The Effect of Mindfulness Program on Clinical Stress Nursing Students

NCT06259955 | Completed

• 1 other identifier: GazıUnıversity-Nursıng-FBOz
• Study Type: interventional
• Target: 74
• Locations: 1 country
• Sites: 1

Brief Summary

Nurses are important members of the team in the provision of health services, which determine and help the health needs of the individual, family and society, while working towards the protection and development of health, as well as taking responsibility in therapeutic services. Nurses, who are permanent members of the professional health team, need to be trained with certain skills for effective nursing care while they are still in the education process. These skills are essential skills in practice, such as critical thinking, clinical decision making, communication, creativity, coping with stress, and problem solving. The education process consists of two parts, theoretical and practical, in order to develop these skills. Clinical practical training is the cornerstone of nursing education. Clinical practice helps to provide effective and quality care by increasing the psycho-motor skills, analysis ability and clinical decision-making skills of the student. In studies conducted with nursing students, it is seen that clinical practices are among the most important sources of stress. Considering the reasons for the stress they experience in practice; practice for the first time, fear of making mistakes, harming the patient, difficulty in making clinical decisions, communication with nurses, lecturers and friends, lack of information, and self-confidence problems. It is seen in the results of studies that students who experience stress in clinical practice have difficulty in decision making, decrease in their performance and self-confidence, decrease in professional career motivation, and a high tendency to make medical mistakes. Strategies for coping with stress are important when experiencing and managing stress. There are two types of coping strategies: problem-based and emotion-based. While problem-based coping aims to change the stressful event, the aim of emotion-based coping is to suppress and manage the emotions related to the stressful event. Stress mechanism and levels do not show effective results through problem-based coping alone. Emotion-based coping processes are also important. Orientation programs, simulation trainings, and laboratory practices with nursing students focus only on the knowledge level of clinical stress.There is also a need for studies on the emotional aspect of stress in the application areas. Being able to cope with stress effectively is important for students to benefit from the theoretical and clinical education they receive in a quality manner, to create a good experience and professional identity, and to develop effective coping behaviors.

Conditions

Stress

Keywords

clinical stress; Nursing students; clinical decision; mindfulness

Outcome Measures

Primary Outcomes (1)

• clinical stress score

  The Clinical Stress Questionnaire (CSQ) is a five-point Likert-type questionnaire consisting of 20 items to measure the initial degree of stress experienced by nursing students on the first day of clinical practice (Pagana, 1989). The questionnaire is organised under four dimensions consisting of threat, struggle, harm and benefit feelings. Each item is analysed on a 5-point scale. In the options, 0- not at all, 1- a little, 2- moderately, 3- very much, 4- very much. A minimum of 0 and a maximum of 80 points can be obtained from the questionnaire form. A low score reveals that the stress level is low, while a high score reveals that it is high.

  pre-test:23.05.2022/ intermediate-test: 2 weeks after pretest / post test: 2 weeks after intermediate test

Secondary Outcomes (1)

• self-confidence and anxiety scores in clinical decision making

  pre-test:23.05.2022/ intermediate-test: 2 weeks after pretest / post test: 2 weeks after intermediate test

Other Outcomes (2)

• TEN-ITEM PERSONALITY TRAITS SCALE

  pre-test:23.05.2022/ intermediate-test: 2 weeks after pretest / post test: 2 weeks after intermediate test

• perceived stress scores

  pre-test:23.05.2022/ intermediate-test: 2 weeks after pretest / post test: 2 weeks after intermediate test

Study Arms (2)

intervention group

EXPERIMENTAL

The trainings were conducted in Gazi University Faculty of Health Sciences Seminar Hall and Nursing Practice Laboratory with one group on Monday and Tuesday and the other group on Wednesday and Thursday. Students could miss the eight-session program at most two times. It was planned to make up for the absent course in consultation with the instructor. 37 Students attended the training regularly.

Other: Mindfulness

control group

NO INTERVENTION

Throughout the study, the control group continued its routine lecture and clinical practice program. They were called only at the end of the course for the pre-test, interim measurement and post-test on the course days.

Interventions

Mindfulness OTHER

In the hybrid education process, the group that received their first year education online realized their first face-to-face clinical practice this year. In the fall semester, internal medicine nursing course and practice, and in the spring semester, surgical diseases nursing course and practice. These two practice areas, which have a high tendency to make medical errors, require clinical decision-making skills and increase stress levels, constitute the beginning of clinical practice. Studies show that the most stressful period for students is the second year of their education (Alzayyat \& Al- Gamal, 2014; White, 2011; Coram, 2015). This is because their professional knowledge and skills are not yet fully developed and they are not sufficiently prepared to meet the demands for higher level knowledge and skills (Alzayyat \& Al- Gamal, 2014; Coram, 2015). Based on the results of these studies, our study group consisted of second-year students.

intervention group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Not having participated in a mindfulness study before
• Being a second year student
• Volunteering

You may not qualify if:

• Being a foreign national (due to the problem of speaking/understanding Turkish)

Sponsors & Collaborators

• Gazi University: lead

Study Sites (1)

Gazi Unıversity

Ankara, Çankaya, 6490, Turkey (Türkiye)

Location

MeSH Terms

Interventions

Mindfulness

Intervention Hierarchy (Ancestors)

Cognitive Behavioral Therapy; Behavior Therapy; Psychotherapy; Behavioral Disciplines and Activities

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: TREATMENT
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Lecturer

Study Record Dates

• First Submitted: January 24, 2024
• First Posted: February 14, 2024
• Study Start: May 23, 2022
• Primary Completion: June 3, 2022
• Study Completion: June 17, 2022
• Last Updated: February 14, 2024

Record last verified: 2024-02

Locations

TU (1)