Frögéli Elin, Djordjevic Aleksandar, Rudman Ann, Livheim Fredrik, Gustavsson Petter
a Department of Clinical Neuroscience , Karolinska Institutet , Nobels väg 9, 171 77 Stockholm , Sweden.
Anxiety Stress Coping. 2016;29(2):202-18. doi: 10.1080/10615806.2015.1025765. Epub 2015 Apr 7.
Levels of stress and burnout increase during nursing education. This development has consequences for nursing students' health, learning, competence, and interest in quality issues in health care.
In a randomized controlled pilot trial with a sample of 113 nursing students the effect of an intervention using techniques from acceptance and commitment training (ACT) to prevent the development of stress and burnout was evaluated.
The 6 × 2-hour program was compared to standard treatment (reflection seminars) post-intervention and at a three-month follow-up using longitudinal analysis of mean response profiles. Mechanisms of change were investigated using a baseline-post intervention two-mediator model.
The intervention resulted in increased mindful awareness and decreased experiential avoidance, as well as decreased perceived stress and burnout. Levels of mindful awareness and perceived stress were sustained at follow-up. The proposed mechanisms of change were partly supported by the data.
This study shows that techniques from ACT might have the potential to contribute to preventing the development of stress and burnout during nursing education. However, additional studies are needed to validate these results.
护理教育期间压力和职业倦怠水平会上升。这种情况会对护理专业学生的健康、学习、能力以及对医疗保健质量问题的兴趣产生影响。
在一项有113名护理专业学生参与的随机对照试验中，评估了采用接纳与承诺疗法（ACT）技术进行干预以预防压力和职业倦怠的效果。
将为期6个2小时的课程与标准治疗（反思研讨会）进行比较，干预后及三个月随访时采用平均反应概况的纵向分析。使用基线干预后双中介模型研究变化机制。
干预导致正念意识增强、经验性回避减少，以及感知压力和职业倦怠降低。随访时正念意识和感知压力水平得以维持。所提出的变化机制在一定程度上得到了数据支持。
本研究表明，ACT技术可能有助于预防护理教育期间压力和职业倦怠的发展。然而，需要更多研究来验证这些结果。
