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

From Relational Uncertainty to Interpersonal Sensitivity: A Substantive Grounded Theory for Nursing Education

AIM

The aim of our study was to understand how nursing students develop interpersonal competencies during a faculty-supervised practicum.

BACKGROUND

Researchers have studied the interpersonal competencies of nursing students in a fragmented way.

METHOD

A constructivist grounded theory approach was used for the study.

RESULTS

Four categories emerged from the data: Coping With Practicum-Related Challenges and Insecurities, Learning to Identify the Interpersonal Dimension of Nursing Care, Pedagogical Influence: Promoting (De)constructive Processes for Learning and Care, and Transforming the Self as a Nurse Through Interpersonal Relationships. A core category, From Relational Uncertainty to Interpersonal Sensitivity: A Transition of the Nursing Self Within Reflective Environments of Practice, also emerged.

CONCLUSION

The interpersonal competencies of nursing students develop in reflective environments within practicums because of interactions with patients and under the influence and modeling of the educator. Acknowledging the importance of interactions with the educator and patients within practicums can contribute to promoting more thoughtful follow-up processes from educators.

Effects of interpersonal relational role analysis on nursing students' depressive symptoms and coping styles

PURPOSE

This study aims to investigate the effects of interpersonal relational role analysis (IRRA) on nursing students' depressive symptoms and coping styles.

DESIGN AND METHODS

This study was conducted with randomized controlled, pretest-posttest control group design, and follow-up test patterns (n = 10).

FINDINGS

As a result, IRRA had a positive effect on nursing students' depressive symptoms and coping styles.

PRACTICE IMPLICATIONS

Psychiatric nurses and other mental health professionals can readily use IRRA to help reduce depressive symptoms in groups with mild to moderate depressive symptoms and to develop effective styles to cope with stress.

Relationships Between Depressive Symptoms, Interpersonal Sensitivity and Social Support of Employees Before and During the COVID-19 Epidemic: A Cross-lag Study

This study examined the correlation between depressive symptoms, interpersonal sensitivity, and social support before and during the COVID-19 pandemic and verified causal relationships among them. The study used Social Support Scale and Symptom Self-Rating Scale to investigate relevant variables. A total of 1,414 employees from company were recruited for this longitudinal study, which a follow up study was conducted on the same group of participants 1 year later. Paired sample t-test results showed that significant differences were only found in social support, not in depressive symptoms or interpersonal sensitivity. The results of correlation analysis showed that social support, depressive symptoms, and interpersonal sensitivity were significantly correlated between wave 1 and wave 2. The cross-lag autoregressive pathway showed that employees’ social support level, depressive symptoms, and interpersonal sensitivity all showed moderate stability. Crossing paths showed that wave 1 social support could significantly predict wave 2 depressive symptoms (β = −0.21, p < 0.001) and wave 2 interpersonal sensitivity (β = −0.21, p < 0.001). Wave 1 depressive symptoms (β = −0.10, p < 0.01) could significantly predict wave 2 social support, while wave 1 interpersonal sensitivity (β = 0.07, p = 0.10) could not predict wave 2 social support. Social support can be considered as a protective factor against mental health problems.

Interpersonal Sensitivity and Loneliness among Chinese Gay Men: A Cross-Sectional Survey

To understand the current status of, and factors related to interpersonal sensitivity (IS) and loneliness among Chinese gay men. The Chinese version SCL-90-R was used to evaluate the status of IS, and the short-form UCLA Loneliness scale (ULS-8) was used for assessing loneliness level. Associations between demographics and IS were examined by chi-square tests and multivariable logistic regress analysis. Linear regression was used to assess the correlations between demographic factors and IS and loneliness. Dating practices and venues were summarized by multiple responses. Gay men who screened positive IS was identified in 36%. Age (OR_25-29 = 8.731, 95% CI 2.296 to 33.139), education level (OR_college = 0.037, 95% CI 0.046 to 0.911), being the only-child at home (OR_yes = 4.733, 95% CI 2.293 to 9.733), monthly income (OR_>7000 = 0.228, 95% CI 0.055 to 0.944), numbers of current sexual partners (OR₁ = 0.285, 95% CI 0.129 to 0.629; OR₂ = 0.109 95% CI 0.027 to 0.431) were related to IS. IS was also associated with a higher score of ULS-8 (β = 6.903, p < 0.001). Other variables associated with the score of ULS-8 included: living in a non-nuclear family (β = 0.998, p = 0.020), being a college student (β = -1.556, p = 0.044), having a higher monthly income (β for 3000-5000 yuan = -1.177, p = 0.045; β for over 7000 yuan = -2.207, p = 0.002), having sexual partners (all β < 1, p < 0.001), being the only-child (β = 1.393, p = 0.005). Nearly half of the sample (46.78%) reported that they looked for dating partners on the Internet or dating apps. IS and loneliness are positively correlated. Our study suggests that more humanistic care and social support should be given to Chinese gay men.

Coping and Pre-Licensure Registered Nursing Students: An Integrative Literature Review

Despite a wealth of information and growing diversity among nursing students, little is known about coping behaviors employed by these students or students educated in diverse environments. The aim of this integrative literature review was to examine what is known about stress, coping, measures of coping, and interventions to enhance coping, and in pre-licensure nursing students. Twenty-six peer-reviewed research articles were included. Stress, coping styles and behaviors, support, interventions, and instruments to measure coping were identified as key themes. Variations in coping were noted by gender, age, length of time in the program, and culture. Analysis of the literature illuminated the importance of support for students, and strong indications suggested educators play a pivotal role in helping students develop adaptive coping strategies. Nursing programs should consider incorporating coping instruction into the curricula.

Medical Students' Use of Different Coping Strategies and Relationship With Academic Performance in Preclinical and Clinical Years

Phenomenon: Medical students' coping abilities are important for academic success and emotional health. The authors explored differences in students' use of active, problem-solving strategies and emotional, inwardly directed approaches; the change in coping strategies used during medical school; and coping strategy impact on performance.

APPROACH

One hundred eighty-three students completed the Ways of Coping Scale at matriculation and end of the 2nd and 3rd years. Frequency of each of 8 ways of coping, changes in coping strategy use over time, and relationship of coping method with preclinical and clinical scores were calculated.

FINDINGS

Students varied widely in use of coping mechanisms. Over time, students shifted to using emotional strategies more frequently while decreasing their use of active strategies. Coping strategies were unrelated to preclinical academic performance (R² = .09, adjusted R² = .04, ns) but were related to clinical performance (R² = .23, adjusted R² = .18, p < .0001), with active coping associated with higher performance and emotional methods associated with lower performance. Insights: Students decreased use of active coping strategies and increased use of emotional coping strategies over time, but emotional strategies were associated with poorer clinical academic performance. These shifts in coping methods may be detrimental to student performance and learning. Improving students' ability to cope should be an educational priority.