Stress
Conditions
Keywords
Self-Compassion, Mindfulness, Psychoeducation, Perceived Stress, Hope
Brief summary
The aim of this study is to evaluate the effect of a 6-week self-compassion-based mindfulness psychoeducation program on perceived stress and continuous hope among healthcare students. This study was designed as a single-blind, randomized controlled trial and was conducted during the spring semester of the 2024-2025 academic year among students enrolled in the Health Care Services Department at Trabzon University Tonya Vocational School. A total of 60 students who met the eligibility criteria and voluntarily agreed to participate were included in the study and randomly assigned to the intervention or control group. The intervention group received a 6-week self-compassion-based mindfulness psychoeducation program, while the control group did not receive the psychoeducational intervention during the study period. Data were collected using a Demographic Information Form, the Perceived Stress Scale, and the Continuous Hope Scale. Perceived stress and continuous hope were assessed at baseline and at Week 6, immediately after completion of the intervention. Study data were analyzed using SPSS version 22.0.
Interventions
BEHAVIORALSELF-COMPASSION-BASED MINDFULNESS PSYCHOEDUCATION PROGRAM
The Self-Compassion-Based Mindfulness Psychoeducation Program was delivered through in-person group sessions at Trabzon University Tonya Vocational School. The program consisted of six sessions delivered once weekly. Participants in the intervention group were divided into three subgroups of 10 participants. Each session was conducted by the researcher according to the structured psychoeducation program and lasted approximately 45-90 minutes. The program included psychoeducational content and exercises focused on self-compassion, mindfulness, stress awareness, emotion regulation, and self-compassion-based coping skills.
Sponsors
Ondokuz Mayıs University
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
SUPPORTIVE_CARE
Masking
NONE
Masking description
Due to the nature of the intervention, participants and the researcher delivering the psychoeducation program were aware of group assignments. Group allocation was concealed from the statistician conducting the data analysis, and coded datasets were used during the analysis process.
Intervention model description
Participants were randomly assigned in a 1:1 ratio to either the intervention group or the control group. The intervention group received the 6-week Self-Compassion-Based Mindfulness Psychoeducation Program, while the control group received no intervention during the 6-week study period.
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Currently enrolled in the Department of Health Care Services * Aged 18 years or older * Willing to participate in the study and provide informed consent * Able to read and understand Turkish * No current psychiatric diagnosis and not receiving active psychiatric treatment * No participation in a mindfulness-, self-compassion-, or stress management-based psychoeducational program within the previous six months
Exclusion criteria
* Current psychiatric diagnosis or active psychiatric treatment * Previous participation in a self-compassion- or mindfulness-based psychoeducational program within the previous six months * Inability to read and understand Turkish * Refusal to provide informed consent
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change in Trait Hope Scale Total and Subscale Scores | Baseline and Week 6 (immediately after completion of the intervention) | Hope is assessed using the Trait Hope Scale, a 12-item measure consisting of two subscales: Agency Thinking and Pathways Thinking. Four items are filler items and are not included in scoring. Higher total scores indicate higher levels of hope. The scale is administered at baseline and at Week 6, immediately after completion of the psychoeducation program, to assess change in hope over time. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change in Perceived Stress Scale Total and Subscale Scores | Baseline and Week 6 (immediately after completion of the intervention) | Perceived stress is assessed using the 8-item Perceived Stress Scale. The scale includes two subscales: Perceived Stress and Perceived Coping. Items are rated on a 5-point Likert scale from 0 to 4, and the total score ranges from 0 to 32. Higher total scores indicate higher levels of perceived stress. The scale is administered at baseline and at Week 6, immediately after completion of the psychoeducation program, to assess change in perceived stress over time. |
Countries
Turkey (Türkiye)
Outcome results
None listed