The Effect of Laughter Yoga on Clinical Stress and Self-Efficacy Levels of First-Year Nursing Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 发起方
- 入组人数
- 88
- 试验地点
- 1
- 主要终点
- Perceived Stress Level
研究概览
简要总结
It is important for students to develop effective coping behaviors to manage stress, as this contributes to the formation of a positive professional identity. Studies have shown that stress negatively affects student success (Chapman and Orb, 2001; Chan, So, and Fong, 2009). First-year nursing students may particularly experience difficulties in performing clinical practice for the first time and communicating with healthcare professionals (Ağaçdiken et al., 2016; Pryjmachuk and Richards, 2007).
Self-efficacy is one of the key factors determining how individuals handle and cope with stressful situations, and it serves as a protective factor in stress management. Various methods are used to cope with stress. In the Traditional Medicine Strategy report published by the World Health Organization, yoga is identified as a complementary medicine practice (WHO, 2013b).
Laughter yoga is an exercise program that combines unconditional laughter with breathing techniques and is considered a non-invasive and non-pharmacological intervention (Strean, 2009). It activates muscles through laughter-related movements, enhances blood circulation, and contributes to reducing stress hormone levels (Yim, 2016). Therefore, laughter yoga will be used in this study to help students cope with stress and improve their self-efficacy levels.
This study is designed as a randomized controlled trial with an experimental and a control group, using a pre-test, post-test, and follow-up design. The population of the study will consist of first-year nursing students at Kırıkkale University, Faculty of Health Sciences, during the 2024-2025 academic year.
Data will be collected using an introductory characteristics form, the Perceived Stress Scale for Nursing Students, the Bio-Psycho-Social Response Scale for Nursing Students, the Stress Coping Behaviors Scale for Nursing Students, and the General Self-Efficacy Scale. Data analysis will be conducted using SPSS for Windows 22. Descriptive statistics will be used for all variables. The chi-square test will be applied to compare sociodemographic characteristics between groups, and the independent samples t-test will be used to compare differences between two independent groups.
详细描述
This study aims to evaluate the effect of laughter yoga on clinical stress and self-efficacy levels among first-year nursing students. Clinical stress is a common challenge in early nursing education and may negatively affect students' performance, confidence, and adaptation to clinical practice. Supporting students in managing stress and improving self-efficacy is important for both educational outcomes and patient safety.
The study is designed as a randomized controlled trial with experimental and control groups using a pre-test, post-test, and follow-up design. The study will be conducted among first-year nursing students at Kırıkkale University Faculty of Health Sciences during the 2024-2025 academic year.
The intervention will consist of a structured laughter yoga program delivered by a certified laughter yoga leader. The program will be implemented over four weeks, with two sessions per week, resulting in a total of eight sessions. Each session will last approximately 40 minutes and will be conducted in a classroom setting suitable for group activities.
Each session will include four main components. The first component consists of clapping and warm-up exercises performed in a rhythmic and synchronized manner to increase energy and group interaction. The second component includes deep breathing exercises involving controlled inhalation and prolonged exhalation to promote relaxation. The third component consists of playful group activities designed to encourage spontaneity and engagement. The fourth component includes guided laughter exercises in which participants simulate laughter through structured activities to stimulate genuine laughter responses. Sessions will end with brief relaxation exercises.
The control group will receive standard clinical orientation procedures without any additional intervention during the study period.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Other
- 盲法
- None
入排标准
- 年龄范围
- 17 Years 至 55 Years（Child, Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being a first-year nursing student
- •Enrolled in the Fundamentals of Nursing course for the first time
- •Volunteering to participate in the study
- •No history of psychiatric diagnosis
排除标准
- •Previous education in any health-related field
- •Prior enrollment in the Fundamentals of Nursing course
- •History of psychiatric disorders
- •Diagnosis of diabetes mellitus, hypertension, hypothyroidism, or hyperthyroidism
- •Pregnancy
- •History of malignancy
- •Congestive heart failure
- •Psychotic disorders
- •Chronic liver or kidney failure
- •Nephrotic syndrome
- •Continuous medication use (e.g., ACE inhibitors, ARBs, phenytoin, barbiturates, oral contraceptives)
- •Surgery within the last 3 months
- •Uncontrolled hypertension
- •Glaucoma, hernia, or epilepsy
研究组 & 干预措施
experiment
Participants in the intervention group received laughter yoga sessions twice a week for a total of four weeks.
干预措施: laughter yoga (Other)
Standard Education
No application was made to the control group, standard procedure was followed.
干预措施: laughter yoga (Other)
结局指标
主要结局
Perceived Stress Level
时间窗: At baseline and post-intervention (Week 4)
Perceived stress levels of nursing students will be assessed using the Perceived Stress Scale for Nursing Students. Assessments will be conducted at baseline and after the intervention (4th week). Higher scores indicate higher levels of perceived stress.
Biopsychosocial Response
时间窗: At baseline and post-intervention (week 4)
Biopsychosocial responses of nursing students will be evaluated using the Biopsychosocial Response Scale for Nursing Students. Assessments will be conducted at baseline and after the intervention (4th week). Higher scores indicate more negative biopsychosocial responses.
Coping with Stress
时间窗: At baseline and post-intervention (week 4 )
Coping behaviors of nursing students will be assessed using the Coping with Stress Scale for Nursing Students. Assessments will be conducted at baseline and after the intervention (4th week). Higher scores indicate better coping with stress.
次要结局
- Self-Efficacy Level(At baseline and post-intervention (Week 4))
研究者
Beyza Kalkan
Principal Investigator
Kırıkkale University