The Effects of Interpersonal Relationship Psychotherapy and Laughter Therapy on Interpersonal Relationships, Problem Solving and Self-Reflection in Midwifery Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 46
- 试验地点
- 1
- 主要终点
- self-reflection skills
研究概览
简要总结
Midwives, who have an important place in the health system, are expected to be equipped to meet the health care needs of women (Fışkın & Doğan, 2020). Therefore, midwifery students, who are known to play a role in promoting women's health, should have good interpersonal relationships, good problem-solving skills, and high self-reflection and insight, which are assumed to be effective in both, in order to fulfill these responsibilities.
Translated with DeepL.com (free version)
详细描述
Self-reflection supports the development of strategies for self-monitoring and professional competence by improving problem-solving skills. Self-reflection serves as an important building block in the integration and structuring of experience and sense of self, as well as providing continuity, coherence and meaning to life. It is thought that midwives with self-reflection will be more logical, healthy, happy and successful. It is seen that midwives with high self-reflection are dedicated to lifelong learning, examining, reflecting and developing, and develop personally and professionally (Bass et al., 2022). The quality of care will increase as midwives who develop self-reflection can observe, investigate, evaluate and discover events with a realistic eye while providing care, thus the midwifery profession will progress as a scientific discipline.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- Single (Participant)
入排标准
- 年龄范围
- 18 Years 至 25 Years（Adult）
- 性别
- Female
- 接受健康志愿者
- 是
入选标准
- •- To be a 1st, 2nd and 3rd year student of Istanbul University-Cerrahpaşa Faculty of Health Sciences, Department of Midwifery.
- •To get less than 2 points from the "General Health Questionnaire".
排除标准
- •- Those with an indifferent attachment style,
- •Those with antisocial or narcissistic traits,
- •Those with active suicidal thoughts,
- •People with psychiatric diagnosis and medication,
- •Those with urinary incontinence,
- •Those with severe back pain,
- •Those who have undergone surgical operation within the last 1 year.
研究组 & 干预措施
psychotherapy of interpersonal relationships
"Informed Consent Form" and "Voluntary Consent Form" will be presented to the students assigned to Group 1 in the first interview and their consent will be obtained, "Student Information Form (ANNEX-1)", "CIBS (ANNEX-3)", PCI (ANNEX-4), CPI (ANNEX-5) and SB3S (ANNEX-6) will be applied.
After the initial data are collected, 2-3 sessions of individual interviews will be conducted to assess the student's suitability for Group CIPT.
干预措施: psychotherapy of interpersonal relationships (Behavioral)
laughter therapy
In the first interview, "Informed Consent Form" and "Voluntary Consent Form" will be presented to the students assigned to Group 2 and their consent will be obtained, and "Student Information Form (ANNEX-1)", "CIBS (ANNEX-3)", PCI (ANNEX-4), CPI (ANNEX-5) and SB3S (ANNEX-6) will be applied.
After the initial data were collected, the students in Experiment 2 will be informed about Laughter Therapy and Group IPT. An agreement will be made with the students about the points to be considered regarding laughter therapy
干预措施: laughter therapy (Behavioral)
Plasebo group
"Informed Consent Form" and "Voluntary Consent Form" were presented to the students in the placebo group in the first interview and their consent was obtained, "Student Information Form (ANNEX-1)", "CIBS (ANNEX-3)", PCI (ANNEX-4), CPI (ANNEX-5) and SB3S (ANNEX-6) were applied.
干预措施: Plasebo (Behavioral)
control group
The students assigned to G4 will be informed that they are in the control group and that no application will be made. After the completion of the study data (by giving information about Group CIPT and laughter therapy), it will be stated that they can receive Group CIPT or laughter therapy if they wish.
结局指标
主要结局
self-reflection skills
时间窗: 12 week
It is thought that self-reflection plays a mediating role in the interpersonal relationships and problem solving skills of the students in the study. For this reason, it was decided to determine the self-reflection characteristics of the students, but a suitable scale could not be found. Thus, it was decided to develop a scale to determine the self-reflection characteristics of students studying in Health Sciences. In this direction, the scale development study was carried out by obtaining the approval of Istanbul University-Cerrahpaşa Social and Human Sciences Research Ethics Committee (2023/120) and the necessary permission from Istanbul University-Cerrahpaşa Faculty of Health Sciences Dean's Office (06.10.2023-802307).
interpersonal relationship skills
时间窗: 12 week
Interpersonal Relationship Dimension Scale (IRDS; ANNEX-3): This scale was developed by İmamoğlu and Aydın (2009). The IBS is a 5-point Likert-type scale consisting of 53 items, which is suitable for Turkish conditions, analyses interpersonal relationships and determines relationship dimensions. The scale consists of four sub-dimensions: Consent Dependence, Empathy, Trust in Others and Emotion Awareness.
problem solving skills
时间窗: 12 week
Problem Solving Inventory was developed by Heppner and Peterson (1982). It was adapted into Turkish by Taylan (1990), Şahin, Şahin and Heppner (1993). The scale is a six-point Likert-type scale consisting of 35 items and three factors. The first of the three factors is problem solving confidence (11 items), the second is problem avoidance/approach (16 items), and the third is control (15 items). Scale options are scored between one and six as "I always behave like this" and "I never behave like this".
次要结局
未报告次要终点
研究者
Betul Uncu
Principal Investigator
Istanbul University - Cerrahpasa