of the Faculty of Health Sciences of a foundation university in Istanbul. MethodsThe research data were collected using the information form, the Revised Self-Leadership Questionnaire, and the Rosenbaum Learned Resourcefulness Scale. In the analysis of the data descriptive analysis, parametric or non-parametric comparative analyzes and correlational analyzes were used. ResultsIn the study; 84.5% of the participants were female and whose mean age was 20.6-61.6% of the participants were studying in the nursing department. The total score the students got from the Revised Self-Leadership Questionnaire was 131.87 ± 23.49, and the total score that got from the Rosenbaum Learned Resourcefulness Scale was 120.81 ± 16.77. The students studying in the third-grade (124.16 ± 13.9) had higher self-control skills compared to the first (118.57 ± 18.8) and the second-grade (119.2 ± 16.7) students, that's, they frequently applied the coping strategies represented in the scale (p < 0.05). There was a positive linear relationship between two scale (p < 0.001). ConclusionWithin the framework of the research results, gender, grade and the department studied are related to the level of self‑leadership. The level of learned resourcefulness was associated with classroom and stress training. Individuals’ self‑leadership levels showed a positive relationship with their learned resourcefulness level.