الفهرس 
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Abstract
Conflicts are inevitable in any relationship. People find themselves, in intimate relationships, rightful to have influence on their partner and this is where people become vulnerable. Conflict is the lack of agreement among two individuals so that find it impossible to reach agreement in their viewpoints and behavioral goals. Conflicts in marital relationships strengthen the couple relationships with their friends and relatives so it affects the couples physically, psychologically, and socially (Ogunsanwo, 2020).
Many families are exposed to problems due to misunderstandings between family members. The family is an institution that has always faced numerous challenges and many parents end up getting divorced, which affects the well-being of their student. For instance, family conflicts can increase the likelihood of the student being affected negatively. These negative effects might lead to others, such as impacts on their attachment style, their future relationships, and also their academic progress at school or college (Hess et al., 2022).
Community health nurses play a key role in the preservation and promotion of individuals’, families’, and societies’ health. Students, as a specific group, need special health nursing interventions. Community health nurse enhance students’ and their families’ capacity to achieve higher levels of health. Community health nurse has a crucial role in the seamless provision of comprehensive health services the role of the Community health nurse in serving as a team member in providing preventive services, early identification of problems, interventions, health education, and referrals to foster health and educational success (Dehaghani, et al. 2019).
Significant of study
Family conflict includes marital problems such as a lack of communication, quarrels about nursing students’ disagreements over money, and sexual problems. Marital conflict has been linked to internalizing and externalizing problem behavior in students and students. Egypt is the most populous country in the Arabic region with104,983,968 million inhabitants of which 25% are student (UNICEF, 2021). Traditionally, students in Egypt live with their parents and some may regularly witness inter-parental conflict in Egypt. Based on National Council for Women (NCW) statistics, there are around eight million Egyptian women are at risk of domestic violence each year, and up to 86 per cent of wives may face spousal abuse which the main cause of family conflict in Egypt (Roger et al., 2018).
The prevalence of family conflict was examined among a randomly selected sample of adults and showed that tens of millions of adults and students may be impacted by parental conflict, which is much higher than previous estimates
Through this study it touched on this problem in reality and saw the extent of it is impact on the behavior of nursing school students and their academic level.
Aim of the study
This study aims at assessing the effect of family conflict on the behavior of nursing school students through:
1) Assessing nursing school student’s perception of family conflict includes (Conflict properties, Perceived Self-Blame, and Perceived Threat).
2) Assessing nursing student behavior and social skills.
3) Assessing risk factors of family conflicts among nursing school students.
4) Assessing health problems among school students
Research question
1. What is the effect of family conflicts on the behavior of nursing school students?
2. Is there a relation between types of family conflicts and socio demographic characteristics of nursing students?
3. Is there a relation between types of family conflicts and behavior change of nursing students?
Methodology
Research Design:
A descriptive design was used to conduct this study.
Study Settings: The study was conducted in the secondary nursing schools which consisted of 16 schools of secondary nursing schools affiliated to ministry of health in Cairo Governorate.
Subjects:
A simple random sample was used to conduct this study. which consisted of 252 nursing school students which was calculated by sample size equation.
Tools of the study:
The data were collected using the following two tools:
It was developed by the investigator, based on reviewing related literature, magazines and five experts’ opinions, written in Arabic languages to assess the effect of family conflict on the behavior of nursing school students.
First tool: An interviewing questionnaire: This included the following four parts.
Part (I): This part included: Questions to assess socio- demographic characteristics of the study sample of nursing students.
A. Socio-demographic data for students
B. Social data for parents such
C. Students’ social relations
D. Hobbies
Part (II): This part was used to assess student perception of family conflict and type of family conflict:
Part (III): This part assesses the risk factor of family conflict:
Part (IV): Youth Self-Report (YSR); This part assesses nursing school students’ social and behavioral problems.
Second tool: School medical record: This included the following two parts.
Part I: This part was used to assess the scholastic achievement which consisted of 13 items.
Part II: This part assesses students’ physical health problems.
Results
• Study results showed that, 62.3% of the study sample of nursing school students have 16 years, while the average age = 15.52 and SD = 0.677 years, however, 40.5% of them are still in the first grade of the school32.1% of them work after school time and 97.5% of them work as nurses.
• In addition, 12.7% of parents of study sample of students were divorced and 4.8% of them were widowed. 65.9% of study sample had insufficient monthly as well as there were 66.7% of study sample live in crowded house. income and also, there were 68.3% of mothers were housewife without any job
• Moreover, the present study findings showed that presents that, 17.9% of students lived with their mothers because of 14.7 of them their parents were divorced and 5.4% of them their parent was widow. demonstrates that, 65.1% of students had a normal relationship with their parents
• Also proved that 39.7%, 36.9%, 38.5%, and 36.5% of study sample had high frequency of parents’ conflicts, content of parents’ conflicts, coping efficacy of parents’ conflicts respectively. illustrates that there were 10.3% of students had high perception of family conflicts while 85.7% of them had moderate perception.
• Regarding externalizing behaviors of school students there were 68.3% of students said that they often feel guilty about doing things that shouldn’t be done. 63.1% of them said they often afraid of just thinking about something bad and 35.3% of them said that they often feel very upset.
• Furthermore, demonstrates that, 18.7% of students said that the poor communication between parents is the mainly risk factor of family conflicts
• In addition, that there was highly significant statistical relation between family conflict types as content & Perceived threat and Sibling ranking as demographic data with p value >.0.001. Also, there were significant relation between content of conflict and students’ age also significant relation between perceived threat and educational grade with P value >o. o5
Conclusion
The result of this study concluded that the effect of family conflict on the behavior of nursing school students led to more than half of the students having very bad internal behavior, while external behavior was very bad for more than a fifth of them, and only one fifth of them having very poor behavioral and social skills. Moreover, there was a highly significant statistical relation between family conflict types and sibling ranking as demographic data with p value >. 0.001.
Also, a highly statistical relation between students’ behavior, social problems, and frequency of family conflicts. While a highly significant negative correlation between students’ behavior and social problems and frequency of family conflict with P value >0. 001.The study recommended that, develop programs for students for conflict resolution strategies and enable them to adapt more to the marital debate of parents.
shows that, there was a highly significant negative correlation between behavior and social problems and frequency of family conflict, self-blame, and triangulation with P value>0.001.
Recommendations
• Counseling programs for students of conflict resolution strategies and enabling them to adjust more to parents’ marital argument
• Periodical workshops for school students to develop programs to cover good relationships and how to give solutions to conflict and how to develop good means to express their emotions.
• Further research to study the Comparison between constructive marital conflict effects versus destructive marital conflict effects between students.
• Further research to study developing school curricula to include behavioral and emotional problem student.
• Activating the role of the family nurse as a health visitor in the school in all nursing school.