Creative Drama-Based Stress Management Program on Stress, Coping, and Emotional Intelligence

Not Applicable

Recruiting

• Conditions: Perceived Stress; Coping Skills; Emotional Intelligence; Nursing Student

• Registration Number: NCT07202182
• Lead Sponsor: Gazi University

Brief Summary

The study was designed with a parallel-group randomized controlled experimental design to determine the effects of a creative drama-based stress management program on the stress, coping, and emotional intelligence levels of nursing students. Nursing students in the intervention group will receive a creative drama-based stress management program for a total of six sessions over three weeks. Students in the active control group will receive three weeks of theoretical training. Students will receive a posttest at the end of the intervention program (3 weeks), a first follow-up one month after the intervention, and a second follow-up three months later.

H0-1: There is no difference in perceived stress levels between the intervention group that underwent the creative drama intervention and the control group.

H0-2: There is no difference in biopsychosocial response levels between the intervention group that underwent the creative drama intervention and the control group.

H0-3: There is no difference in stress coping levels between the intervention group that underwent the creative drama initiative and the control group.

H0-4: There is no difference in emotional intelligence levels between the intervention group that underwent the creative drama initiative and the control group.

Detailed Description

Nursing students will be assigned to the intervention and control groups using a stratified, simple randomization method within the strata. Gender was taken into account to ensure homogeneity between groups. Students will be divided into two strata based on gender (male and female).

To prevent selection bias, data will be collected by an independent expert, and students will be assigned to the intervention and control groups using a randomization method. Participant numbers will be assigned to students when the preliminary assessment data is transferred to the computer. Student group assignment will be conducted by a biostatistician independent of the study.

To prevent reporting bias, the study data will be analyzed by a biostatistician. Because the interventions will be administered by the researcher, there will be no investigator blinding. Participant blinding will be achieved by administering the educational intervention to the control group.

Study Timeline

• Status Verified: 2025-09
• Study First Submitted: 2025-09-23
• Study First Submitted QC: 2025-09-23
• Study Start: 2025-09-26
• Study First Posted: 2025-10-01
• Last Update Submitted: 2025-10-01
• Last Update Posted: 2025-10-06
• Primary Completion: 2025-10-15
• Study Completion: 2026-01-15

Recruitment & Eligibility

• Status: RECRUITING
• Sex: All
• Target Recruitment: 52

Inclusion Criteria

• Being a nursing student,
• Volunteering to participate in the study,
• Scoring high on the Perceived Stress Scale for Nursing Students

Exclusion Criteria

• Taking a creative drama course,
• Receiving professional psychological support,
• Having an illness that would prevent participation in the study.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Primary Outcome Measures

Name	Time	Method
Emotional Intelligence Trait Scale - Short Form	Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (1st follow-up) 3 months after the intervention (2nd follow-up)	Developed by Petrides and Furnham (2000) to assess an individual's self-perception of their emotional abilities. Adapted to Turkish by Deniz et al. (2013), the scale consists of a total of 20 items and four subscales: well-being, self-control, emotionality, and sociability. A high score indicates a high level of emotional intelligence; a low score indicates a low level of emotional intelligence.
Perceived Stress Scale for Nursing Students	Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (1st follow-up) 3 months after the intervention (2nd follow-up)	Developed in Chinese by Sheu et al. (2002), the Turkish adaptation was made by Karaca et al. (2015). The scale consists of 29 items, and a five-point Likert-type scale was used to evaluate the items: "4 - Very stressful for me, 3, 2, 1, 0 - Not stressful for me." The scale has six subscales. The total score ranges from 0 to 116. A higher score indicates a higher degree of stress.
Bio-Psycho-Social Response Scale for Nursing Students	Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (1st follow-up) 3 months after the intervention (2nd follow-up)	Developed in Chinese by Sheu et al. (2002), the Turkish adaptation was made by Karaca et al. (2015). The scale consists of 21 items, and a five-point Likert-type rating scale was used for the assessment of items: 4 - I always experience, 3, 2, 1, and 0 - I never experience. The scale has three subscales. A higher score indicates more symptoms and a poorer bio-psycho-social status.
Stress Coping Behaviors Scale for Nursing Students	Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (1st follow-up) 3 months after the intervention (2nd follow-up)	Developed in Chinese by Sheu et al. (2002) and adapted into Turkish by Karaca et al. (2015). The scale consists of 19 items and was evaluated using a five-point Likert-type scale (4 - Agree, 3, 2, 1, 0 - Strongly Disagree). The scale has four subscales. A higher score on each subscale indicates that the student used that coping strategy more frequently.

Trial Locations

Locations (1)

Gazi University; Ankara, Turkey (Türkiye)