Daphne Cockwell School of Nursing, Faculty of Community Services, Ryerson University, Canada.
Daphne Cockwell School of Nursing, Faculty of Community Services, Ryerson University, Canada.
Nurse Educ Today. 2019 May;76:222-227. doi: 10.1016/j.nedt.2019.02.009. Epub 2019 Feb 27.
Nursing students can experience stress related to their academic and practice experiences, which can have deleterious effects on physical and emotional well-being.
To pilot test an evidence-based intervention, Dialectical Behavior Therapy-Skills Group, designed to promote emotional well-being among nursing students.
A single group, pre-posttest design, mixed-method approach.
A large university situated in a multicultural urban setting.
Senior undergraduate nursing students (n = 31).
Students participated in an 8-week modified Dialectical Behavior Therapy-Skills Group (DBT-SG) intervention. Quantitative and qualitative data were collected to explore the interventions' feasibility, acceptability, and students' perceptions of its applicability to practice. Students also completed standardized outcome measures of psychological distress and emotional well-being pre- and post-intervention to evaluate preliminary effectiveness.
Overall feedback was positive, with participants describing how skill modules helped them establish relationships and manage stress in clinical, academic, and personal settings. Significant reductions in stress and improvements in well-being were also reported.
Results suggest that DBT-SG offers a promising approach for mitigating nursing students' stress by helping them acquire practice-relevant strengths and self-care strategies. Further research is required to examine the effectiveness of DBT-SG among other nursing student groups, as well as to explore optimal approaches to delivering this intervention in conjunction with nursing curricula.
护理专业的学生可能会因为学术和实践经验而感到压力，这会对他们的身心健康产生不利影响。
试点测试一种基于证据的干预措施，即辩证行为治疗技能组，旨在促进护理专业学生的情绪健康。
单组、前后测试设计，混合方法。
位于多元文化城市环境中的一所大型大学。
高年级本科护理学生（n=31）。
学生参加了为期 8 周的改良辩证行为治疗技能组（DBT-SG）干预。收集定量和定性数据，以探讨干预措施的可行性、可接受性以及学生对其在实践中应用的看法。学生还在干预前后完成了心理困扰和情绪健康的标准化结果测量，以评估初步效果。
总体反馈是积极的，参与者描述了技能模块如何帮助他们在临床、学术和个人环境中建立关系和管理压力。还报告了压力的显著减轻和幸福感的提高。
结果表明，DBT-SG 通过帮助学生获得与实践相关的优势和自我保健策略，为减轻护理专业学生的压力提供了一种有前途的方法。需要进一步研究以检验 DBT-SG 在其他护理学生群体中的有效性，以及探索与护理课程相结合提供这种干预措施的最佳方法。
