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A feasibility study of a cognitive behavioral based stress management intervention for nursing students: results, challenges, and implications for research and practice
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
2022 (English)In: BMC Nursing, ISSN 1472-6955, E-ISSN 1472-6955, no 1, article id 30Article in journal (Refereed) Published
Abstract [en]

Background Stress related psychological problems are growing in nursing education and constitute an essential challenge for educators. This makes research about strategies and interventions to meet these problems important. Stress management interventions need to be tested for feasibility and acceptability, before conducting large scale RCTs. The objective of our study was to assess the feasibility and acceptability of a newly developed cognitive behavioral stress management intervention for nursing students. Methods Data were collected using a combination of standardized measurements and newly created questionnaires in combination with qualitative data. Our data included recruitment capability, sample characteristics, intervention acceptability and preliminary evaluation of participant psychological changes. Results Findings suggested that the feasibility of conducting a full-scale evaluation was confirmed for intervention acceptability, data collection procedures, and adherence. However, difficulties relating to recruitment capability and homework were identified. All aspects taken together, the intervention was found feasible and acceptable to nursing students, and thus a potential stress management intervention for the nurse education context. Conclusions Overall, this study provides an insight into the challenges and complexities of developing and evaluating a new brief cognitive behavioral based stress management training intervention in a nurse education setting.

Place, publisher, year, edition, pages
BioMed Central, 2022. no 1, article id 30
Keywords [en]
Feasibility, Cognitive behavioral stress management, Nursing education, Stress, Health promotion
National Category
Psychology Nursing
Research subject
Psychology
Identifiers
URN: urn:nbn:se:kau:diva-75457DOI: 10.1186/s12912-021-00761-6ISI: 000745383900001Scopus ID: 2-s2.0-85123375716OAI: oai:DiVA.org:kau-75457DiVA, id: diva2:1366039
Note

Publicerades som manuscript i avhandlingen med titel: Cognitive Behavioral Stress Management Training for Nursing Students 

Available from: 2019-10-28 Created: 2019-10-28 Last updated: 2022-04-07Bibliographically 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: 2020-03-21Bibliographically approved

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Terp, UlrikBisholt, BirgittaHjärthag, Fredrik

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