The Effect of Mindfulness Program on Clinical Stress Nursing Students

NCT ID: NCT06259955

Last Updated: 2024-02-14

Basic Information

• Recruitment Status: COMPLETED
• Clinical Phase: NA
• Total Enrollment: 74 participants
• Study Classification: INTERVENTIONAL
• Study Start Date: 2022-05-23
• Study Completion Date: 2022-06-17

Brief Summary

Nurses are important members of the team in the provision of health services, which determine and help the health needs of the individual, family and society, while working towards the protection and development of health, as well as taking responsibility in therapeutic services. Nurses, who are permanent members of the professional health team, need to be trained with certain skills for effective nursing care while they are still in the education process. These skills are essential skills in practice, such as critical thinking, clinical decision making, communication, creativity, coping with stress, and problem solving. The education process consists of two parts, theoretical and practical, in order to develop these skills. Clinical practical training is the cornerstone of nursing education.

Clinical practice helps to provide effective and quality care by increasing the psycho-motor skills, analysis ability and clinical decision-making skills of the student. In studies conducted with nursing students, it is seen that clinical practices are among the most important sources of stress.

Considering the reasons for the stress they experience in practice; practice for the first time, fear of making mistakes, harming the patient, difficulty in making clinical decisions, communication with nurses, lecturers and friends, lack of information, and self-confidence problems.

It is seen in the results of studies that students who experience stress in clinical practice have difficulty in decision making, decrease in their performance and self-confidence, decrease in professional career motivation, and a high tendency to make medical mistakes. Strategies for coping with stress are important when experiencing and managing stress. There are two types of coping strategies: problem-based and emotion-based. While problem-based coping aims to change the stressful event, the aim of emotion-based coping is to suppress and manage the emotions related to the stressful event. Stress mechanism and levels do not show effective results through problem-based coping alone. Emotion-based coping processes are also important. Orientation programs, simulation trainings, and laboratory practices with nursing students focus only on the knowledge level of clinical stress.There is also a need for studies on the emotional aspect of stress in the application areas. Being able to cope with stress effectively is important for students to benefit from the theoretical and clinical education they receive in a quality manner, to create a good experience and professional identity, and to develop effective coping behaviors.

Detailed Description

It is seen that clinical use with nursing beds is at the beginning of the most important stress periods. Take a look at the reasons for the stress they experience in practice; practice for the first time, fear of offspring, harming the past, difficulty in clinical decision making, communication with administrators, faculty members and friends, lack of knowledge, and lack of self-confidence. It is seen in the results of studies that students who experience stress in the clinic have difficulty in making decisions, decrease in performance and self-confidence, decrease in career motivation, and not making clean mistakes.

White reported that high anxiety measures are at the forefront of emotional states after making a clinical decision in the workplace. After an observation made by Coram , it was decided that students' anxiety caused their self-confidence to decrease and that it would negatively affect their ability to provide clinical care necessary to provide care safely. An observation made at the University of Pittsburgh is that Observation students are more successful in reaching the clinical examination than students with high self-confidence and low stress levels. Sharpnack et al. Its actions are intended to prevent appropriate clinical decision making in maternity students because of their high anxiety.

It is important for physicians working at the forefront of patient care to make good choices and make sound clinical decisions to ensure quality care.

Nursing education gains importance in the planning of the activities of various educators in providing students with aspects of clinical management coping with stress, improving clinical decision-making skills and the consequences of productive error managers.

Developing the ability to cope with stress in nursing students provides a basis for improving their clinical decision making. Conscious planning configurations are used to structure the savings, savings and stress management management and productivity of computer science students. Awareness refers to an internal perception that is intended to help individuals concentrate on the present and their environment without being distracted by organs of the past or structures.

The Kabat-Zin approach defined existing concepts to show a focused and purposeful attention to the center without judgment. Considering the ease, ease of application, and potential positive effects of awareness interpretations, many countries seem to have done a great deal of empirical work on the procedures of formal educators.

Some evidence shows that adopting temperature configurations can significantly increase temperature ranges and reduce the stress, anxiety and storage of care students.

Conditions

Stress

Study Design

• Allocation Method: RANDOMIZED
• Intervention Model: PARALLEL
• Primary Study Purpose: TREATMENT
• Blinding Strategy: NONE

Study Groups

intervention group

The trainings were conducted in Gazi University Faculty of Health Sciences Seminar Hall and Nursing Practice Laboratory with one group on Monday and Tuesday and the other group on Wednesday and Thursday. Students could miss the eight-session program at most two times. It was planned to make up for the absent course in consultation with the instructor. 37 Students attended the training regularly.

Group Type: EXPERIMENTAL

Mindfulness

Intervention Type: OTHER

In the hybrid education process, the group that received their first year education online realized their first face-to-face clinical practice this year. In the fall semester, internal medicine nursing course and practice, and in the spring semester, surgical diseases nursing course and practice. These two practice areas, which have a high tendency to make medical errors, require clinical decision-making skills and increase stress levels, constitute the beginning of clinical practice. Studies show that the most stressful period for students is the second year of their education (Alzayyat \& Al- Gamal, 2014; White, 2011; Coram, 2015). This is because their professional knowledge and skills are not yet fully developed and they are not sufficiently prepared to meet the demands for higher level knowledge and skills (Alzayyat \& Al- Gamal, 2014; Coram, 2015). Based on the results of these studies, our study group consisted of second-year students.

control group

Throughout the study, the control group continued its routine lecture and clinical practice program. They were called only at the end of the course for the pre-test, interim measurement and post-test on the course days.

Group Type: NO_INTERVENTION

No interventions assigned to this group

Interventions

Mindfulness

In the hybrid education process, the group that received their first year education online realized their first face-to-face clinical practice this year. In the fall semester, internal medicine nursing course and practice, and in the spring semester, surgical diseases nursing course and practice. These two practice areas, which have a high tendency to make medical errors, require clinical decision-making skills and increase stress levels, constitute the beginning of clinical practice. Studies show that the most stressful period for students is the second year of their education (Alzayyat \& Al- Gamal, 2014; White, 2011; Coram, 2015). This is because their professional knowledge and skills are not yet fully developed and they are not sufficiently prepared to meet the demands for higher level knowledge and skills (Alzayyat \& Al- Gamal, 2014; Coram, 2015). Based on the results of these studies, our study group consisted of second-year students.

Intervention Type: OTHER

Eligibility Criteria

Inclusion Criteria

• Not having participated in a mindfulness study before
• Being a second year student
• Volunteering

Exclusion Criteria

• Being a foreign national (due to the problem of speaking/understanding Turkish)

• Eligible Sex: ALL
• Accepts Healthy Volunteers: Yes

Sponsors

Gazi University

OTHER

Sponsor Role: lead

Responsible Party

Fatma Betül Öz

Lecturer

Responsibility Role: PRINCIPAL_INVESTIGATOR

Locations

Gazi Unıversity

Ankara, Çankaya, Turkey (Türkiye)

Countries

Turkey (Türkiye)

Other Identifiers

GazıUnıversity-Nursıng-FBOz

Identifier Type: -

Identifier Source: org_study_id