Aloufi Mohammad A, Jarden Rebecca J, Gerdtz Marie F, Kapp Suzanne
Department of Nursing, Faculty of Medicine, Dentistry and Health Sciences, 161 Barry Street, The University of Melbourne, Victoria, Parkville 3010, Australia; The University of Bisha, Department of Nursing, College of Applied Medical Sciences, 255 Al Nakhil, Bisha 67714, Saudi Arabia.
Department of Nursing, Faculty of Medicine, Dentistry and Health Sciences, 161 Barry Street, The University of Melbourne, Victoria, Parkville 3010, Australia.
Nurse Educ Today. 2021 Jul;102:104877. doi: 10.1016/j.nedt.2021.104877. Epub 2021 Mar 18.
OBJECTIVE: Undergraduate nursing students may experience high levels of stress, anxiety or depression. This can not only influence their personal wellbeing and academic performance, but also communication with patients during clinical placement and the quality and safety of the healthcare delivered. The objective of the review was to identify interventions that target stress, anxiety or depressed mood in undergraduate nursing students during their undergraduate course. REVIEW METHOD: A quantitative systematic review, guided by the Joanna Briggs Institute methodology, was conducted. The review considered studies that included undergraduate nurses, and which evaluated interventions targeting stress, anxiety and depressed mood. The review included experimental studies published in English from 2008 to 2018. A tabulated and narrative summary was utilised to present the results. RESULTS: A total of 1579 studies were identified following a systematic search and 931 studies were screened by title and abstract. A total of 44 studies were critically appraised resulting in 22 studies for inclusion in the systematic review. The studies focused on stress (10 studies), anxiety (14 studies) and depression (7 studies). The majority of the studies (18 of 22) reported a statistically significant reduction in the stress, anxiety or depression experienced by nursing students who participated in interventions targeting these symptoms. Interventions that sought to improve coping management skills, such as mindfulness-based interventions, were most reported. CONCLUSION: There are a range of effective interventions that target stress, anxiety or depressed mood among nursing students. The quality of the studies reporting these interventions was found to be variable and generally samples were small with limited follow-up. Studies of mindfulness interventions comprised the largest sample sizes, displayed the highest levels of evidence, and transcended stress, anxiety and depressed mood. Future research would benefit from a co-ordinated approach to build the strength of the body of evidence.
目的：本科护理专业学生可能会经历高度的压力、焦虑或抑郁。这不仅会影响他们的个人幸福感和学业成绩，还会影响他们在临床实习期间与患者的沟通以及所提供医疗服务的质量和安全性。本综述的目的是确定在本科护理专业学生本科课程期间针对压力、焦虑或抑郁情绪的干预措施。 综述方法：采用乔安娜·布里格斯研究所的方法进行定量系统综述。该综述纳入了包括本科护士在内的研究，并评估了针对压力、焦虑和抑郁情绪的干预措施。综述纳入了2008年至2018年以英文发表的实验性研究。采用列表和叙述性总结来呈现结果。 结果：经过系统检索共识别出1579项研究，通过标题和摘要筛选出931项研究。共对44项研究进行了严格评估，最终有22项研究纳入系统综述。这些研究聚焦于压力（10项研究）、焦虑（14项研究）和抑郁（7项研究）。大多数研究（22项中的18项）报告称，参与针对这些症状的干预措施的护理专业学生所经历的压力、焦虑或抑郁在统计学上有显著降低。最常被报道的干预措施是旨在提高应对管理技能的措施，如基于正念的干预措施。 结论：有一系列有效的干预措施可针对护理专业学生的压力、焦虑或抑郁情绪。发现报告这些干预措施的研究质量参差不齐，而且样本通常较小，随访有限。正念干预措施的研究样本量最大，证据水平最高，且涵盖了压力、焦虑和抑郁情绪。未来的研究将受益于一种协调一致的方法来增强证据体系的力度。
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