Coping, Creative Drama, Emotional Intelligence, Nursing, Undergraduate
Conditions
Keywords
Perceived Stress, Coping with Stress, Emotional Intelligence, Creative drama, undergraduate, nursing
Brief summary
The study was designed with a parallel-group randomized controlled experimental design to determine the effects of a creative drama-based stress management program on the stress, coping, and emotional intelligence levels of nursing students. Nursing students in the experimental group will receive a creative drama-based stress management program for a total of six sessions over three weeks. Students in the active control group will receive three weeks of theoretical training. Students will receive a posttest at the end of the intervention program and a follow-up one month after the intervention. H0-1: There is no difference between the creative drama and control groups regarding perceived stress level. H0-2: There is no difference between the creative drama and control groups regarding biopsychosocial response level. H0-3: There is no difference between the creative drama and control groups regarding stress-coping behaviors. H0-4: There is no difference between the creative drama and control groups regarding emotional intelligence level.
Detailed description
Nursing students will be assigned to the experimental and control groups using a stratified, simple randomization method within the strata. Gender was taken into account to ensure homogeneity between groups. Students will be divided into two strata based on gender (male and female). To prevent selection bias, data will be collected by an independent expert, and students will be assigned to the experimental and control groups using a randomization method. Participant numbers will be assigned to students when the preliminary assessment data is transferred to the computer. Student group assignment will be conducted by a biostatistician independent of the study. To prevent reporting bias, the study data will be analyzed by a biostatistician. Because the interventions will be administered by the researcher, there will be no blinding of the investigator. Participant blinding will be achieved by administering the educational experimental to the control group.
Interventions
BEHAVIORALCreative Drama-Based Stress Management Program
A creative drama-based stress management program is an intervention that aims to reduce nursing students' stress levels and increase their coping and emotional intelligence skills.
BEHAVIORALTraining
In the study, the control group will receive health education training for three weeks. This method aims to prevent any loss of motivation that might result from the control group not receiving any training. It also helps determine whether the effects observed in the experimental group are due solely to the creative drama-based stress management program or to the overall training process.
Sponsors
Gazi University
The Scientific and Technological Research Council of Turkey
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
DOUBLE (Subject, Outcomes Assessor)
Intervention model description
a single blind randomized trial with experimental and control groups
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Being a nursing student, * Volunteering to participate in the study,
Exclusion criteria
* Having creative drama courses, * Receiving professional psychological support, * Having a disease that would prevent participation in the study. * Participants were also excluded if they did not attend at least two consecutive sessions, or if they were incomplete or did not complete the data collection tools.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Perceived Stress Scale for Nursing Students | Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up) | Developed in Chinese by Sheu et al. (2002), the Turkish adaptation was made by Karaca et al. (2015). The scale consists of 29 items, and a five-point Likert-type scale was used to evaluate the items: "4 - Very stressful for me, 3, 2, 1, 0 - Not stressful for me." The scale has six subscales. The total score ranges from 0 to 116. A higher score indicates a higher degree of stress. |
| Bio-Psycho-Social Response Scale for Nursing Students | Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up) | Developed in Chinese by Sheu et al. (2002), the Turkish adaptation was made by Karaca et al. (2015). The scale consists of 21 items, and a five-point Likert-type rating scale was used for the assessment of items: 4 - I always experience, 3, 2, 1, and 0 - I never experience. The scale has three subscales. A higher score indicates more symptoms and a poorer bio-psycho-social status. |
| Stress Coping Behaviors Scale for Nursing Students | Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up) | Developed in Chinese by Sheu et al. (2002) and adapted into Turkish by Karaca et al. (2015). The scale consists of 19 items and was evaluated using a five-point Likert-type scale (4 - Agree, 3, 2, 1, 0 - Strongly Disagree). The scale has four subscales. A higher score on each subscale indicates that the student used that coping strategy more frequently. |
| Emotional Intelligence Trait Scale - Short Form | Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (follow-up) | Developed by Petrides and Furnham (2000) to assess an individual's self-perception of their emotional abilities. Adapted to Turkish by Deniz et al. (2013), the scale consists of a total of 20 items and four subscales: well-being, self-control, emotionality, and sociability. A high score indicates a high level of emotional intelligence; a low score indicates a low level of emotional intelligence. |
Countries
Turkey (Türkiye)
Outcome results
None listed