Stress management skills training by 4A facilitation model and the mobile health self-help program in nursing students

The effectiveness comparison of stress management skills training by 4A facilitation model with the mobile health self-help program on clinical stress, self-efficacy, and professional identity of nursing students

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20221218056861N1

Enrollment

Registered

2023-01-18

Start date

2023-04-04

Completion date

Unknown

Last updated

2023-02-07

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Clinical stress, self-efficacy and professional identity of students. Stress, not elsewhere classified

Interventions

Intervention 1: Intervention group: Intervention group: implementation of the intervention in the 4A facilitation model group: after completing the questionnaires upon arrival (baseline), the people o

Eligibility

Sex/Gender

All

Age

18 Years to No maximum

Inclusion criteria

Inclusion criteria: Willingness to participate in the study Internet accessibility during the research period Having the physical and mental ability to complete the questionnaire Passing at least two academic semesters and one internship unit

Exclusion criteria

Exclusion criteria: Occurrence of stressful events (such as death of family members, marriage or divorce) A history of neurological and mental diseases or acute mental problems during the last year Using psychiatric drugs Experiencing stressful event(s) at least 6 months before the study Participation in stress management skills training workshops

Design outcomes

Primary

Measure	Time frame
The clinical stress score of the students in Ebel's Clinical Stress Questionnaire. Timepoint: Measuring the clinical stress score at baseline and at the end of the ninth week of the study. Method of measurement: Ebel's Clinical Stress Questionnaire (1991) Clinical stress questionnaire: The clinical stress questionnaire was created by Abell (1991) and has 25 Items. This questionnaire evaluates problems related to people's mental pressure. A higher score indicates more problems or higher severity. Habibi (2013) mentioned the content validity of the questionnaire as appropriate and obtained the reliability using Cronbach's alpha method of 0.88.;Professional identity score of students in Macleod Clark's professional identity questionnaire. Timepoint: Measuring the professional identity score at the baseline and at the end of the ninth week of the study. Method of measurement: Macleod Clark Professional Identity Questionnaire Macleod Clark Professional Identity Questionnaire: This scale was developed based on the theory of social identity and includes 9 items under the subscales of professional dynamics, intra-group and professional communication, feeling of belonging to this profession and self-evaluation. The possible total score is between 9 and 54, which means the higher score, the higher the professional identity. Bakhshi et al. (2020) evaluated the psychometric validation of the original version of the McLeod Clark Professional Identity Questionnaire (MCPIS).;Self-efficacy score of students in the clinical self-efficacy questionnaire. Timepoint: Measuring the self-efficacy score at the baseline and at the end of the ninth week of the study. Method of measurement: Clinical Performance Self-Efficacy Scale: This scale was designed and psychometrically evaluated by Cheraghi et al (2010). In this questionnaire, self-efficacy means the judgment of nursing students in the ability	—

Measure

Time frame

The clinical stress score of the students in Ebel's Clinical Stress Questionnaire. Timepoint: Measuring the clinical stress score at baseline and at the end of the ninth week of the study. Method of measurement: Ebel's Clinical Stress Questionnaire (1991) Clinical stress questionnaire: The clinical stress questionnaire was created by Abell (1991) and has 25 Items. This questionnaire evaluates problems related to people's mental pressure. A higher score indicates more problems or higher severity. Habibi (2013) mentioned the content validity of the questionnaire as appropriate and obtained the reliability using Cronbach's alpha method of 0.88.;Professional identity score of students in Macleod Clark's professional identity questionnaire. Timepoint: Measuring the professional identity score at the baseline and at the end of the ninth week of the study. Method of measurement: Macleod Clark Professional Identity Questionnaire Macleod Clark Professional Identity Questionnaire: This scale was developed based on the theory of social identity and includes 9 items under the subscales of professional dynamics, intra-group and professional communication, feeling of belonging to this profession and self-evaluation. The possible total score is between 9 and 54, which means the higher score, the higher the professional identity. Bakhshi et al. (2020) evaluated the psychometric validation of the original version of the McLeod Clark Professional Identity Questionnaire (MCPIS).;Self-efficacy score of students in the clinical self-efficacy questionnaire. Timepoint: Measuring the self-efficacy score at the baseline and at the end of the ninth week of the study. Method of measurement: Clinical Performance Self-Efficacy Scale: This scale was designed and psychometrically evaluated by Cheraghi et al (2010). In this questionnaire, self-efficacy means the judgment of nursing students in the ability

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactFatemeh Bakhshi

Yazd University of Medical Sciences

F.bakhshi@ssu.ac.ir+98 35 3824 1751

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026