Page 481 - Encyclopedia of Nursing Research

448 n RESOURCEFUlNESS

provide much access to research and rele- standard psychometric studies to designs
vant databases; however, there is still need that characterize individuals with high or
R for timely and readable reports of completed low resourcefulness and investigation of
research. predictive models, to testing of interven-
tions that teach resourcefulness to elders.
Carol A. Ashton However, studies of resourcefulness in chil-
dren and adolescents remain few and many
opportunities exist in this area.
The synthesis of theoretical notions and
ResouRcefulness empirical findings has facilitated the crea-
tion of a middle range theory of resource-
fulness (zauszniewski, 2006) for nursing
Resourcefulness is a collection of cognitive and health care research. This theory of
and behavioral skills that are used to attain, resourcefulness is based on the conceptual-
maintain, or regain health. Resourcefulness ization of the two forms of resourcefulness:
involves the ability to maintain indepen- personal (self-help) and social (help-seeking)
dence in daily tasks despite potentially resourcefulness. Other major constructs of
adverse situations (i.e., personal resourceful- the theory of resourcefulness include ante-
ness; Rosenbaum, 1990) and to seek help from cedents or contextual factors (intrinsic and
others when unable to function indepen- extrinsic), intervening variables or process
dently (i.e., social resourcefulness; Nadler, regulators (i.e., perceptions, cognitions,
1990). Thus, two forms of resourcefulness affect, and motivation), and quality of life
exist, and the skills comprising the two are outcomes (i.e., physical, psychological, and
complementary and equally important for social functioning).
health promotion (zauszniewski, lai, & Contextual factors affecting resourceful-
Tithiphontumrong, 2006). Both the self-help ness are both intrinsic and extrinsic. Intrinsic
and help-seeking skills constituting personal factors that have been identified from empir-
and social resourcefulness, respectively, are ical research include demographic character-
believed to be learned through either formal istics (e.g., age, gender, and race/ethnicity),
or informal instruction (Rosenbaum, 1990) chronic conditions or health status (Huang,
and can therefore be taught (zauszniewski, Perng, Chen, & lai, 2008; Huang et al.,
Bekhet, lai, McDonald, & Musil, 2007). 2007; Huang, Sousa, Tu, & Hwang, 2005;
Numerous studies since the early 1980s have zauszniewski, Bekhet, & Suresky, 2009;
suggested that teaching personal and social zauszniewski & Chung, 2001; zauszniewski,
resourcefulness skills is beneficial in pro- Chung, & Krafcik, 2001; zauszniewski,
moting and maintaining healthy physical, Eggenschwiler, Preechawong, Roberts, &
psychological, and social functioning across Morris, 2006; zauszniewski et al., 2005),
the life span. and perceived caregiver burden (Musil,
Over nearly three decades, theoret- Warner, zauszniewski, Wykle, & Standing,
ical notions about resourcefulness have 2009; Wang, Rong, Chen, Wei, & lin, 2007;
been developed whereas numerous stud- zauszniewski, Bekhet, & Suresky, 2008;
ies of resourcefulness have been conducted. zauszniewski et al., 2005). Extrinsic factors
Resourcefulness research has expanded from include social network size, social support,
healthy college students, to adults with vari- and environmental/milieu characteris-
ous psychological and physical conditions, tics (Bekhet, zauszniewski, & Wykle, 2008;
to community-dwelling and chronically ill Dirksen, 2000; Huang & Guo, 2009; Kreulen
elders. In addition, research methods used in & Braden, 2004; Ngai, Chan, & Ip, 2010;
studies of resourcefulness have evolved from zauszniewski et al., 2005).