Stress Management
Conditions
Keywords
Nursing Students, Psychoeducation, Cognitive Behavioral Approach, Anxiety, Depression, Stress
Brief summary
This study aimed to evaluate the effect of a cognitive-behavioral approach-based stress management psychoeducation program on the depression, anxiety, and stress levels of nursing students. The study was conducted with undergraduate nursing students studying at the Faculty of Health Sciences of a university. Students in the experimental group received a structured stress management psychoeducation program based on the cognitive-behavioral approach. The control group received no intervention. Data were collected three times using self-report questionnaires: before, after, and three months after the intervention.
Detailed description
This study was conducted to examine the effectiveness of a Cognitive Behavioral Approach-Based Stress Management Psychoeducation Program in undergraduate nursing students. This research was carried out using a randomized controlled experimental design with pre-test-post-test-follow-up measurements. The Stress Management Psychoeducation Program was developed based on the principles of cognitive behavioral therapy and focused on stress awareness, cognitive restructuring, coping strategies, problem-solving skills, leisure activities, breathing exercises, and relaxation techniques. The program was presented by the researcher in group sessions. Three separate groups were formed, each consisting of 15 people. The training program consisted of 7 sessions, each lasting approximately 90 minutes. Data were collected at three time points using the Depression Anxiety Stress Scale (DASS-21): before the intervention (pre-test), immediately after the intervention (post-test), and three months after the intervention (follow-up test).
Interventions
BEHAVIORALCBT-Based Stress Management Psychoeducation Program
The intervention implemented consisted of a structured psycho-educational program based on the principles of cognitive behavioral therapy. The program was conducted in group sessions and aimed to improve stress coping skills and reduce levels of depression, anxiety, and stress.
Sponsors
Uşak University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
NONE
Intervention model description
This study was designed as a parallel group intervention study. Participants were assigned to either an intervention group receiving a psychoeducational program on stress management based on a cognitive behavioral approach, or a control group receiving no intervention. Both groups were evaluated at baseline, after the intervention period, and 3 months after the completion of the training, and the outcomes between the groups were compared.
Eligibility
Sex/Gender
ALL
Age
18 Years to 25 Years
Healthy volunteers
Yes
Inclusion criteria
* Scoring between 10 and 29 on the Beck Depression Inventory (BDI) during the initial assessment * Being between 18 and 25 years of age * Not having received any prior psychiatric diagnosis or treatment * Not having received prior stress management training * Volunteering to participate in the study
Exclusion criteria
* Scoring outside the 10-29 range on the BDS * Being under 18 or over 25 years of age * Having a history of psychiatric diagnosis or treatment * Having received stress management training * Refusing to participate in the study * Not having attended more than three sessions
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Depression, Anxiety, and Stress Levels | Baseline (pre-intervention), immediately after the intervention, and 3-month follow-up | Changes in depression, anxiety, and stress levels were assessed using the Depression Anxiety Stress Scale-21 (DASS-21). The items on the scale are designed to assess how individuals have felt in the past week, and participants are asked to read these statements and rate the frequency of negative emotions. This 21-item scale uses a 4-point Likert scale (0=never-3=always) and consists of 7 questions each measuring the dimensions of depression, anxiety, and stress. A score of 5 or higher on the depression subscale, 4 or higher on the anxiety subscale, and 8 or higher on the stress subscale indicates that the individual has the relevant problem. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORSaliha Esra ERYILMAZ AYDIN, PhD
Usak University, Faculty of Health Sciences, Department of Nursing
Outcome results
None listed