The Effect of a Creative Drama-Based Stress Management Program on Stress, Coping, and Emotional Intelligence Levels in Nursing Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 49
- 试验地点
- 1
- 主要终点
- Perceived Stress Scale for Nursing Students
研究概览
简要总结
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 experimental 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 and a follow-up one month after the intervention.
H0-1: There is no difference between the creative drama and control groups regarding perceived stress level.
H0-2: There is no difference between the creative drama and control groups regarding biopsychosocial response level.
H0-3: There is no difference between the creative drama and control groups regarding stress-coping behaviors.
H0-4: There is no difference between the creative drama and control groups regarding emotional intelligence level.
详细描述
Nursing students will be assigned to the experimental 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 experimental 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 blinding of the investigator. Participant blinding will be achieved by administering the educational experimental to the control group.
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
- Double (Participant, Outcomes Assessor)
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Being a nursing student,
- •Volunteering to participate in the study,
排除标准
- •Having creative drama courses,
- •Receiving professional psychological support,
- •Having a disease that would prevent participation in the study.
- •Participants were also excluded if they did not attend at least two consecutive sessions, or if they were incomplete or did not complete the data collection tools.
研究组 & 干预措施
Creative Drama Group
A creative drama-based stress management program consisting of a total of 6 sessions, 3 weeks, will be applied to the experimental group.
干预措施: Creative Drama-Based Stress Management Program (Behavioral)
Active Comparator Grup
The active control group will be given 3 weeks of theoretical training.
干预措施: Training (Behavioral)
结局指标
主要结局
Perceived Stress Scale for Nursing Students
时间窗: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (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
时间窗: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (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
时间窗: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (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.
Emotional Intelligence Trait Scale - Short Form
时间窗: Pre-intervention (pre-test) Immediately after the intervention (post-test) 1 month after the intervention (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
时间窗: 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
时间窗: 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
时间窗: 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.
Emotional Intelligence Trait Scale - Short Form
时间窗: 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.
次要结局
未报告次要终点
研究者
Sultan Ayaz Alkaya
Prof. Dr., Faculty of nursing
Gazi University