Psychological well-being of Thai nursing students

Compassion fatigue and psychological resilience levels of nursing final students: A descriptive, cross-sectional, and relational study

OBJECTIVES

Nursing students often encounter real-life trauma situations during their clinical experience and similar workplace environment and climate as professional nurses. This research was carried out to determine the reflections of the compassion fatigue levels of nursing final year students on their psychological resilience levels.

METHODS

This research was conducted as descriptive and cross-sectional. The sample of the study consists of 250 final year nursing students. Data were collected using Personal Information Form, Compassion Fatigue Scale, and Resilience Scale. It was determined that the compassion fatigue and psychological resilience levels of nursing final year students were moderate.

RESULTS

It was determined that as the levels of compassion fatigue increased, psychological resilience decreased. A highly negative and significant correlation was found between the total and sub-dimension mean scores of compassion fatigue and psychological resilience (p = 0.001).

SIGNIFICANCE OF RESULTS

It was found that there was a negative and high level relationship between nursing students' compassion fatigue levels and all its sub-dimensions and psychological resilience. Resilience can improve psychosocial functioning and professional performance, including for nursing students facing stressful clinical experiences. It is important to determine the compassion fatigue and psychological resilience levels of nursing students, to determine the existing problems, and to take initiatives for this.

Correlates of resilience among university students in Oman: a cross-sectional study

BACKGROUND

Resilience has a paramount role in dealing with different life stressors and has a great impact on mental health.

AIM

To assess the level of resilience among university students and explore the relation between resilience and a number of variables including psychological well-being, self-esteem and physical health.

METHODS

A cross-sectional design was utilized. Data was collected from 676 university students. Students were required to complete a demographic sheet, Brief Resilience Scale, World Health Organization Well-Being Index, Rosenberg Self-Esteem Scale and a physical health survey.

RESULTS

Overall, less than half of the participants have reported low levels of resilience (45.3%; n = 306). Regular sleep, perceived stress, WHO well-being index, self-esteem, and having a cumulative GPA of more than two, were factors that significantly predicted positive resilience in multivariate analysis.

CONCLUSION

Resilience is a necessary skill among university students that requires more academic attention. Factors predicting positive resilience should be considered when implementing mental health promotion programs.

Impact of COVID-19 pandemic on the mental health of healthcare workers during the first wave in Portugal: a cross-sectional and correlational study

OBJECTIVES

The COVID-19 pandemic has had a negative impact on the mental health of healthcare workers (HCWs) worldwide. This study aims to identify the degree to which sociodemographic variables and indicators of subjective well-being and psychological resilience are associated, positively and negatively, with the outcomes of burnout, stress, depression and anxiety among Portuguese HCWs observed during the first wave. It also aims to evaluate the strength of association of these variables and indicators with each outcome.

DESIGN

Cross-sectional quantitative study. The statistical methods used are simple logistic model, multiple logistic regression model and -2*log-likelihood statistic.

SETTING

Portuguese HCWs living in Portugal and working in the Portuguese healthcare system.

PARTICIPANTS

The study included 1535 professionals, with a mean age of 38 years.

PRIMARY AND SECONDARY OUTCOMES MEASURES

Psychological variables were measured by Copenhagen Burnout Inventory, the Resilience Scale, the Depression, Anxiety and Stress Scales and the Satisfaction with Life Scale.

RESULTS

High levels of personal (55%; n=844), work-related (55.1%; n=846) and client-related burnout (35.4%; n=543) were found. Additionally, participants expressed substantial levels of depression (28.7%; n=441), stress (36.4%; n=558) and anxiety (33.1%; n=508). About 1202 participants (78.3%) demonstrated moderate-to-high levels of resilience. Profession, work regime during the pandemic, having a health problem, resilience and satisfaction with life are independent variables significantly associated with the outcomes of burnout, stress, depression and anxiety. Satisfaction with life was the independent variable that had a major association with all outcomes.

CONCLUSIONS

Governments and hospital administrations should take action to promote resilience and satisfaction with life as these variables are protective relating to mental health problems. Interventions as educational sessions, psychological support at work, programmes promoting resilience and coping mechanisms and better work conditions may improve mental health. The implementation of measures to protect healthcare students from developing prejudicial outcomes seams very adequate and important.

The mediating role of life satisfaction in the relationship between depression, anxiety, stress and burnout among Portuguese nurses during COVID-19 pandemic

Background

The COVID-19 pandemic had a large consequence on healthcare systems, increasing the risks of psychological issues in health professionals. Nurses, in particular, have been exposed to multiple psychosocial stressors and struggled with intensive work, insufficiency of resources and uncertainty in the face of an unknown disease. Life satisfaction might protect nurses from the consequences of chronic stress. The aim of this study was to explore the mediating role of satisfaction with life in the relationship between depression, stress, anxiety and burnout (personal, work-related, and client-related).

Methods

A cross-sectional, descriptive, correlational study design was performed, using an online questionnaire distributed via social networks. A total of 379 nurses completed the survey, comprising standardized measures of satisfaction with life, resilience (Resilience Scale), depression, anxiety, stress (Depression Anxiety Stress Scales), and burnout (Copenhagen Burnout Inventory Scale). A hierarchical regression model was estimated for each burnout dimension.

Results

Participants showed high levels of work, personal and client-related burnout, 57.3%, 57%, and 35.1%, respectively. More than 70% of the respondents had a normal level of depressive symptoms, 66.8% presented normal level of anxiety and 33.5% of the respondents reported mild, moderate, severe or extremely severe symptoms of stress. The results revealed that life satisfaction partially mediated the association between stress and personal burnout, depression and work-related burnout, and the association between anxiety and client-related burnout in nurses.

Conclusions

The COVID-19 pandemic brought added difficulties for nurses’ work conditions, whereby it became necessary to develop adaptative measures that reduce stressors in work environment and promote nurses’ life satisfaction.

Happiness and its determinants among nursing students

BACKGROUND

Being happy in life is very essential to be healthy, which is important for nursing students to grow and adapt well in their professional life.

AIM

The aim of this study is to assess the level of happiness and identify the determinants of happiness among nursing students.

MATERIALS AND METHODS

Three hundred and forty-two undergraduate nursing students College of Nursing, All India Institutes of Medicals Sciences, New Delhi, India, enrolled in the study by convenience sampling. Data were collected through demographic information sheets and oxford happiness questionnaires. Frequencies, percentages, mean, standard deviation, Chi-square test, and multiple linear regression were used to analyze the data.

RESULTS

The mean happiness score of nursing students was 3.96 ± 0.59 on a scale of 6. The percentage distribution showed that 43.2% of the students responded "not particularly happy," and 42.1% were "rather happy." The current year of study, the number of close friends, stress experienced in the past 6 months, and engagement in physical activities contributed 53% of the variance in the happiness score of nursing students (P < 0.001). Further, monthly family income (P = 0.018) and choice of course (P = 0.003) had a significant association with their happiness score.

CONCLUSION

Nursing students had a moderate level of happiness. The study suggests that there is a need to develop strategies to enhance happiness among nursing students in alignment with the identified factors. Educators need to develop a holistic curriculum giving equal importance to academic competencies and personal flourishment.

Mindfulness as a well-being initiative for future nurses: a survey with undergraduate nursing students

BACKGROUND

Mindfulness can potentially positively impact well-being and resilience in undergraduate nursing students. The psychological well-being of such students undertaking clinical training is paramount to ensure optimal learning, and to equip them with skills to manage their wellbeing in future clinical practice. The aim of our study was to explore the views of undergraduate nursing students in relation to understanding and engaging with mindfulness, and how mindfulness could best be delivered within their university programme.

METHODS

An online survey was administered via a cloud-based student response system to a convenience sample of first year undergraduate nursing students completing a Bachelor of Science (BSc) Honours (Hons) degree in nursing at a University in the United Kingdom. Data were analysed using descriptive statistics and thematic analysis.

RESULTS

The survey achieved a response rate of 78% (n = 208). Seventy-nine percent of participants had heard of mindfulness and were interested in taking part in a mindfulness programme. Respondents reported that the ideal delivery of the programme would consist of weekly 45-min, in person group sessions, over a 6-week period. Respondents also indicated that a mobile application could potentially facilitate participation in the programme. Thematic analysis of open-ended comments, and free text, within the survey indicated 4 overarching themes: 1) Perceptions of what mindfulness is; 2) Previous mindfulness practice experiences; 3) Impact of mindfulness in nursing; 4) The need for a future well-being initiative for undergraduate nursing students.

CONCLUSIONS

Undergraduate nursing students perceived that a mindfulness programme has the potential to enhance well-being and future clinical practice. This student cohort are familiar with mindfulness and want more integrated within their undergraduate curriculum. Further research is required to examine the effectiveness of a tailored mindfulness intervention for this population that incorporates the use of both face-to-face and mobile delivery.

Health-Related Quality of Life and Undergraduate Nursing Students: A Narrative Review

Background:

Undergraduate nursing students are vulnerable to stressful university learning environments and poor working conditions in clinical rotations. This can result in students leaving nursing programs or abandoning the profession following graduation. As a result, the health-related quality of life of nursing students is an important indicator to monitor student quality of life adequacy. Preventing premature student nurses' departure from the profession is necessary to reduce the nursing shortage.

Objective:

To describe the body of knowledge about the health-related quality of life for undergraduate nursing students during their qualification process.

Methods:

This was a narrative review through a six-database search, including Cochrane, CINAHL, Pubmed, Medline, PsycINFO and Livivio, from between January 1990 and June 2018, with updates in the search followed until November 2019. To assess study quality, the STROBE checklist was used.

Results:

Eight studies were included in a narrative synthesis. All studies were of cross-sectional design, and none included follow-up procedures. Most of the studies recruited participants from nursing courses and only one study recruited students from a national register. Sample sizes ranged from 110 individuals to 4,033 participants in the register-based study. Common health-related dimensions evaluated included stress, social support, mental health, fatigue, quality of life, and drug abuse. Stress, the most commonly studied dimension, was associated with clinical placements, final exams, and non-prescribed drugs. Social support networks were positively associated with coping abilities and self-esteem.

Conclusion:

There is low-quality evidence of the impact of nursing courses upon student health-related dimensions (stress, self-esteem, health-related behaviors). Nurse educators should be aware of these associations and support routine screening of students and their health-related dimensions. Interventions, such as consultation and study redesign, might increase the level of health-related dimensions. Nursing schools should further collaborate to investigate these associations and tailored interventions to positively affect health-related dimensions in nursing students.

Impact of psychosocial factors on academic performance of nursing students in Thailand

Purpose

The purpose of this study is to investigate the psychosocial factors that impact the academic performance of nursing students.

Design/methodology/approach

A cross-sectional study was conducted with 767 nursing students from three nursing colleges in Thailand. Instruments included Counseling Center Assessment for Psychological Symptoms and Rosenberg Self-Esteem Scale. Path model analyses with the maximum likelihood method were utilized to examine the proposed model. Model fit was estimated using multiple indexes, including chi-square/df ratio (χ2/df), comparative fit index (CFI), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA).

Findings

Results indicated that family distress, emotional negativity, self-esteem and substance use were factors that related to nursing students' academic performance. Findings of path analyses indicated that the model demonstrated good fit: χ2 (2, N = 767) = 3.11, p = 0.48; χ2/df = 1.56; CFI = 1.00; TLI = 0.99; RMSEA = 0.027, (90% CI = [0.000, 0.082], PCLOSE = 0.68).

Originality/value

While prior research has examined some facets leading to academic success for nursing students, psychosocial factors have not received adequate attention. This study presents a model of family and individual psychosocial factors that impact academic performance of nursing students along with recommendations to help improve their well-being.

Applying the social cognitive model of well-being in the nursing clinical practicum: A structural equation modeling analysis with a Spanish student's sample

BACKGROUND

Clinical education, understanding as practicum, plays a key role in nursing education but has been identified as the most challenging and stressful experience for nursing students. Promoting student satisfaction and well-being during clinical practice has a significant effect on learning outcomes, retention and attrition.

OBJECTIVES

To examine the predictive power of a social cognitive model of wellbeing when applied to explain academic satisfaction in the clinical practicum and overall life satisfaction of Spanish nursing students.

DESIGN/PARTICIPANTS

A cross-sectional correlational study was conducted at four Spanish nursing schools in a 586 student's sample.

METHODS

Data were collected through a self-reported questionnaire that included measures of academic support, self-efficacy, goal progress, academic satisfaction, life satisfaction and trait positive affect. The research model was evaluated through structural equation modeling.

RESULTS

The proposed model fit well in the full sample and accounted for substantial portions of the variance in academic (50%) and life satisfaction (21%). Most of the hypotheses formulated were verified. The model was invariant across academic year.

CONCLUSIONS

The results indicated global support for the social cognitive model of academic satisfaction as a guide for developing interventions to facilitate the positive adjustment and wellbeing of nursing students in the practicum.

The inclusion of cognitive behavioural therapeutic components in the undergraduate nursing curriculum. A systematic integrative review of the evidence

BACKGROUND

Despite the increasing evidence base for the use of cognitive behavioural interventions in nursing, the extent to which therapeutic interventions and their components are included in the undergraduate curriculum in Australia remains unclear.

OBJECTIVES

To explore if and how cognitive behavioural components are being taught to undergraduate nursing students to deliver outcome benefits to students and patients.

DESIGN

An integrative literature review reporting links between CBT components and methods taught in pre-registration nurse education.

FINDINGS AND CONCLUSION

Based on an analysis of current literature, it is suggested that evidence-based cognitive behavioural components are being taught to undergraduate nursing students. The study reports that teaching cognitive behavioural components can bring clinical benefits to positive patient outcome, to student wellbeing and study performance. However, the teaching of cognitive behavioural conceptual models as a therapeutic skill was found to be limited. Recommendations to incorporate a simple, evidence based cognitive behavioural conceptual tool, highlights how nurse educators can address the requirement to teach from the current evidence base.

Health habits of nursing students: A longitudinal study of health perceptions and health habits

AIMS AND OBJECTIVES

To examine nursing students' health habits. More specifically, the objectives were to determine whether there were any changes in their health habits during their course of study, and to understand whether the students' perceptions about good health conditions cohered with their health-related behaviour.

BACKGROUND

The transition from high school to university has an undesirable effect on students' health habits, and nursing students' unhealthy behaviours may prevent them from helping patients improve their poor health habits.

DESIGN

A longitudinal design was used. The study followed the recommendations of STROBE (Strengthening the Reporting of Observational studies in Epidemiology).

METHODS

All students were recruited from a nursing science degree course in an Italian university. The sample consisted of 351 nursing students. Data were collected at the baseline during their entrance into the university (T0) and at the end of their third year of coursework (T3). We developed the Nursing Student Health Habits Scale, which was administered by a trained researcher. The McNemar test and the Wilcoxon signed-rank test to evaluate the differences in health habits between T0 and T3, and a logistics model to assess the factors influencing students' good health perceptions were used.

RESULTS

From T0 to T3, there were decreases in the number of students who requested physician consultations (p = .01) and increases in those who exercised daily (p = .003). There was also a change in the nutrition model (p = .018). In the multivariate model, physician consultations for medical problems and performing physical exercise were factors influencing good health perceptions.

CONCLUSIONS

Future research is needed to illuminate other aspects of students' health habits.

RELEVANCE TO CLINICAL PRACTICE

Universities are advised to address these problems by reflecting on undergraduate and postgraduate curriculum content concerning health management and disease prevention.

Resilience, stress, and psychological well-being in nursing students: A systematic review

OBJECTIVE

Synthesize the evidence relating to the interaction of resilience, stress, and well-being in undergraduate nursing students across countries.

DESIGN

Systematic review DATA SOURCES: Peer reviewed studies published from 2008 to December 2018 were searched in CINAHL, Web of Science, Medline (OVID), PsycINFo and four biomedical databases originating from China (China National Knowledge Infrastructure, WanFang Data, VIP and CMB).

REVIEW METHODS

Adhering to the preferred reporting items for Systematic Reviews and Meta-analyses guidelines, eight databases were searched. Twelve studies, which met the inclusion criteria, were extracted, and subject to quality appraisal by two researchers.

RESULTS

In total, 12 papers were included. Outcome analysis revealed the level of resilience as moderate; stress levels were high and the incidence of negative psychological health accounts for a proportion of nursing students. The interaction between resilience and stress and well-being was high. Resilience and low stress were found to better predict well-being. All the studies cited recommendations to inform educational policy and practice in relation to resilience, well-being, and stress among undergraduate nursing students.

CONCLUSIONS

This was the first systematic review to synthesize the evidence relating to the interaction of resilience, stress, and well-being in undergraduate nursing students across cultural settings. Evidence confirms the importance of resilience in nursing students influencing stress and psychosocial morbidity. Nursing educational strategies that foster and enhance resilience is recommended.

Relationship between depression, anxiety, cognitive distortions, and psychological well-being among nursing students

PURPOSE

The aim of this study was to determine the relationship between depression, anxiety, cognitive distortions, and psychological well-being among nursing students.

DESIGN AND METHODS

This descriptive, correlational, cross-sectional study was conducted with 330 nursing students. Data were collected using the Beck Depression Inventory (BDI), the Beck Anxiety Inventory (BAI), the Cognitive Distortion Scale (CDS), and the Psychological Well-being Scale (PWBS).

FINDINGS

The PWBS negatively correlated with the BDI, BAI, and CDS (P < .05). Preoccupation with danger was the strongest predictor, followed by hopelessness, self-blame, total CDS and BDI (P < .05).

PRACTICE IMPLICATIONS

Nursing students should be evaluated for psychological well-being to prevent psychiatric symptoms such as anxiety and depression.

Evaluating mindfulness training for medical and PhD nursing students

Background:

it is recognised that mindfulness training can positively impact holistic wellbeing and can improve mood, focus and resilience. Health service students often experience high levels of psychological morbidity. Engaging in mindfulness techniques may positively impact the psychological wellbeing of healthcare students. This is of vital importance to ensure optimum learning for healthcare practice with its associated challenges.

Method:

an evaluation was conducted with medical students (n=4) and PhD nursing students (n=6), who took part in a mindfulness-based workshop, followed by five weekly 30-minute sessions of mindfulness training, including a 15-minute meditation exercise. Data collection was carried out at baseline and post intervention, followed by a focus group discussion to elucidate qualitative experiences.

Results:

significant findings were identified with respect to cognitive mindfulness scores (P=0.02) and resilience (P=0.04).

Discussion:

data reflected three themes: the impact of mindfulness and maintaining practice, improvements in wellbeing, and improvements in academic endeavour.

Conclusions:

this evaluation found significant improvements in the ability to cope with stress and increased attention and resilience in all students. Although results are not generalisable in this small evaluation, students reported increased concentration levels and improved focus, both of which are likely to impact positively on any psychological symptoms, particularly those related to workload pressures.

Prevalence of depression among nursing students: A systematic review and meta-analysis

OBJECTIVES

To examine the global prevalence of depression among nursing students and the variation in depression rates influenced by demographic and educational factors.

BACKGROUND

Depression affects approximately 350 million people worldwide and is the world's leading cause of disability. Nursing students struggle to cope with not only stressors common in higher education institutions but also anxiety towards clinical placements. Evidence has suggested high prevalence of depression among them, but no reviews have been conducted to report a consolidated prevalence.

DESIGN

Systematic review and meta-analysis.

REVIEW METHODS AND DATA SOURCES

A search was conducted from November 2015 to January 2016 on CINAHL, EMBASE, Medline OVID, Medline ProQuest, PsycINFO, PubMed, ScienceDirect, and SCOPUS, using a combination of keywords "depression", "nursing students", "mood disorder", "affective disorder", 'undergraduate nursing', "nursing education", "nursing undergraduate", and "nursing diploma".

RESULTS

A total of 27 cross-sectional studies were included. The sample comprised 8918 nursing students and the mean age ranged from 17.4 to 28.4 years. Among these studies, the proportion of female students ranged from 79.0% to 100.0%. A high pooled prevalence of depression of 34.0% was reported among nursing students. Significant differences in depression prevalence were noted for different subgroups of age, with a higher prevalence noted in younger students (41.0%), and for different geographical regions, with Asian nursing students experiencing a higher prevalence of depression (43.0%). No significant difference was noted between nursing and non-nursing students.

CONCLUSION

The findings suggest a high prevalence of depression among nursing students. This serves as an impetus for educational reforms in nursing schools and proposes for further research to aid prospective nurses in safeguarding their psychological wellbeing. In the long run, it is imperative that competent nurses be nurtured to improve the standards of healthcare and patients' quality of life.

Subjective well-being of mental health nurses in the United Kingdom: Results of an online survey

The aim of the present study was to measure the subjective well-being of a group of 225 UK registered mental health nurses (MHN) using three survey measures, and to identify whether certain demographic and workplace factors correlated with subjective well-being measure scores. An online survey incorporating the subjective well-being questions used by the Office for National Statistics, the Satisfaction with Life Scale, and the Warwick Edinburgh Mental Well-Being Scale was administered to members of two professional bodies for MHN. There was good consistency between the three subjective well-being measures, each demonstrating that UK MHN had a relatively low subjective well-being. Apart from the Office for National Statistics question, 'Overall, to what extent do you feel the things you do in your life are worthwhile?', demographic and workplace factors did not correlate with subjective well-being measure scores, although the characteristics of being male, living alone, and being aged 40-49 years were associated with lower mean scores on all three measures. The findings of the exploratory study suggest that a similar study should be undertaken with a larger representative population of MHN, and that qualitative research should explore why and how UK MHN have relatively low subjective well-being. The limitations of this study, namely the response rate and sample representativeness, mean that the results of the present study must be tested in further research on the MHN population.

Effect of Yoga on Psychological Functioning of Nursing Students: A Randomized Wait List Control Trial

INTRODUCTION

Nursing students experience considerable amount of stress to meet their professional demands. Yoga is an effective practice to reduce stress and improve psychological well being. However, improvement in psychological well being aids in stress management.

AIM

To evaluate the effectiveness of eight week yoga intervention on psychological functioning of nursing students.

MATERIALS AND METHODS

This was a randomised Wait List Control (WLC) trial, we recruited total 100 students from Kempegowda Institute of Nursing, Bengaluru, Karnataka, India and randomized them into two groups (yoga=50 and WLC=50 students). The following instruments were used to collect the data, Freiburg Mindfulness Inventory (FMI), Self-Compassion Scale- Short Form (SCS-SF), Connor-Davidson Resilience Scale (CD-RISC), Satisfaction with Life Scale (SWLS), Jefferson Scale of Empathy HPS-Version (JSE-HPS), and Perceived Stress Scale (PSS). Data was analysed using Repeated Measures Analysis of Variance (RM-ANOVA) followed by post-hoc Bonferroni correction for all psychological variables.

RESULTS

The results of our study report that eight week yoga intervention was significantly effective in improving self compassion and mindfulness among nursing students in experimental group than compared to WLC group. Even though there were improvements in resilience, satisfaction in life and perceived stress, results were not statistically significant.

CONCLUSION

Overall, results of the present study have demonstrated impact of eight week yoga intervention on the psychological functioning of nursing students. Yoga intervention can be inculcated in the nursing education to meet demands of the profession.

Nursing students' well-being using the job-demand-control model: A longitudinal study

BACKGROUND

Students' well-being is very important both for students and institutions. However, this field lacks longitudinal research, which focuses on the change of nursing students' well-being during their study. In order to asses such changes the four study types according to Job-Demand-Control-Support-model were used: passive, high-strain, low-strain, and active.

DESIGN

A longitudinal design was employed: participants were recruited in 2010/2011 (phase I) and at the end of their study in 2012 (phase II).

SETTINGS

The study was performed in one school of health care in a university of applied sciences in Finland.

PARTICIPANTS

The final sample consisted of 135 nursing students (BSc) who started their study either in September 2008 or January 2009, and finished in December 2011 or May 2012.

METHODS

The participants responded to the same close-ended questionnaire in both phases.

RESULTS

The majority of the participants experienced the study type as low-strain (phase I: 61.5%; phase II: 48.2%). The distribution according to their study type did not change substantially between both phases, although 42.2% of the participants changed their study type. The major changes of study types were from low-strain to others (21.4%), and from other study types to the active one (12.6%).

CONCLUSIONS

The results indicate that the majority of students do not change their study type and consequentially their well-being during their study, which is in contrast with previous research. Special attention should be put to the identification of students who change their study type to high-strain or remain in it.

Interpersonal sensitivity, coping ways and automatic thoughts of nursing students before and after a cognitive-behavioral group counseling program

BACKGROUND

In order to provide optimal professional care to patients, nurses must possess a positive self-image and professional identity. High interpersonal sensitivity, coping problems and dysfunctional automatic thoughts can prevent nursing students to be self-confident and successful nurses. Helping nursing students experiencing interpersonal sensitivity problems via cognitive-behavioral counseling strategies can contribute to shape good nurses.

OBJECTIVES

This study aims to evaluate interpersonal sensitivity, ways of coping and automatic thoughts of nursing students before and after a cognitive behavioral group counseling program.

DESIGN

An intervention study with 43 nursing students. Measurements were done before the counseling program, at the end of the program and 4.5months after the program.

SETTINGS

The students were chosen from a faculty of nursing in Turkey.

PARTICIPANTS

43 second and third year nursing students who were experiencing interpersonal sensitivity problems constituted the sample.

METHODS

Brief Symptom Inventory, Ways of Coping Inventory and Automatic Thoughts Questionnaire were used for data collection.

RESULTS

The students' scores of "interpersonal sensitivity", "hopeless" and "submissive" copings and "automatic thoughts" were significantly lower at the end of and 4.5months after the program than the scores before the program (Interpersonal sensitivity F=52.903, p=0.001; hopeless approach F=19.213, p=0.001; submissive approach F=4.326, p=0.016; automatic thoughts F=45.471, p=0.001). Scores of "self-confident", "optimistic" and "seeking social support" copings were higher at the end of and 4.5months after the program than the scores before the program (Self confident F=11.640, p=0.001; optimistic F=10.860, p=0.001; seeking social support F=10.411, p=0.001).

CONCLUSIONS

This program helped the students to have better results at interpersonal sensitivity, ways of coping and automatic thoughts at the end of and 4.5 months after the program. We have reached the aim of the study. We suggest that such counseling programs should be regular and integrated into the services provided for students.

Biofeedback Intervention for Stress, Anxiety, and Depression among Graduate Students in Public Health Nursing

Globally, graduate students have been found to have high prevalence of mental health problems. With increasing severity of mental health problems on university campuses and limited resources for mental health treatment, alternative interventions are needed. This study investigated the use of biofeedback training to help reduce symptoms of stress, anxiety, and depression. A sample of 60 graduate students in public health nursing was randomly assigned to either the biofeedback intervention or the control group. Results indicated that biofeedback intervention was effective in significantly reducing the levels of stress, anxiety, and depression over the 4-week period, while the control group had increases in symptoms of anxiety and depression over the same timeframe. As future leaders in the public health nursing arena, the more psychologically healthy the graduate students in public health nursing are, the better the public health nursing professionals they will be as they go forth to serve the community after graduation.

Development and Cross-Cultural Validation of the Counseling Center Assessment of Psychological Symptoms–Thai Version

This study examined the applicability of the Counseling Center Assessment of Psychological Symptoms (CCAPS), a psychological assessment instrument that is widely used with college students in the United States, to the college student population in Thailand. Following the procedures of translation and back-translation, the Thai version of the CCAPS (CCAPS-Thai) was developed. A total sample of 1,259 college students recruited from seven colleges and universities in four different regions of Thailand completed the CCAPS-Thai along with several carefully selected scales. Results from exploratory and confirmatory factor analyses supported a six-factor model. Findings also provided preliminary evidence for adequate internal consistency, test–retest reliability, and convergent validity of the CCAPS-Thai. Implications are discussed based on the mental health issues and cultural context of college students in Thailand.

Students' well-being in nursing undergraduate education

BACKGROUND

Although previously the Job-Demand-Control-Support model has been successfully applied in many studies in the field of health care and education, the model was never used for the evaluation of the nursing students' well-being.

OBJECTIVES

The aim of this study was to promote nursing students' well-being. The objective was to verify whether the Job-Demand-Control-Support model is appropriate for the evaluation of their well-being.

DESIGN

The Job-Demand-Control-Support model was implemented and investigated in a multiple-case study, which consisted of two phases. In phase I the students' well-being along with the perceived levels of control, support, and demand for each individual student during their study were identified. These results were used in phase II, where the usefulness of the presented model was evaluated.

SETTINGS

The study was performed at the end of the academic year 2009/2010 in two institutions: Tampere University of Applied Sciences, School of Health Care, Finland (institution 1); and the University of Primorska, Faculty of Health Sciences, Slovenia (institution 2).

PARTICIPANTS

Participants of the study were nursing graduates who finished their studies in 2009/2010 and the Vice-Deans for education of both institutions. The final sample included 83 students in institution 1 and 79 students in institution 2.

METHODS

The case study was combined with a survey (phase I) and an interview (phase II).

RESULTS

Although the students' well-being in these two institutions was different, most students of both institutions perceived their studies as low strain, placid, and only some of the students in both institutions had a high risk of malaise. The Vice-Deans for education of both institutions confirmed that the application of the Job-Demand-Control-Support model provided relevant information on the nursing students' well-being, which helped in planning improved nursing study programmes.

CONCLUSIONS

This study demonstrated that the Job-Demand-Control-Support model is appropriate for estimating undergraduate nursing students' well-being.

Biofeedback Intervention for Stress and Anxiety among Nursing Students: A Randomized Controlled Trial

Purpose. It has been well documented that nursing students across the world experience stress and anxiety throughout their education and training. The purpose of this randomized controlled study is to investigate the impact of biofeedback intervention program on nursing students' levels of stress and anxiety during their first clinical training. Methods. Participants consisted of 60 second-year baccalaureate nursing students. The 30 participants in the biofeedback group received training on how to use the biofeedback device to assist in stress and anxiety management for 5 weeks while the 30 in the control group did not receive any training. Findings. Results indicated that the biofeedback group was able to maintain the stress level while the control group had a significant increase in the stress level over the 5-week period of clinical training. Additionally, the biofeedback group had a significant reduction in anxiety, while the control group had a moderate increase in anxiety. Conclusions. The better the nursing students can manage their stress and anxiety, the more successful they can be in their clinical training. Ultimately, the more psychologically healthy the nursing students are, the more likely they will flourish and graduate to become productive and contributing members of the nursing profession.