Emotion Regulation, Stress
Conditions
Keywords
Mindfulness, Nursing student
Brief summary
Purpose: This research was planned to determine the effect of mindfulness-based stress reduction program on reducing the stress level and emotion regulation of nursing students. Design: The research was planned as a pretest, posttest, follow-up and randomized controlled study in order to determine the effect of the mindfulness-based stress reduction program on the stress level and emotion regulation of nursing students. Hypotheses: H1: The perceived stress level scores of nursing students in the intervention group participating in the mindfulness-based stress reduction program will decrease compared to the nursing students in the control group. H2: The perceived stress level of the nursing students in the intervention group participating in the mindfulness-based stress reduction program will decrease according to their pretest scores. H3: Emotion regulation strategies of nursing students in the intervention group participating in the mindfulness-based stress reduction program will differ from the nursing students in the control group. H4: The posttest and follow-up emotion regulation strategies of nursing students in the intervention group participating in the mindfulness-based stress reduction program will differ from the pretest.
Interventions
BEHAVIORALMindfulness Based Stress Reduction
The intervention has its roots in meditations and yoga practices. However, it is independent of religious purpose or affiliation.The weekly sessions include a range of mental and bodily practices, including awareness of emotions, awareness of thoughts, awareness of sensations. It involves full awareness of daily activities, using the breath as an anchor for attention.In addition to mindfulness practices and experiential work, psychoeducation and participants' sharing will clarify the issues of stress, stress management and how mindfulness is applied in daily situations and interpersonal communication.
OTHERcontinuing a routine life
No intervention will be made in the control group.
Sponsors
Maltepe University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
NONE
Eligibility
Sex/Gender
ALL
Age
18 Years to 25 Years
Healthy volunteers
Yes
Inclusion criteria
* Age range is 18-25 years old * Being a student in the second or third year of the nursing department * Regular attendance at school * Not having a communication problem related to vision or hearing * It was determined as having a score of 26 or more from the perceived stress scale.
Exclusion criteria
* Have a psychiatric illness
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Perceived Stress Scale | For 3 months | The 14-item scale was designed to measure how stressful the individual perceives certain situations in his life. The scale is in 5-point Likert type, ranging from Never (0) to Very often (4). 7 of the scale items with positive expressions are scored in reverse. The total score from the scale indicates the stress level of the person. A score between 11-26 indicates a low stress level, a score between 27-41 indicates a medium stress level, and a score between 42-56 indicates a high stress level. |
| Cognitive Emotion Regulation Scale | For 3 months | It is a five-point Likert type scale (1 = not at all suitable for me, 2 = somewhat suitable for me, 3 = somewhat suitable for me, 4 = very suitable for me, 5 = completely suitable for me). The scale consists of 36 items in total. Cronbach's alpha value in the original form of the scale. with 67. It is between 81. The scale includes self-blame, acceptance, focus on thought, positive refocus, plan refocus, positive reconsideration, perspective, destruction and blaming others. It consists of nine sub-dimensions. |
Countries
Turkey (Türkiye)
Outcome results
None listed