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Not Just Tools to Handle It: A Qualitative Study of Nursing Students' Experiences From Participating in a Cognitive Behavioral Stress Management Intervention
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies (from 2013).ORCID iD: 0000-0001-7180-0783
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Health Sciences (from 2013).ORCID iD: 0000-0002-8836-5842
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies (from 2013).ORCID iD: 0000-0002-1088-9793
2019 (English)In: Health Education & Behavior, ISSN 1090-1981, E-ISSN 1552-6127Article in journal (Refereed) Epub ahead of print
Abstract [en]

Background. Stress-related problems are an increasing challenge within nurse education since it affects learning, professional development, and mental health negatively. Despite this, knowledge is scarce regarding nursing students' experiences of being in stress management interventions. Aim. This study aimed to describe how nursing students experienced a preventive cognitive behavioral therapy-based stress management intervention. Method. Data were collected through 14 semistructured interviews with nursing students who had participated in a stress management intervention, and analyzed using inductive qualitative content analysis. Results. The analysis yielded one theme, Turning points, which consisted of four categories: (1) more in touch with reality, (2) increased self-confidence, (3) improved communication skills, and (4) a new way of reflecting. Discussion. Findings emphasize the importance of both theoretical and structural aspects when planning a stress management training intervention. A group format delivery in combination with a multicomponent cognitive behavioral intervention can be interrelated elements for positive stress-related changes. Conclusion. Our findings indicate that participants developed new and more adaptive coping strategies, which were attributed to the intervention. The participants expressed that they had increased their ability to reflect, which led to increased insight and self-reflection. The intervention constitutes an example of a contribution to stress management research and provides information for stress management training initiatives in nurse education.

Place, publisher, year, edition, pages
Thousand Oaks, CA, USA: Sage Publications, 2019.
Keywords [en]
health promotion, higher education, nursing students, prevention, qualitative content analysis, stress management
National Category
Nursing Psychology (excluding Applied Psychology)
Research subject
Psychology; Nursing Science
Identifiers
URN: urn:nbn:se:kau:diva-74570DOI: 10.1177/1090198119865319ISI: 000481300300001PubMedID: 31394927OAI: oai:DiVA.org:kau-74570DiVA, id: diva2:1346930
Available from: 2019-08-29 Created: 2019-08-29 Last updated: 2019-10-28Bibliographically approved
In thesis
1. Cognitive Behavioral Stress Management Training for Nursing Students
Open this publication in new window or tab >>Cognitive Behavioral Stress Management Training for Nursing Students
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall purpose of this thesis is to examine a stress management intervention developed for nursing students.

The thesis comprises three studies (Study I-III) based on empirical data from a sample of nursing students. The specific aim in the first study (Paper I) was to investigate the feasibility and acceptability of the stress management intervention. The results in the first study suggested that the feasibility of conducting a full-scale evaluation was confirmed for recruitment, acceptability, data collection, and adherence to the intervention. However, difficulties relating to homework were also identified. In the second study (Paper II), the specific aim was to investigate the participants’ experiences of participating in the stress management intervention. Findings indicate that participants developed new adaptive coping strategies, which were attributed to the intervention. The participants expressed that they had increased their ability to reflect which led to increased insight and self-reflection. Findings emphasize the importance of both theoretical and structural aspects when planning a stress management training intervention. A group format delivery in combination with a multi-component cognitive behavioral intervention can be interrelated elements for positive stress-related changes. The third study (Paper III), aimed at investigating preliminary psychological effects regarding self-esteem, self-efficacy and stress management competence. In the third study, the results showed that perceived stress-management competency was improved and had withstanding effects one year later when compared with a control group. Self-esteem and self-efficacy, both psychological resources, increase over time after the intervention. 

In summary, this dissertation provides an insight into the challenges and the complexities of developing and implementing a stress management intervention in a nurse education context.

Abstract [en]

The overall purpose of this thesis is to examine a new stress management intervention developed for nursing students.

The thesis includes three studies. The aim in the first study was to investigate the feasibility and acceptability of the stress management intervention. The analysis suggested that the feasibility of conducting a full-scale evaluation was confirmed for recruitment, acceptability, data collection, and adherence to the intervention. However, difficulties were also identified. In the second study the aim was to investigate the participants’ experiences from participating in the intervention. The findings indicate that participants developed new and more adaptive coping strategies. Findings emphasize the importance of both theoretical and structural aspects when planning a stress management training intervention. The third study aimed at investigating preliminary psychological effects regarding self-esteem, self-efficacy and stress management competence. Perceived stress management competency was improved and had withstanding effects one year later when compared to a control group. Self-esteem and self-efficacy, both psychological resources, also increased over time after the training program. In summary, this thesis provides insight and knowledge into the challenges and the complexities of developing and implementing a stress management intervention in a nurse education context. 

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019. p. 106
Series
Karlstad University Studies, ISSN 1403-8099 ; 2019:31
Keywords
cognitive behavioral stress management training, feasibility, stress, nursing education, health promotion
National Category
Psychology
Research subject
Psychology
Identifiers
urn:nbn:se:kau:diva-75458 (URN)978-91-7867-056-7 (ISBN)978-91-7867-066-6 (ISBN)
Public defence
2019-12-13, Andersalen, 11D 121, Karlstads universitet, Karlstad, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2019-11-22 Created: 2019-10-28 Last updated: 2019-11-22Bibliographically approved

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Terp, UlrikBisholt, BirgittaHjärthag, Fredrik

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